| Summary: | 碩士 === 國立新竹教育大學 === 教育心理與諮商學系碩士班 === 96 === According to the binding theory proposed by Mackay et al. (2004), emotional stimuli arises physical responses and further binds source information. This study employed terms’ types (positive vs. neutral vs. negative), source information context (color vs. position vs. color-position), and learning situation (intended learning vs. non-intended learning) as manipulated variables to examine subjects’ item recognition performance and source information recognition performance.
The experiment showed four findings. First, subjects had better item recognition memory on negative terms than on neutral terms and on positive terms. Second, subjects had better source recognition memory on negative terms than on neutral terms and on positive terms. Third, no different source recognition performance was found between single-clue source information (color vs. position) and dual-clue source information (color & position). Fourth, no different source recognition performance was found between in intended learning situation (remembering terms and source information simultaneously) and in non-intended learning situation (remembering terms only).
The results of this study revealed that the recognition performances on negative terms are significantly different from those on positive terms, although negative terms and positive terms both belong to emotional stimuli. Thus, negative valence seems to be the main factor affecting memory. These findings did not support the binding theory completely. It is suggested to explore more on the possible effects of source information contexts and of learning situations.
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