第五章 研究貢獻、限制與未來研究方向
第二節 未來研究方向
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的情緒狀態有關，並且不同反應風格型態對自傳式記憶的影響又比人格特質顯 著，因而如何因應情緒、解決問題，會影響我們對事件的詮釋和記憶內容，未來 心理調適的角色和效果或許更令人期待、更有影響性。
貳、研究限制
受試者的限制方面，依據自我反思反芻特質分類，「高反思高憂鬱」、與「低 反芻高憂鬱」這兩群類別的受試者特別難找，在本研究蒐集 545 人之中，符合此 兩種特質者各為 15 人、19 人，最後願意來參加實驗的人數，分別只有 6 人和 8 人，佔總整體的 1.1%與 1.5%，因此在收集受試者的過程中，要找到足夠的受試 者顯得難度較高，並可能因此降低研究效果，在進一步想要區分為更細的分組，
探討前後情緒改變的相關特性時，就會發生受試者更少的問題。受試者的問題在 Svaldi（2008）的研究中也出現過，因此在現實狀況允許的狀況下，需要收集更 多的受試樣本、才可能蒐集到足夠的每組人數。
另外，儘管問卷翻譯的時候已經盡量以比較中文化的方式呈現，但由於問卷 設計的概念並非行為有無的填答，而多半是關於內在思考方式的問句，需要受試 者經過較為抽象、非直覺式的思考才能回答問卷，即使本研究的受試者多半是大 學生、研究生，但仍難以避免其中幾題需要主試者解釋題義。在預試時將量表請 教育程度較低者填答，就容易出現看不懂的問題，因而在篩選不適當量表時，也 可能因為受試者對量表的理解力不足而填答發生問題，被視為棄卷，而使本研究 所使用的樣本則多半為高教育程度者，可能在推論上有生態效度的問題。
第二節 未來研究方向
一、自我反思與反芻是否為兩個不同向度
過去關於自我聚焦與情緒和記憶的研究，多半採用實驗設計的方式操弄自我 聚焦變項（Watkins et al., 2000; Watkins & Teasdale, 2001），較少研究探討自然發 生的自我聚焦。Trapnell 與 Campbell（1999）認為自我反思和自我反芻是不相關、
動機不同的兩個部分；而 Svaldi（2008）的研究則發現高自我反芻的個體也可能 同時具有高自我反思，應該以兩個不同向度呈現。Takano 與 Tanno（2008）以 111 位一般學生做研究，認為自我反思可以預測三週後的自我反芻程度，因而自我反
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思反芻並非兩個不相關的部分。在本研究中，自我反思與反芻沒有顯著相關，相 互之間也沒有顯著預測性，但是可以發現的確有個體同時具有高自我反思和高自 我反芻特質。因此自我反思與自我反芻是否具有兩個不同的內在機制、或者他們 受到同一個機制影響，在理論上尚未能清楚闡明，為了能更清楚的瞭解自我聚焦 的機制與其在記憶上的影響，未來需要更多研究繼續探討。
二、自傳式記憶的測量
為了探討一般人建構自傳式記憶的能力，使用自傳式記憶測驗，主要測量個 體能否回憶出一天之內的事件之能力，主要針對該事件的持續時間、是否為時常 發生的事件做紀錄與編碼，與執行功能較有關係。但是在這個過程中，個體在陳 述記憶所使用的語詞、陳述記憶的方式（是疏離、第三者式的陳述，或以第一人 稱的方式生動的描述，簡單一兩句陳述、或詳細帶有情感地描述記憶）容易被遺 漏、沒有被測驗記錄。
然而自傳式記憶的內容非常廣泛，未來仍需要更多相關研究能建立有效的自 傳式記憶測量方式，探討記憶的各個型態、面向與心理特質的關連性。
三、自我反思特質在自傳式記憶的可能性
自我反思與憂鬱無關、自我反芻與憂鬱有關，但自我反思反芻在自傳式記憶 的特定性、過度概化性方面無法顯現出差異，於是令人好奇的是，究竟是自我反 思的什麼特性能幫助個體避免憂鬱情緒、增加適應性？如果它不能從自傳式記憶 特性上展現，它應該會展現在何處？如果關鍵與開放性有關，會是在建構回憶的 情感體驗上、或回憶的生動性方面有特殊性？或者是在一般記憶編碼時，自我反 思的個體就容易注意到正向、與負向的事物，而不會有注意力偏誤地特別容易偵 測到負向事件？讓他在提取回憶時，能更容易的提取出正向記憶。
關於自我反思反芻與記憶的可能性還有非常多，自傳式記憶的內容、可能影 響因素也非常廣，從注意、記憶到提取記憶的認知歷程更是複雜，未來還需要更 多的研究投入於此，以釐清理論與現象。
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