大学生情绪调节策略对情绪面孔短时与长时再认的影响

The Effects of Emotion Regulation Strategies on Short- and Long-Term Recognition Memory for Emotional Faces among College Students

摘要: 目的：考察习惯使用表达抑制与认知重评的大学生在情绪面孔短时、长时再认能力上的差异。方法：以情绪调节量表筛选出大学生102名，其中表达抑制组46人，认知重评组56人，采用2 (情绪调节组别：表达抑制、认知重评) × 2 (记忆类型：短时、长时) × 3 (情绪效价：积极、消极、中性)混合设计完成情绪面孔学习–再认任务。结果：(1) 学习阶段两组分类正确率与反应时均无显著差异；(2) 再认反应时的记忆类型 × 组别交互显著(p = 0.025)，短时记忆条件下表达抑制组慢于认知重评组(p = 0.018)，且仅表达抑制组由长时至短时显著变慢；(3) 再认正确率呈情绪记忆增强效应(消极、积极 > 中性)，未见组别差异。结论：表达抑制倾向大学生在情绪面孔短时记忆条件下存在反应时延长的代价，认知重评未见类似代价；编码等值性支持将该差异归因于记忆保持与提取环节。研究观测到情绪记忆增强效应，但未发现两组再认正确率存在显著差异。

Abstract: Objective: The present study aimed to investigate differences in short- and long-term recognition memory for emotional faces among college students who habitually use expressive suppression and cognitive reappraisal as emotion regulation strategies. Methods: A total of 102 college students were selected using the Emotion Regulation Questionnaire, including 46 participants in the expressive suppression group and 56 participants in the cognitive reappraisal group. A 2 (emotion regulation group: expressive suppression vs. cognitive reappraisal) × 2 (memory type: short-term vs. long-term) × 3 (emotional valence: positive, negative, vs. neutral) mixed design was adopted. Participants completed an emotional face learning-recognition task. Results: (1) During the learning phase, no significant differences were observed between the two groups in either classification accuracy or reaction time. (2) During the recognition phase, the interaction between memory type and emotion regulation group was significant for reaction time (p = 0.025). Under the short-term memory condition, the expressive suppression group showed significantly longer reaction times than the cognitive reappraisal group (p = 0.018). Moreover, only the expressive suppression group exhibited significantly slower responses in the short-term condition compared with the long-term condition. (3) Recognition accuracy demonstrated an emotional memory enhancement effect, with both positive and negative emotional faces being recognized more accurately than neutral faces, whereas no significant differences were found between the two emotion regulation groups. Conclusion: College students who habitually employ expressive suppression exhibited increased reaction times during short-term recognition of emotional faces, whereas no comparable cost was observed among those who habitually employ cognitive reappraisal. The absence of group differences during the learning phase suggests that the observed differences are more likely related to memory retention and retrieval processes rather than initial encoding differences. The present study also confirmed the emotional memory enhancement effect but found no evidence that emotion regulation strategy types influenced recognition accuracy.