Objective To explore the relationships among reading ability, academic self-efficacy, and academic emotions in primary school students. Methods A total of 343 pupils in grade three to five were measured for 3 months by using primary scholar Chinese reading ability scale, children academic emotions questionnaire, and academic self-efficacy scale. Results Reading ability significantly predicted two dimensions of academic emotions （positive-high arousal emotions and negative-low arousal emotions）. Academic self-efficacy played a part mediating role in the relationship between reading ability and negative-low arousal emotions. Academic self-efficacy could influence positive-high arousal emotions via academic self-efficacy across time point （T1 to T2）. Conclusion Reading ability influenced academic emotions through academic self-efficacy.

成瘾性药物与用药时的相关线索或环境反复匹配形成病理性的成瘾记忆，是成瘾行为长期存在的基础之一。记忆提取是内部或外部线索诱导的记忆印迹表达的过程。成瘾记忆的提取一方面可以诱发复吸，另一方面也可以诱发再巩固过程，为修饰甚至抹除成瘾记忆提供可能，此外多次提取还可能导致成瘾行为的消退，因此理解成瘾记忆提取的过程及其机制非常重要。本文主要从心理加工的角度，阐述成瘾记忆提取的三个阶段：注意选择、痕迹激活以及策略性加工，探讨线索环境诱发的成瘾记忆提取的神经环路基础，并试图提出可深入的研究展望。

国家自然科学基金面上项目（编号：31871111）;; 中国科学院青年创新促进会会员（编号：2020088）