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目的:研究解释偏差矫正训练(Cognitive Bias Modification of Interpretation,CBM-I)对个体解释偏差的改变效果及对先前记忆的影响。方法:选取54名健康大学生为被试,首先为其呈现无结尾的模糊情景,并要求为该情景续写一个结局,之后将被试随机分配至对模糊情景进行积极解释的训练组(n=27)或消极解释的训练组(n=27)进行CBM-I训练。结果:积极组比消极组对积极探测情景的反应时更短(P<0.001),消极组比积极组对消极探测情景反应时更短(P<0.05);对新的模糊情景进行相似度评估,积极组比消极组倾向于积极解释(P=0.06),消极组比积极组倾向于消极解释(P<0.05);对先前记忆内容(即先前续写的模糊情景结局)的回忆效价更倾向于CBM-I训练效价(消极训练组P<0.05)。结论:CBM-I训练能有效改变解释偏差倾向,且对训练前的记忆产生定向影响。
OBJECTIVE: To study the effects of CBM-I on individual variation of interpretation and its effect on previous memory. Methods: Fifty-four healthy college students were selected as subjects, first of all, they were presented with no ending ambiguity and asked to write a conclusion for the situation. After that, subjects were randomly assigned to training group which explained the ambiguous situation positively (n = 27) or negatively interpreted training group (n = 27) for CBM-I training. Results: The positive group had a shorter reaction time (P <0.001) than the negative group (P <0.001), the negative group had shorter reaction time (P <0.05) than the negative group (P <0.05), and the similarity of the new fuzzy scenario (P = 0.06) in the positive group compared with the negative group (P = 0.06), negative group (P <0.05) in the negative group than negative group (P <0.05). The recall valence of the previous memory content Tend to CBM-I training potency (negative training group P <0.05). CONCLUSION: CBM-I training can effectively change the bias of interpreting bias and has a directional effect on pre-training memory.