Résumé
Objective To explore the gender and cultural differences in emotional memory of college students and whether they have memory preferences for emotional pictures with different valence.Methods Using the learning-recognition paradigm,fifty-four Tibetan and Han students were asked to recognize the emotional face images of different valence.The reaction time and accuracy of the subjects were recorded and analyzed.Results (1) The reaction times of the Tibetan and Han subjects were (1 808.28±528.45) ms and (1 508.27±455.37)ms,the main effect of national type was significant (F(1,50)=5.826,P＜0.05).The main effect of emotional picture valence was significant (F(2,100)=6.997,P＜0.05),the reaction time of negative pictures ((1 568.90 ± 534.45) ms) was significantly shorter than that of the positive picture ((1 684.08±476.24) ms) and neural pictures ((1 738.51 ± 528.73) ms).(2) On the accuracy rate,the main effect of emotional picture valence was significant (F(2,49)=29.56,P＜0.05).The accuracy of negative images ((78.83±8.55) ％) was significantly higher than that of the positive ((73.41 ±9.66) ％) and neutral picture ((67.96 ± 9.64) ％).(3) For Tibetan subjects,the accuracy of positive picture ((77.46 ± 8.48)％) was significantly higher than that of positive ((70.89±8.83)％) and neutral pictures ((67.32± 8.70) ％),the main effect of emotional picture valence was significant (F(2.52)=14.891,P＜0.05).(4) For Han subjects,,the response time of negative images ((1 359.89±365.58) ms) was significantly shorter than that of positive ((1 549.93±434.60) ms) and neutral pictures ((1 615.01±528.77) ms),the main effect of emotional picture valence was significant (F(2,48)=9.758,P＜0.05).The accuracy of negative images ((80.31±8.53)％) was significantly higher than that of neutral ((68.65±10.70)％) and positive images ((76.12±9.94)％),and the main effect of emotional picture valence was significant (F(2,48) =15.359,P＜ 0.05).Conclusion National culture and emotional valence affect the emotional memory of the Tibetan and Han students.Both Tibetan and Han students have obvious "negative bias" on the recognition of emotional images,but they have different characteristics.
Résumé
Objective To compare the learning motivation of Tibetan college students with that of Han college students,and compare the learning motivation of Tibetan and Han students with different majors and genders.Methods Learning motivation questionnaire for university students were used,and 172 Tibetan students and 156 Han students participated in the study,while their general population information were collected at the same time.Results Learning motivation for both Tibetan and Han students was above the average level.Tibetan students scored ((3.97±0.52),(3.47±0.58),(3.49±0.50),(3.23±0.58),(3.37±0.50)) significantly higher than those of Han students ((3.83±0.56),(3.15±0.71),(3.37±0.50),(2.99±0.65),(3.20±0.53),P＜ 0.05) in hankering for capability,tendency of altruism,intrinsic motivation,extrinsic motivation and total motivation score.Tibetan boys ' score in altruistic orientation (3.48±0.54) was much higher than that of girls(3.45±0.61,P＜0.05).For Tibetan students,those who majored in liberal arts scored much more in all items than those who majored in science (P＜ 0.05).For Han students,there was no significant difference in the scores of boys' and girls'(P＞0.05).For those Han students who majored in liberal arts,their scores in hankering for capability,tendency of altruism and intrinsic motivation((3.17±0.49),(3.32±0.73),(3.47±0.46))were significantly higher than those who majored in science((2.91±0.56),(2.98±0.65),(3.28±0.52),P＜0.05).Conclusions (1)The Tibetan students showed stronger motivation than Han students.(2) Gender plays a different role in the learning motivation of Tibetan and Han students,that is,compared with the Tibetan girls,Tibetan boys have stronger motivation in altruistic orientation.For Han students,there is no significant difference between male and female students' learning motivation.(3) Tibetan and Han students from different majors show the same trend in learning motivation,that is,for both the Han students and Tibetan students,liberal arts students' learning motivation is higher than that of the science students.