단어의 정서가와 각성가가 우연학습 이후 기억에 미치는 영향 = The Effect of the Valence and Arousal of a Word on the Memory after Incidental Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effect of emotional characteristics of the word on recognition memory. To do so, the effects of valence level and arousal level of words on recognition after incidental learning were investigated. In Experiment 1, participants performed a lexical decision task with negative and neutral words. Later, participants were asked to recognize whether each test word was shown when they performed the lexical decision task. After completing the recognition task, participants also judged what color the words were(associative memory task). The results showed that words with negative valence were recognized better than those with neutral valence. Also, regardless of the memory tasks, words with higher arousal level were recognized worse than those with lower arousal level. In Experiment 2, participants performed a same task with positive and neutral words. The results show that positive words were recognized better than neutral words. However, there was no difference based on the dimensions of emotion in the performance of the associative memory task. The results of the two experiments showed the differential effects of the valence and arousal on cognitive processes. The results indicate that the reason that emotion helps memory is the effect of valence of two dimensions of emotion. The results also showed that, for negative information, the memory processing is interrupted when the arousal level is too high. Arousal level of the positive information is irrelevant to the memory. The results further suggest that the inconsistent findings across previous studies might be due to not dissociating the valence and arousal level of the affective stimulus.

국문 초록 (Abstract)

본 연구의 목적은 단어의 정서적 특성이 어휘판단 이후 그 단어의 기억에 미치는 영향을 살펴보는 것이다. 보다 구체적으로 본 연구에서는 단어의 정서적 특성을 정서의 두 차원인 정서가와 각성가로 구분하고 이러한 특성이 재인 기억에 미치는 영향을 살펴보고자 하였다. 이를 위해 실험 1에서는 참가자들에게 부정단어와 중립단어에 대한 어휘판단을 실시하도록 요구하였고 이후에 재인과제를 실시하여 제시되는 단어들이 어휘판단 시 나타났었는지와 단어의 색상이 무엇이었는지를 판단하도록 요구하였다. 실험 2는 동일한 실험을 긍정단어와 중립단어를 이용하여 실시하였다. 두 실험 모두에서 재인과제를 실시한다는 것은 참가자들에게 사전에 알려주지 않았다. 실험 1의 결과 정서가가 부정적일 경우 중립에 비해 우연학습 이후 재인이 잘 되었고, 각성가가 낮은 경우에 높은 경우보다 재인의 정확률이 높았다. 실험 2에서도 정서가에 따른 유의미한 차이는 관찰되었으나 부정정서와는 다르게 긍정정서 내에서는 각성가에 따른 차이는 관찰되지 않았다. 이러한 결과는 정서가 기억에 도움이 된다는 선행연구들의 결과와 맥락을 같이 한다. 본 연구의 결과는 특히 정서의 두 차원 중 정서가는 기억에 도움을 주지만 높은 각성가는 기억 수행을 방해한다는 것을 보여준다. 본 연구의 결과는 정서가 단일한 차원의 개념이 아니라 정서가와 각성가로 구분되는 개념이라는 제안을 뒷받침하며, 향후 정서단어를 이용한 연구나 그 밖의 정서관련 연구를 진행할 때 이러한 두 차원을 독립적으로 고려할 필요가 있다는 것을 시사한다.

참고문헌 (Reference)

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