【摘要】：目的本研究將有抑郁傾向的大學(xué)生作為研究對象,通過2個階段的意境作業(yè)干預(yù)訓(xùn)練,應(yīng)用視覺事件相關(guān)電位(ERP)檢測各階段的變化反應(yīng),分析意境作業(yè)對抑郁傾向大學(xué)生的情緒調(diào)節(jié)ERP效應(yīng)機(jī)制,為臨床心理精神性疾病的防治提供實驗學(xué)證據(jù),以豐富中醫(yī)氣功學(xué)和中醫(yī)心理學(xué)理論。方法招募抑郁自評量表(SDS)得分≥50分的抑郁傾向大學(xué)生為受試者,按1:1比例分配至干預(yù)組和對照組。干預(yù)組接受意境作業(yè)輔導(dǎo)訓(xùn)練、自主訓(xùn)練干預(yù),對照組不進(jìn)行任何干預(yù)。采集視覺刺激ERP數(shù)據(jù),所用的刺激圖片均挑選自中國情緒圖片庫(Chinese Affective Picture System,CAPS),共選用120張圖片,其中正性、中性、負(fù)性圖片各40張。所選3種類型圖片在效價維度差異顯著(F=1295.93,P0.05,M±SD:正性7.02±0.28,中性5.52±0.33,負(fù)性2.43±0.57),且在喚醒度維度,正性與負(fù)性圖片均高于中性圖片(F=247.26,P0.05,M±SD:正性 6.15±0.42,中性 4.16±0.37,負(fù)性5.33±0.41)。干預(yù)組共采集3次數(shù)據(jù),第1次采集時點在輔導(dǎo)訓(xùn)練前;第2次采集時點在輔導(dǎo)訓(xùn)練后自主訓(xùn)練前;第3次采集時點在自主訓(xùn)練結(jié)束后。對照組共采集2次數(shù)據(jù),第1、2次采集時點與干預(yù)組相同,即第1次采集時點在干預(yù)組輔導(dǎo)訓(xùn)練前;第2次采集時點在干預(yù)組輔導(dǎo)訓(xùn)練后自主訓(xùn)練前。提取晚正電位數(shù)據(jù),對干預(yù)組、對照組數(shù)據(jù)進(jìn)行協(xié)方差分析,并對意境作業(yè)不同訓(xùn)練階段進(jìn)行均值比較和分析。結(jié)果1、對干預(yù)組與對照組在不同圖片刺激下各時間窗口 LPP均值進(jìn)行比較:①負(fù)性圖片:300-600ms段,P4電極點有顯著差異(P0.05),且干預(yù)組均值較對照組更小,其余電極點無顯著差異(P0.05);600-900ms段,FP2電極點有顯著差異(P0.01),且干預(yù)組均值較對照組更大,其余電極點無顯著差異(P0.05);900-1200ms段,FP2電極點有顯著差異(P0.05),且干預(yù)組均值較對照組更大,其余電極點無顯著差異(P0.05)。②中性圖片:300-600ms、600-900ms段,各電極點均無顯著差異(P0.05);900-1200ms段,F8、01電極點有顯著差異(P0.05),且干預(yù)組均值較對照組更大,其余電極點無顯著差異(P0.05)。③正性圖片:300-600ms段,P4、PZ電極點有顯著差異(P0.05),且干預(yù)組均值較對照組更小,其余電極點無顯著差異(P0.05);600-900ms段,各電極點均無顯著差異(P0.05);900-1200ms段,FZ電極點有顯著差異(P0.05),且干預(yù)組均值較對照組更小,其余電極點無顯著差異(P0,05)。2、對兩種不同訓(xùn)練階段的差值進(jìn)行比較:①負(fù)性圖片:差異的腦區(qū)為左側(cè)枕葉01、左側(cè)顳葉T3、TP7、左側(cè)額葉F7、FC3、右側(cè)額葉F4、中線額中央?yún)^(qū)FCZ(P0.05)。②中性圖片:差異的腦區(qū)為左側(cè)枕葉01(P0.05)。③正性圖片:各電極點均無顯著差異(P0.05)。結(jié)論意境作業(yè)能夠?qū)σ钟魞A向大學(xué)生產(chǎn)生情緒調(diào)節(jié)的ERP效應(yīng),且負(fù)性情緒的調(diào)節(jié)效應(yīng)與正性和中性相比更加明顯,其主要調(diào)節(jié)區(qū)域為大腦前額葉皮質(zhì)和頂葉皮質(zhì)。意境作業(yè)對抑郁傾向大學(xué)生的情緒調(diào)節(jié)機(jī)制可能為:先降低了軀體對強烈的負(fù)性或正性情緒的反應(yīng),后通過加強對負(fù)性情緒的處理,以擺脫負(fù)性情緒的干擾;通過弱化對正性情緒的處理,以減少其對認(rèn)知資源的消耗。在面對情緒刺激不強烈的中性圖片時,意境作業(yè)可能加強了抑郁傾向大學(xué)生對普通事物的觀察并對其產(chǎn)生興趣。
[Abstract]:Objective To investigate the effect of mood work on mood regulation ERP of depressive college students through two stages of mood work intervention training and visual event related potential (ERP) test. Methods College students with depressive tendency who scored more than 50 on the Self-rating Depression Scale (SDS) were recruited and assigned to the intervention group and the control group according to a 1:1 ratio. Data were collected from the Chinese Affective Picture System (CAPS). A total of 120 stimulus pictures were selected, of which 40 were positive, 40 were neutral and 40 were negative. Awareness, positive and negative pictures were higher than neutral pictures (F = 247.26, P 0.05, M + SD: positive 6.15 + 0.42, neutral 4.16 + 0.37, negative 5.33 + 0.41). The control group collected two times of data, the first and second time collection points were the same as the intervention group, that is, the first time collection point was before the intervention group counseling