發(fā)布時(shí)間：2018-03-22 18:37

  本文選題：心理虐待　切入點(diǎn)：執(zhí)行功能　出處：《哈爾濱師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：目的：個(gè)體在兒童期所遭受到心理虐待會對個(gè)體的身心發(fā)展造成許多傷害，但對個(gè)體的執(zhí)行功能損傷的研究卻少而又少。本研究旨在探討兒童期受心理虐待者的執(zhí)行功能特點(diǎn)。方法：（1）采用整群抽樣方法選取哈爾濱師范大學(xué)327名本科生，施測兒童心理虐待量表。（2）依據(jù)兒童心理虐待量表的陽性檢出標(biāo)準(zhǔn)及陰性檢出標(biāo)準(zhǔn)，篩選出心理虐待組被試20人，非心理虐待組被試21人，進(jìn)入正式實(shí)驗(yàn)。（3）實(shí)驗(yàn)一：進(jìn)行停止信號任務(wù)，采用2（組別）×2（任務(wù)類型）混合實(shí)驗(yàn)設(shè)計(jì)，以考察兒童期受心理虐待的大學(xué)生在抑制功能上的特點(diǎn)。（4）實(shí)驗(yàn)二：采用N-back任務(wù)范式，以反應(yīng)時(shí)為因變量，，進(jìn)行2（組別）×3（任務(wù)類型）混合實(shí)驗(yàn)設(shè)計(jì)；以考察兒童期受心理虐待的大學(xué)生在記憶刷新能力上的特點(diǎn)。（5）實(shí)驗(yàn)三：進(jìn)行任務(wù)轉(zhuǎn)換實(shí)驗(yàn)，以考察兒童期受心理虐待的大學(xué)生在執(zhí)行功能靈活性上的特點(diǎn)。結(jié)果：（1）實(shí)驗(yàn)一中以反應(yīng)時(shí)為因變量，進(jìn)行方差分析結(jié)果顯示，組別主效應(yīng)（F=7.325，P=0.010）顯著，任務(wù)主效應(yīng)（F=16.289，P0.001）極其顯著，任務(wù)類型和組別的交互作用（F=5.437，P=0.025）顯著;以被試的反應(yīng)時(shí)標(biāo)準(zhǔn)差為因變量進(jìn)行方差分析的結(jié)果顯示，組別主效應(yīng)（P=6.741，F(xiàn)=0.013）顯著，任務(wù)主效應(yīng)（P=9.062，F(xiàn)=0.005）存在非常顯著差異，任務(wù)和組別的交互作用（F=0.257，P=0.615）不顯著。（2）實(shí)驗(yàn)二中，以反應(yīng)時(shí)為因變量，使用兩因素混合實(shí)驗(yàn)設(shè)計(jì)方差分析結(jié)果顯示，組別主效應(yīng)（F=9.177，P=0.005）顯著，任務(wù)主效應(yīng)（F=0.028,P=0.868），任務(wù)類型和組別的交互作用（F=3.426，P=0.073）不顯著。（3）實(shí)驗(yàn)三中，以反應(yīng)時(shí)為因變量進(jìn)行方差分析，結(jié)果顯示，組別主效應(yīng)（F=5.574，P=0.024）任務(wù)主效應(yīng)（F=4.161，P=0.049）與任務(wù)類型和組別的交互作用（F=4.137，P=0.050）均顯著。結(jié)論：兒童期心理虐待經(jīng)歷使個(gè)體在抑制能力、工作記憶刷新能力、任務(wù)轉(zhuǎn)換能力上均出現(xiàn)不同程度的損傷。總體來說，受虐者在進(jìn)行簡單的認(rèn)知任務(wù)中，與非受虐者并未表現(xiàn)出差異，但隨著認(rèn)知負(fù)荷的加大，受虐者較對照組開始出現(xiàn)差異，表現(xiàn)為反應(yīng)時(shí)較長，日后需要對有受心理虐待經(jīng)歷的個(gè)體多多的加以關(guān)注，幫助個(gè)體建立自信心。
[Abstract]:Objective: the psychological abuse suffered by an individual in childhood can cause many injuries to the physical and mental development of the individual. The purpose of this study was to explore the characteristics of executive function of children who suffered psychological abuse. Methods: a cluster sampling method was used to select 327 undergraduates from Harbin normal University. According to the positive and negative criteria of child psychological abuse scale, 20 subjects of psychological abuse group and 21 subjects of non-psychological abuse group were selected. Enter the formal experiment .Y3) experiment 1: stop signal task, 2 (group) 脳 2 (task type) mixed experiment design, to investigate the characteristics of psychological abuse in childhood college students on the inhibitory function. Experiment 2: using the N-back task paradigm, Taking the response time as dependent variable, the mixed experiment design of 2 (group) 脳 3 (task type) was carried out, and the characteristics of memory refresh ability of college students who suffered psychological abuse in childhood were investigated. Experiment 3: task conversion experiment, Results in the first experiment, using response time as a dependent variable, the variance analysis showed that the main effect of the group was 7.325%, and the task-main effect was significantly higher than that of the control group (P < 0.05), and the task-main effect was extremely significant (P 0.001), and the main effect of the group was significantly higher than that of the control group (P < 0.05), and the main effect of the group was significantly higher than that of the control group (P < 0.05). The results of variance analysis based on the standard deviation of response time of the subjects showed that the main effect of group was 6.741 / F 0.013), and the main effect of task was significantly different from that of task main effect (P _ (9.062) / F _ (0.005)), while the interaction between task type and group was significant (P _ (5.437) / F _ (0.025)), and the results of ANOVA showed that the main effect of group was 6.741 / F _ (0.013). The interaction between task and group was not significant. In experiment 2, reaction time was taken as dependent variable. The results of ANOVA using two factors mixed experiment showed that the main effect of group was F9.177 / P0. 005). The results showed that the interaction between task types and groups was not significant in experiment 3, and the response time was used as dependent variable in the analysis of variance. Group main effect (F5. 574 / P0. 024) the interaction between task-based main effect and task type and group P0. 049 (P < 0. 050). Conclusion: mental abuse in childhood makes individuals have the ability to restrain and refresh their working memory. In general, there was no difference between the masochist and the non-masochist in the simple cognitive task, but with the increase of cognitive burden, the masochist began to show difference compared with the control group. The reaction time is longer, and it needs to pay more attention to the individuals who have experienced psychological abuse in the future, to help individuals build self-confidence.
【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B844.1

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