The Regulation Effect Of Cognitive Reappraisal On Emotional Learning And Prefrontal Cortex Activation In Hearing Impaired Students

At present,some parents and teachers of special education pay more attention to children's cognitive ability and ignore the emotional process of special children,such as emotional learning.They also paid little attention to the relationship between cognitive and emotional processes in exceptional children.This is not only not conducive to perfecting the theory of emotional process,the relationship between cognition and emotional process,but also unable to provide support for the intervention of emotional and problem behaviors in children with special needs.Therefore,this paper attempts to study these two problems in order to enrich the existing theories.In this study,hearing-impaired students were selected as subjects,matched healthy students as control group.It combines near-infrared imaging technology and behavior research.In experiment one,investigated the emotional learning and prefrontal cortex activation of hearing-impaired students on language,face and action materials.In Experiment 2,investigated the regulation effect and frontal lobe activation of cognitive reappraisal on emotional learning of hearing-impaired students.The results showed that:(1)The positive emotion learning ability of hearing-impaired students is not significantly different from that of healthy students.However,the negative emotion learning of hearing-impaired students is obviously better than that of healthy students,and it is mainly manifested in language and action materials.(2)Students with hearing impairment can use cognitive reappraisal strategies to regulate positive and negative emotional learning.The cognitive regulation of positive emotional learning for hearing impaired students is better than that for healthy students,and the cognitive regulation of negative emotional learning is worse than that for healthy students.(3)There are differences in material types in cognitive regulation of positive emotional learning.Specifically,the regulation effect of face material on emotional learning is better than that of language material and action material.In the cognitive regulation of negative emotional learning,the ability of deaf students is weaker than that of non-deaf students,which is mainly manifested in language and face materials.(4)When hearing impaired students conduct positive emotional learning,no matter what material is presented,the prefrontal cortex will be activated,Compared with healthy hearing students,the prefrontal cortex of hearing-impaired students showed abnormal activation only when face materials were presented.(5)When hearing-impaired students learn negative emotions through language and face materials,the prefrontal cortex will be abnormally activated.(6)In the cognitive regulation of positive emotional learning,the prefrontal cortex of hearing-impaired students is abnormally activated when presenting sentence and face materials.During the cognitive regulation of negative emotional learning,there was no difference in the activation of prefrontal cortex between baseline and task in hearing-impaired students.