training; the second time collection point was before the intervention group counseling training. Results 1. The mean values of LPP in each time window of intervention group and control group were compared under different picture stimulation: 1. There was significant difference between negative picture: 300-600 MS segment, P4 electrode point (P 0.05), and the mean values of intervention group were smaller than that of control group, the other electrode points had no significant difference (P 0.05); 600-900 MS segment, FP2 electrode point had significant difference (P 0.01). The mean value of the intervention group was larger than that of the control group, and there was no significant difference in the other electrode points (P 0.05); there was significant difference in FP2 electrode points between 900 and 1200 ms (P 0.05), and the mean value of the intervention group was larger than that of the control group, while there was no significant difference in the other electrode points (P 0.05). 2 Neutral pictures: 300-600 ms, 600-900 ms, there was no significant difference in each electrode point (P 0.05); 900-1200 ms, F8, 01. Poles had significant difference (P 0.05), and the mean value of intervention group was larger than that of control group, the other electrode points had no significant difference (P 0.05). There was a significant difference in FZ electrodes (P 0.05) between - 1200ms segment and control group, and the mean value of FZ electrodes in intervention group was smaller than that in control group. There was no significant difference in other electrodes (P 0.05). The difference between the two training stages was compared: 1. Negative pictures: The difference in brain regions was left occipital lobe 01, left temporal lobe T3, TP7, left frontal lobe F7, FC3, right frontal lobe F4, and midline frontal central area FCZ (P 0.0). (5) Neutral pictures: the difference of the brain area was left occipital lobe 01 (P 0.05). 3 Positive pictures: there was no significant difference among the electrode points (P 0.05). Conclusion The mood work can produce ERP effect on emotional regulation of depression-prone College students, and the regulation effect of negative emotions was more obvious than that of positive and neutral, and the main regulation area was prefrontal lobe. The emotional regulation mechanism of mood task on depression-prone college students may be as follows: firstly, it reduces the body's response to strong negative or positive emotions, then it strengthens the treatment of negative emotions to get rid of the interference of negative emotions; secondly, it reduces the consumption of cognitive resources by weakening the treatment of positive emotions. In the face of neutral pictures with less emotional stimulation, mood assignments may enhance the depression-prone college students'observation of common things and interest them.
【學(xué)位授予單位】：北京中醫(yī)藥大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：R277.7

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