【摘要】：隨著國(guó)民經(jīng)濟(jì)的快速發(fā)展，人們的物質(zhì)生活條件得到了極大的改善，在物質(zhì)生活得到滿足之后，人們把關(guān)注的焦點(diǎn)轉(zhuǎn)移到精神生活，更關(guān)注個(gè)體的心理健康。除了適度的情緒控制、恰當(dāng)正確的自我認(rèn)知以及良好的人際交往之外，心理健康還包括健全的智力，廣義上的認(rèn)知包括與智力有關(guān)的一切活動(dòng)。同時(shí)，以往的研究發(fā)現(xiàn)，工作記憶是認(rèn)知活動(dòng)中最重要的核心因素，為所有認(rèn)知活動(dòng)提供了一個(gè)工作平臺(tái)。大學(xué)生是社會(huì)的新興力量，是未來(lái)促進(jìn)社會(huì)發(fā)展的主力軍。因此，研究體育鍛煉對(duì)大學(xué)生工作記憶的影響具有非常重要的理論和現(xiàn)實(shí)意義。 大量研究表明，身體鍛煉對(duì)認(rèn)知活動(dòng)有影響，但這種影響隨鍛煉強(qiáng)度不同而不同。以往研究表明，短期中等強(qiáng)度的體育鍛煉能對(duì)鍛煉者的認(rèn)知活動(dòng)產(chǎn)生積極影響，高強(qiáng)度的劇烈運(yùn)動(dòng)對(duì)個(gè)體的認(rèn)知功能卻會(huì)產(chǎn)生消極的影響�；诖�，本研究假設(shè)：（1）不同強(qiáng)度的運(yùn)動(dòng)對(duì)大學(xué)生工作記憶的影響不同；（2）小強(qiáng)度和中等強(qiáng)度運(yùn)動(dòng)都能夠改善大學(xué)生的工作記憶，但改善的程度有所不同；（3）大強(qiáng)度的運(yùn)動(dòng)則會(huì)損害大學(xué)生的工作記憶。 本研究采用實(shí)驗(yàn)的方法。在內(nèi)蒙古師范大學(xué)的本科生中選取80名被試（Ｍ＝２２．7，SD=0.79），男女各半，所有被試均沒(méi)有參與體育鍛煉的習(xí)慣。按運(yùn)動(dòng)強(qiáng)度將實(shí)驗(yàn)分為安靜組、小強(qiáng)度運(yùn)動(dòng)組、中等強(qiáng)度運(yùn)動(dòng)組和大強(qiáng)度運(yùn)動(dòng)組。安靜組被試要求被試靜坐5分鐘；小強(qiáng)度要求被試心率達(dá)到110-120次/min；中等強(qiáng)度要求心率達(dá)到140-150次/min；大強(qiáng)度運(yùn)動(dòng)要求心率達(dá)到170-180次/min。心率達(dá)到要求后維持此心率繼續(xù)運(yùn)動(dòng)5分鐘。利用polar表來(lái)監(jiān)控被試心率，以跑步為鍛煉形式。所有被試在運(yùn)動(dòng)后立刻進(jìn)行言語(yǔ)和空間2-back任務(wù)測(cè)試，收集被試的正確率和反應(yīng)時(shí)。 實(shí)驗(yàn)結(jié)果顯示:（1）在正確率上，不同的運(yùn)動(dòng)強(qiáng)度對(duì)大學(xué)生兩種工作記憶均沒(méi)有顯著影響。（2）在反應(yīng)時(shí)上，不同的運(yùn)動(dòng)強(qiáng)度對(duì)大學(xué)生兩種工作記憶有不同的影響，并且差異顯著。主要表現(xiàn)在小強(qiáng)度運(yùn)動(dòng)降低了被試言語(yǔ)和空間工作記憶的反應(yīng)時(shí)，，但這種降低不具有顯著意義：言語(yǔ)工作記憶反應(yīng)時(shí)P=0.2980.05，空間工作記憶反應(yīng)時(shí)P=0.6080.05；中等強(qiáng)度的運(yùn)動(dòng)能夠顯著加快被試言語(yǔ)和空間工作記憶的反應(yīng)：言語(yǔ)工作記憶反應(yīng)時(shí)P=0.040.05，空間工作記憶反應(yīng)時(shí)P=0.0340.05；大強(qiáng)度運(yùn)動(dòng)會(huì)顯著增加被試在言語(yǔ)和空間工作記憶任務(wù)上的反應(yīng)時(shí)：言語(yǔ)工作記憶反應(yīng)時(shí)P=0.0370.05，空間工作記憶反應(yīng)時(shí)P=0.0470.05。不同性別的被試在不同運(yùn)動(dòng)強(qiáng)度下，兩種工作記憶的正確率和反應(yīng)時(shí)均無(wú)顯著差異。
[Abstract]:With the rapid development of the national economy, people's material living conditions have been greatly improved. After the material life has been satisfied, people focus on the spiritual life and pay more attention to the individual's mental health. In addition to moderate emotional control, proper self-cognition and good interpersonal communication, mental health also includes sound intelligence. In a broad sense, cognition includes all activities related to intelligence. At the same time, previous studies have found that working memory is the most important core factor in cognitive activities and provides a working platform for all cognitive activities. College students are the new strength of society and the main force to promote social development in the future. Therefore, it is of great theoretical and practical significance to study the influence of physical exercise on the working memory of college students. A large number of studies have shown that physical exercise has an impact on cognitive activities, but this effect varies with the intensity of exercise. Previous studies have shown that the short-term moderate intensity of physical exercise can have a positive impact on the cognitive activities of exercisers, but high intensity of strenuous exercise will have a negative impact on the cognitive function of individuals. Based on this, this study hypothesized: (1) the effect of different intensity exercise on the working memory of college students is different; (2) both small intensity and moderate intensity exercise can improve the working memory of college students, but the degree of improvement is different; (3) intensive exercise can damage the working memory of college students. This research adopts the experimental method. Among the undergraduates of Inner Mongolia normal University, 80 subjects (MJ22.7SD0.79), half of men and half of men, had no habit of participating in physical exercise. According to exercise intensity, the experiment was divided into quiet group, small intensity exercise group, moderate intensity exercise group and high intensity exercise group. Participants in the quiet group were asked to sit for 5 minutes, the heart rate of the subjects with small intensity was 110-120 times / min; moderate intensity, the heart rate was 140-150 beats / min; heavy intensity exercise required 170-180 beats / min.. Maintain the heart rate for 5 minutes after the heart rate reaches the request. Use the polar table to monitor the heart rate of the subjects, taking running as a form of exercise. All subjects were tested with verbal and spatial 2-back task immediately after exercise, and the correct rate and reaction time were collected. The results showed that: (1) different exercise intensity had no significant effect on two kinds of working memory of college students in correct rate. (2) in response time, different exercise intensity had different influence on two kinds of working memory of college students. And the difference is significant. The main results were as follows: the response of speech and spatial working memory was decreased by small intensity exercise, but the decrease was not significant: the response time of speech working memory was 0.2980.05, the reaction of spatial working memory was 0.6080.05; Moderate intensity exercise could significantly accelerate the responses of speech and spatial working memory: P0. 040.05 in verbal working memory and 0. 034. 05 in spatial working memory. The response time of speech and spatial working memory task was significantly increased in high intensity exercise: P0.0370.05 for verbal working memory and 0.0470.05 for spatial working memory. There was no significant difference in the correct rate and reaction time of working memory between the two groups under different exercise intensity.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B842

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