8 结论与展望
8.1 研究结论。
因为对于情绪的划分除了极性和确定性维度之外，还有控制性、责任性、注意活力和预期努力这四个维度，多以本研究的结论更多是证明了情绪的确定性维度与学习判断之间的相关关系。
综合以上讨论，根据每个阶段提出的假设本研究可以得到以下结论：
（1）愤怒组和快乐组的被试花费在项目学习上的时间分别少于恐惧组和惊喜组的被试花费的学习时间；（2）愤怒组和快乐组的学习判断值高于恐惧组和惊喜组的学习判断值；（3）愤怒组和快乐组的学习判断准确性低于恐惧组和惊喜组的学习判断准确性。
（4）UWP 效应显着，即第一轮测验中错误的词对在第二轮学习判断中学习判断值下降，而第一轮测验中回答正确的词对则在第二轮学习判断中学习判断值上升；（5）愤怒组和快乐组的被试的第二轮次学习判断值与第一轮次测验成绩的相关大于其与第二轮次测验成绩的相关；而恐惧组和惊喜组则刚好相反。
8.2 不足之处与展望
（1）四个研究中所涉及到的学习材料比较单一，都为词对学习，虽然这种学习材料在实验环境下比较好控制，但是在实际教学环境中，这一类学习并不多。所以，为了验证结论的适用性，应进一步把阅读理解、数学计算等学习内容引入到学习判断的研究中。
（2）被试方面，四个研究的被试都以男生为主。性别之间的差异也可能使实验结果不适合女生学生。应该进一步取样更多的女生被试。特别是在恐惧组的被试中，因为担心给被试造成不良后果，所以男性被试的比率更高。
（3）在积极情绪下的快乐组和惊喜组无论在研究二还是研究四中，在情绪的确定性维度上的差异都没有消极情绪下的愤怒组和恐惧组大。这也是导致实验二，两组被试之间学习判断差异不显着的原因之一。为了进一步证实研究结论，可以选取其他的情绪作为控制的变量。
（4）本论文没有讨论情绪的效价与情绪确定性之间的交互作用，从研究一和研究二的结果来看，积极情绪和消极情绪对于学习判断的影响是存在差异的。如果交互作用存在也为解释研究二中快乐和惊喜对学习判断影响的差异不显着提供新的思路。更多的研究可以从这个角度着手，研究情绪这两个维度的交互作用对学习判断的影响。
（5）本论文选取的都是具体的情绪而没有宽泛地启动被试的不确定感。为了再次验证结论，未来的研究可以通过设置场景单纯地启动被试的不确定感来研究情绪的确定性维度对学习判断的影响。
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