目的 分析儿童期心理虐待经历对农村中学生记忆偏向的影响,为制定相关人群的心理健康干预策略提供依据。方法 筛选心理虐待初中生25名及对照组27名,采用2组别(心理虐待组、对照组)×2形容词稳定性(人格特质词、情绪词)×2形容词性质(消极、积极)混合设计,考查儿童期心理虐待经历对个体记忆偏向的影响。结果 1)认可量分析表明,性质主效应显著(F=276.715,P<0.001);组别×性质的交互作用显著(F=5.857,P<0.05)。2)反应时分析表明,稳定性主效应显著(F=6.126,P<0.05);组别×性质交互作用显著(F=28.318,P<0.001)。3)再认量分析表明,组别×性质交互作用显著(F=35.332,P<0.001);组别×稳定性×性质三重交互作用显著(F=6.460,P<0.05)。4)正偏向分析表明,心理虐待组在情绪词与特质词上均显著小于对照组(P均<0.05)。结论 儿童期心理虐待经历对个体记忆偏向存在影响。
Abstract
Objective To analyse possible memory bias among middle school students from rural area with childhood history of psychological maltreatment.Methods A total of 25 students with psychological maltreatment and 27 students without psychological maltreatment were selected to participate in the self-referent encoding task experiment.The 2 groups (psychologically maltreatment group/ control group) ×2 stability of adjectives (trait/ state) ×2 nature of adjectives (negative/ positive) mixed-design experiment was conducted to investigate the impact of childhood psychological maltreatment on memory bias.Results 1)ANOVA results showed the main effect for adjectives nature was significant (P<0.001),groups × nature had a significant interaction effect (P<0.05).2)The SRET's reaction time showed:the main effect for adjectives stability was significant (P<0.05),groups × nature had a significant interaction effect (P<0.001).3) The result of SRET's recall test showed:groups × nature had a significant interaction effect (P<0.001),groups × nature× stability had a significant interaction effect (P<0.05).4) The positive reaction bias of maltreatmented group was significantly lower than that of controlled group (P<0.05).Conclusion Junior high school students who were experienced psychological maltreatment in childhood may have memory bias to negative self-related information.
关键词
心理虐待 /
学生 /
农村人口 /
记忆偏向
Key words
psychological maltreatment /
students /
rural population /
memory bias
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基金
黑龙江省高等教育学会“十三五”高等教育科研课题(16Q106);哈尔滨市科技创新人才研究专项资金(优秀学科带头人计划类)项目(2016RQXXJ053)。
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