中文摘要：

有意遗忘是强调遗忘的有意性和指向性。对负性情绪的有意遗忘有利于个体的身心健康。本研究采用单字范式,实验一以正性、负性和中性情绪词为材料,探讨了情绪材料对有意遗忘的影响。结果发现,三类词语均表现出了显著的有意遗忘效应;实验二在实验一的基础上加入了情绪状态,探讨了情绪状态和情绪材料对有意遗忘的影响,结果发现,在积极情绪状态下,被试更多地遗忘负性情绪词;在消极情绪状态下,被试更多地遗忘中性词。表明个体对情绪信息的有意遗忘既受信息的情绪性影响,又受个体情绪状态的影响。

英文摘要：

Intentional forgetting emphasizes the intention and directivity of forgetting. The forgetting of negative events is beneficial to mental and physical health. There are mainly a selective rehearsal theory and a retrieval inhibition theory to explain the intentional forgetting. The selective rehearsal theory claims that the rehearsal of the to-be-remembered items makes its encoding finer than the to-be-forgoten items. As a result, in the recall and recognition task, the grades of to-be-remembered items are higher than the to-be-forgoten ones. The retrieval inhibition theory claims that because of the instruction, the inhibition of the to-be-forgetten items makes their extraction more difficult than the to-be-remembered items. So, in the recall and recognition task, the grades of to-be-remember items are higher than the to-be-forget ones. Some researches have evaluated the different accounts of directed forgetting by comparing outcomes of direct and indirect tests of memory. Direct memory tests, such as free recall and recognition, require intentional recollection and awareness of previously presented materials. In contrast, indirect memory tests, such as word-stem completion, or lexical decision, do not have these requeirements and instead, memory is inferred from a facilitation of task performance in the case of studied items. List-method intentional forgetting and word-method intentional forgetting are two main directed forgetting paradigms. A few studies have examined intentional forgetting in the context of emotion or in the different affective states or with them together. These studies have mainly concerned clinical disorders and coping styles. We designed two experiments to examine how the emotional materials and affective states people experience during encoding and retrieval modulate such intentional forgetting. Two experiments examined differences in recall, word completion and recognition memory for positive, negative, and neutral stimuli and the interaction with affective states. In Experiment 1, words