意境作业对抑郁倾向大学生情绪调节的ERP效应研究
发布时间：2018-08-11 18:40
【摘要】：目的本研究将有抑郁倾向的大学生作为研究对象,通过2个阶段的意境作业干预训练,应用视觉事件相关电位(ERP)检测各阶段的变化反应,分析意境作业对抑郁倾向大学生的情绪调节ERP效应机制,为临床心理精神性疾病的防治提供实验学证据,以丰富中医气功学和中医心理学理论。方法招募抑郁自评量表(SDS)得分≥50分的抑郁倾向大学生为受试者,按1:1比例分配至干预组和对照组。干预组接受意境作业辅导训练、自主训练干预,对照组不进行任何干预。采集视觉刺激ERP数据,所用的刺激图片均挑选自中国情绪图片库(Chinese Affective Picture System,CAPS),共选用120张图片,其中正性、中性、负性图片各40张。所选3种类型图片在效价维度差异显著(F=1295.93,P0.05,M±SD:正性7.02±0.28,中性5.52±0.33,负性2.43±0.57),且在唤醒度维度,正性与负性图片均高于中性图片(F=247.26,P0.05,M±SD:正性 6.15±0.42,中性 4.16±0.37,负性5.33±0.41)。干预组共采集3次数据,第1次采集时点在辅导训练前;第2次采集时点在辅导训练后自主训练前;第3次采集时点在自主训练结束后。对照组共采集2次数据,第1、2次采集时点与干预组相同,即第1次采集时点在干预组辅导训练前;第2次采集时点在干预组辅导训练后自主训练前。提取晚正电位数据,对干预组、对照组数据进行协方差分析,并对意境作业不同训练阶段进行均值比较和分析。结果1、对干预组与对照组在不同图片刺激下各时间窗口 LPP均值进行比较:①负性图片:300-600ms段,P4电极点有显著差异(P0.05),且干预组均值较对照组更小,其余电极点无显著差异(P0.05);600-900ms段,FP2电极点有显著差异(P0.01),且干预组均值较对照组更大,其余电极点无显著差异(P0.05);900-1200ms段,FP2电极点有显著差异(P0.05),且干预组均值较对照组更大,其余电极点无显著差异(P0.05)。②中性图片:300-600ms、600-900ms段,各电极点均无显著差异(P0.05);900-1200ms段,F8、01电极点有显著差异(P0.05),且干预组均值较对照组更大,其余电极点无显著差异(P0.05)。③正性图片:300-600ms段,P4、PZ电极点有显著差异(P0.05),且干预组均值较对照组更小,其余电极点无显著差异(P0.05);600-900ms段,各电极点均无显著差异(P0.05);900-1200ms段,FZ电极点有显著差异(P0.05),且干预组均值较对照组更小,其余电极点无显著差异(P0,05)。2、对两种不同训练阶段的差值进行比较:①负性图片:差异的脑区为左侧枕叶01、左侧颞叶T3、TP7、左侧额叶F7、FC3、右侧额叶F4、中线额中央区FCZ(P0.05)。②中性图片:差异的脑区为左侧枕叶01(P0.05)。③正性图片:各电极点均无显著差异(P0.05)。结论意境作业能够对抑郁倾向大学生产生情绪调节的ERP效应,且负性情绪的调节效应与正性和中性相比更加明显,其主要调节区域为大脑前额叶皮质和顶叶皮质。意境作业对抑郁倾向大学生的情绪调节机制可能为:先降低了躯体对强烈的负性或正性情绪的反应,后通过加强对负性情绪的处理,以摆脱负性情绪的干扰;通过弱化对正性情绪的处理,以减少其对认知资源的消耗。在面对情绪刺激不强烈的中性图片时,意境作业可能加强了抑郁倾向大学生对普通事物的观察并对其产生兴趣。
[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.
【学位授予单位】：北京中医药大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R277.7
本文编号：2177878
[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.
【学位授予单位】：北京中医药大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R277.7
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