اثر تعدیل کنندة خُلق بر یادگیری حرکتی پنهان با تأکید بر اضطراب صفتی

قدیری, فرهاد; بیننده, یدالله

doi:10.22089/spsyj.2016.735

اثر تعدیل کنندة خُلق بر یادگیری حرکتی پنهان با تأکید بر اضطراب صفتی

نوع مقاله : مطالعه پژوهشی اصیل

نویسندگان

¹ استادیار دانشگاه خوارزمی

² کارشناس ارشد تربیت بدنی

10.22089/spsyj.2016.735

چکیده

هدف پژوهش حاضر بررسی اثر انواع خلق‌ بر یادگیری حرکتی پنهان در افراد همگون با اضطراب صفتی پایین بود. نمونة تحقیق حاضر شامل 75 دانشجوی مرد داوطلب از دانشگاه خوارزمی با اضطراب صفتی پایین بود که به شکل تصادفی به سه گروه خلق مثبت، منفی و خنثی تقسیم شدند. در ابتدا همه شرکت کنندگان با استفاده از تصاویر عاطفی در معرض القاء خلق مثبت، منفی و خنثی قرار گرفتند و بعد از آن تکلیف ردیابی آینه را طی یک بلوک 10 کوششی تمرین کردند. آزمون یادداری شامل 4 کوشش از همان تکلیف بود. نتایج نشان داد در زمان یادداری گروه خلق مثبت نسبت به دو گروه دیگر زمان اجرای بهتر و خطای کمتری دارد (05/0>P). در این پژوهش نقش تعدیل کنندة هیجان در حافظة حرکتی پنهان به تأیید رسید و مشخص شد افراد با اضطراب صفتی پایین از خلق مثبت بهرة بیشتری در شرایط یادگیری می برند.

کلیدواژه‌ها

20.1001.1.23452978.1395.5.16.5.5

عنوان مقاله [English]

Moderating Effects of Mood on Implicit motor Learning via Emphasis on Trait Anxiety

نویسنده [English]

farhad ghadiri ¹

¹ Asistant Professor of Kharazmi Univercity

چکیده [English]

The purpose of this study was to investigate the effects of different mood on implicit motor learning in a homogeneous people with low trait anxiety. The sample consisted of 75 male student volunteers from the University of Kharazmi with low trait anxiety that were randomly divided into three groups of positive, negative and neutral mood. In first, all subjects were introduced to positive, negative and neutral conditions by the International Affective Pictures System and after that they practiced the standard mirror-tracing apparatus task within a block of 10 trials. The retention test included 4 trials from the same task. The results revealed that performance time and error rate of positive mood group in retention phase was better than two groups (P>0.05). This research confirmed the moderating role of emotion in implicit motor learning and was found Individuals with low trait anxiety gain more benefits from positive mood in learning conditions.

کلیدواژه‌ها [English]

Positive Mood
Negative Mood
Implicit Motor Learning
Trait Anxiety

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