Cognitive, emotional, and language processes in disclosure
Cognitive, emotional, and language processes in disclosure
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DOI：
10.1080/026999396380079
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发表时间：
1996-11-01
影响因子：
2.6
通讯作者：
Francis, ME
中科院分区：
文献类型：
--
作者：
Pennebaker, JW;Francis, ME
以前的研究发现，写下令人沮丧的经历可以改善身体健康。为了解释这一现象，72名一年级的大学生被随机分配连续三天写下他们对进入大学的想法和感受或一些肤浅的话题。语言使用的写作样本和认知措施的可访问性和示意性组织内的措施，收集在写作前后的几周。与之前的研究一样，研究发现，写大学经历可以减少因病去健康中心的次数，并提高受试者的平均成绩。文本分析表明，使用积极的情绪词汇和变化的话暗示因果关系和有见地的思考与健康的变化。成绩的提高，虽然没有联系到这些语言方面，被发现与大学相关的主题的示意性组织的措施。使用书面语言理解认知和健康过程的影响进行了讨论。
Previous studies have found that writing about upsetting experiences can improve physical health. In an attempt to explain this phenomenon, 72 first-year college students were randomly assigned to write about either their thoughts and feelings about coming to college or about superficial topics for three consecutive days. Measures of language use within the writing samples and cognitive measures of accessibility and schematic organisation were collected in the weeks before and after writing. As in previous studies, writing about college was found to reduce health centre visits for illness and to improve subjects' grade point average. Text analyses indicated that the use of positive emotion words and changes in words suggestive of causal and insightful thinking were linked to health change. Improved grades, although not linked to these language dimensions, were found to correlate with measures of schematic organisation of college-relevant themes. Implications for using written language to understand cognitive and health processes are discussed.