:B84412 , : (1) DRM ; (2) [10] DRM. (ZA08294S). E2mail :

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1 : (2009) :B84412 :A 3 ( ) : Deese2Roediger2 McDermott (DRM ) : (1) DRM ; (2) ; (3) : ; ;DRM ; 1 Birenbaum Nasser [7 ] [1] Spielberger - [8 ] [2] [2-4] [9] [2] Deese2Roediger2 McDermott ( DRM) DRM Roediger McDermott Deese U Roediger McDermott 15 [2] Mcdonald [5] U U [10] DRM [6 ] DRM 3 : A (ZA08294S) :. E2mail : 46

2 : [10 ] [11] [10 21] 1 [22 ] DRM [21 ] Isen Labroo 212 [23 ] Ellis Ashbrook [18 ] [21 ] [24 ] U : [25 ] ; [18 ] [26 ] [2 8 ] DRM ( ) 3 ( ) : [17 ] Π

3 C #! :Cassady 2002 ) ; ; [1 6 ] DRM t (44) = p < ( ) ( M SD) ; ( ) : 2 ( M SD) : : 3 ( ) 2s ; s : 30 : Z P Z ; ( 1 t P 1 48

4 : U Kluskal2Wallis 2 = 1188 p > 0105 Alpert Haber - 2 = 1198 p > [2 = 6129 p < 0105 ] MD = 0109 p < ; - ; [27 ] 3 ( ms) ( M SD) ( M SD) ( M SD) [21 ] Kluskal2Wallis 2 = p < 0101 MD = MD = p <

5 ( p < 0101) 0189 ( p < 0101) [2 ] : t ( 4) t (29) = p < U 2 : ( M SD) ( ) Kluskal2Wallis ( 49 ) 10 ( ) 10 ( 2 = 6174 p < ) ( ) 3 ( ) (STAI) :Spielberger ( M SD) Kluskal2Wallis

6 : DRM Corson & Verrier [26 ] [18 ] [24 Storberck Clore ] [18 23 ] - [17 ] 2 ( 6) 6 ( ms) 4 3 U 2 DRM [17 ] U - ( ) 51

7 (5) : [1 ] [28 ] Hembree [3 ] 1 Cognition (1) : Journal of Memory and Language : U 5 (1) [19 ] (1) : (2) [20 ]. ; : [2 ] Zeidner M. Test anxiety : The state of the art. New York Plenum Press [3 ] Hembree R. Correlates Causes effects and treatment of test anxiety. Review of Educational Research (1) : [ 4 ] Sullivan L. The effect of test anxiety on attention and memory skills in undergraduate students. Chrestomathy [5 ] Mcdonald A. The prevalence and effects of test anxiety in school children. Educational Psychology : [6 ] (1) : [7 ] Birenbaum M Nasser F. On the relationship between test anxiety and performance. Measurement and Evaluation in Counseling and Development : [8 ] Cassady J C Johnson R E. Cognitive test anxiety and Academic Performance. Contemporary Educational Psychology : [ 9 ] Lindsay D S Johnson M K. False memories and the source monitoring framework : Reply to Reyna and Lloyd ( 1997). Learning and Individual Differences : [10 ] Watson J M Bunting M F Poole B J Conway A R. Individual differences in susceptibility to false memory in the Deese2Roediger2McDermott paradigm. Journal of Experimental Psychology : Learning Memory and [11 ] (4) : [12 ] Stadler M A Roediger H L Mcdermott K B. Norms for words lists that create false memories. Memory Cognition (3) : [1 ]. brand name on positive affect : implicit and explicit measures. Motivation and [13 ] McDermott K B. The persistence of false memorise in list recall. [14 ] (4) : [15 ].. : [16 ] Watson J M McDermott K B Balota D A. Attempting to avoid false memories in the Deese2Roediger2McDermott paradigm : Assessing the combined influence of practice and warnings in young and old adults. Memory and Cognition (1) : [17 ].. : [18 ] (3) : (2) : :. [21 ] (3) : [22 ] (4) : [23 ] Isen A M Labroo A A Durlach P. An influence of product and

8 : Emotion : [24 ] Stoorbeck J & C1ore G L. With sadness comes accuracy : with happiness false memory : mood and the false memory effect. Psychological Science (10) : [25 ] Sharkawy J E Groth K Vetter C. et al. False memories of emotional and neutral words. Behavioural Neurology (1-2) : [ 26 ] Corson Y &Verrier N. Emotions and False Memories : Valence or Arousal? Psychological Science (3) : [27 ].. : [28 ] (5) : The Influence of Test Anxiety on False Memory CHEN Shun2sen TAN G Dan2hong ( Institute of Applied Psychology Zhangzhou Normal University Fujian Zhangzhou China) Abstract :The Cognitive Test Anxiety Scale was used to select 75 students as subjects with higher medium or lower test anxiety respectively from 550 students. Then the Deese2Roediger2McDermott (DRM) paradigm was used to evoke the subjects false memory to explore the influence of test anxiety on their false memory. The results showed that : (1) The DRM paradigm was effective in eliciting subjects false memory of non2presented lures ; (2) The medium test anxiety subjects false memory was least ; (3) The higher anxiety subjects false recognition in arousal situation was significantly higher than the other two groups in normal situation. memory and enhance their cognitive performances. The subjects medium test anxiety would decrease their false Key words : Test anxiety ; false memory ; deese2roediger2mcdermott paradigm ; arousal situation ( 40 ) Measuring Students Representation Level on Arithmetic Word Problems : Based on the Relational2Representational Complexity Model XIN Zi2qiang ZHAN G Li ( Institute of Developmental Psychology Beijing Normal University Beijing China) Abstract :Students often have difficulty in solving arithmetic word problems. According to the relational2representational complexity model developed by Xin Ziqiang ( ) the difficulty of an arithmetic word problem is determined partly by the relational complexity of variables in the problem. Based on the model in the present study a test consisting of 24 arithmetic word problems with different levels of relational complexity was designed for measuring children. The test was administrated to 165 students from grade and 7. Results showed that : (1) prior analyzed problems relational complexity (involving analysis of relational complexity of variables in every item) could predict most variance of task difficulty (73. 7 % of error percentage % of a difficulty index of Rasch model) and the criterion validity with the SOLO taxonomy test was ; (2) students representation levels on the test improved with grades. Such results indicted that the test is an effective and reliable instrument for measuring children s representation levels changing with grades. Key words :the relational2representational complexity model ; hierarchical complexity ; word problem test ; task difficulty ; representation levels 53