负性解释偏差的内隐测量和认知重构干预
文献类型：学位论文
| 作者 | 于冠琳 |
| 答辩日期 | 2022-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张文彩 |
| 关键词 | 解释偏差 认知重构 多义词 治疗性隐喻 |
| 学位名称 | 理学硕士 |
| 学位专业 | 应用心理学 |
| 其他题名 | Interpretation Bias: An Implicit Measure and Cognitive Restructuring Intervention |
| 中文摘要 | Interpretation bias is a cognitive bias which individuals tend to interpret ambiguous information in a negative manner. It is a key feature of a series of emotional disorders, plays an important role in their generation and maintenance mechanisms, and is an important target of intervention therapies. Interpretation bias can cause individuals to generate maladaptive thoughts on life events, that leads to induction of anxiety and other negative emotions. Therefore, intervention on interpretation bias can reduce the risk of excessive anxiety in case of stressful events and provides protection on mental health. Although previous studies have made some progress on interpretation bias intervention by using the method of Cognitive Bias Modification-Interpretation (CBM-I), there are still deficiencies in effect measurement as well as training paradigms. The current study aims to design a new Chinese interpretation bias measurement and training paradigm to address these two problems, by establishing an implicit sentence constructing task using homographs, then applying cognitive restructuring techniques in a new interpretation bias intervention paradigm to train the capability to arise awareness of negative interpretations and generate more adaptive interpretations instead. Bearing these objectives, two studies were designed as follow. Study 1 is aimed at establishing the Sentence Constructing Task (SCT) with Chinese homographs, testing its reliability, validity and degree of implicitly. In Experiment 1, 27 non-anxious college students were recruited to rate each meaning of the 82 researcher-selected homographs for emotional valence and usage frequency, and a list of 72 homographs was generated in which their negative meanings had significantly lower valence while the two meanings didn’t differ in frequency. In Experiment 2, 62 college students (29 with anxiety symptoms and 33 without) were asked to perform the SCT, in which the homographs were presented and the participants need to use each one of them to write down a sentence. Discrimination of each homograph item was tested using their correlation with GAD-7 score, items with insignificant correlations were excluded and 34 anxiety-related homographs remained. The 34-item SCT showed good reliability, Cronbach's α=0.824 (Overall Score, OS), 0.762 (Semantic Valence, SV) and 0.819 (Contextual Valence, CV). Validity was also tested through a comparison of scores between anxious and non-anxious participants, anxious participants scored significantly higher on OS and CV, and difference in SM scores reached marginal significance. In Experiment 3, the SCT was adjusted into a 17-item online task with a 3-minute time limit, and was given to 222 undergraduate students along with a Scrambled Sentence Test (SST). Participants were asked to report whether they had figured out the purpose of the two tasks, and as a result, there were significantly fewer participants who figured out the intentions of SCT than of SST, showing that SCT is a more implicit measurement. Results above approves that SCT can be used in the measurement of intervention effects in the following study. In study 2, cognitive restructure training is carried out to lower interpretation bias, and therapeutic metaphors were added to examine whether it can bring greater training effects. 227 college students were divided into 3 groups (86 in metaphorical restructure group, 82 in conventional restructure group and 59 in control group) to participate in an 8-day intervention with 2 1-hour online training sessions and 3 pieces of homework. Main steps in the training program includes: (1) viewing a 5-minute video clip introducing cognitive restructuring, (2) reading examples of metaphorical or conventional restructuring, (3) practicing cognitive restructure with real-life disturbing thoughts and generating more adaptive interpretations. Interpretation bias were measured before and after intervention using SCT and SST, state anxiety and negative affects were also reported. Results showed that participants’ level of mental distress reduced significantly after the restructure practice, and for those in the metaphorical group, metaphors were used more frequently when expressing their new thoughts. Compared to control group, training effects on interpretation bias were significant with both measurement in metaphorical restructure group, while in conventional restructure group the training effect was only visible through SST. In both intervention groups, state anxiety and negative affects reduced after training and automatic negative thoughts reduced one week after training. Additionally, the reduction of interpretation bias mediated the intervention effect of both restructure training on the reduction of automatic negative thoughts. Results above indicate that cognitive restructure training can consciously help replace maladaptive thoughts with adaptive ones, which leads to the transformation of habitual interpretation manners after numerous trails of practice. In conclusion, the current study summarized Chinese homographs that can be used to measure interpretation bias for the first time, and the 34-item SCT has good reliability, validity and implicitly, which makes up for the lack of ambiguous word paradigms in Chinese. And cognitive reconstruction training can effectively reduce interpretation bias , relieve negative emotions and reduce experience of automatic negative thoughts, which has certain practical significance and promotion value for maintaining college students' mental health. |
| 英文摘要 | 解释偏差是个体倾向于对环境中的模糊信息做出负性解释的认知偏向，是焦虑、抑郁等情绪障碍的关键临床特征、产生和维持机制中的重要成分，也是干预治疗中的重要靶点。解释偏差通过使个体对生活事件产生适应不良的消极看法而引起焦虑等负面情绪，因此对其进行干预可以减少个体在生活中经历的消极想法，降低遇到压力事件时过度焦虑的风险，对心理健康形成保护。以往使用解释偏差矫正训练的干预研究虽已取得一些进展，但仍在效果测量和训练方法上存在不足，本研究旨在针对这两方面问题，设计新的解释偏差中文测量工具和干预方法：测量上，将中文中尚未被归纳的模糊词汇类材料与测量目的隐蔽性高的造句范式相结合，编制多义词造句任务；训练方法上，使用认知行为治疗中的认知重构技术，训练被试增强对事件消极解释的自我觉知、形成具有适应性的积极解释的能力，降低解释偏差，并缓解焦虑情绪、减少消极想法。分为以下两个研究进行： 研究一的目的为编制中文多义词造句任务并检验其信、效度和测量目的隐蔽性。首先，实验一招募 27 名非焦虑大学生对研究者搜寻的 82 个多义词的负性和非负性义项的情绪效价和常用程度进行评价，经过义项间的差异检验得到的情绪效价差异显著而常用程度差异不显著的 72 个多义词。实验二招募 62 名大学生进行多义词造句任务，其中有轻度以上焦虑症状的 29 人为焦虑组，其余 33 人为健康组，首先进行任务项目的区分度检验，使用相关系数法删除了不显著的项目，保留 34 个项目。信度检验发现任务总分、语义和语境维度的克隆巴赫α信度分别为 0.824、0.762 和 0.819，信度良好。效度检验使用分组检验法发现焦虑组被试的任务总分和语境维度得分显著高于健康组，语义维度得分边缘显著高于健康组，任务基本可以测得焦虑组被试的高解释偏差，效度良好。实验三招募 222名大学生进行线上限时的多义词造句任务和乱句重排任务，被试需自我报告是否猜出任务目的，结果发现相比于乱句重排任务，主观报告猜出和客观猜对多义词造句任务目的的被试数显著更少，多义词造句任务具有较高的目的隐蔽性。以上实验结果表明多义词造句任务可以应用到干预效果的测量中。 研究二的目的为探究认知重构训练对降低解释偏差、缓解负性情绪、减少负性认知的效果，并探究加入治疗性隐喻是否会增强干预效果。227 名大学生被试被分配到两个干预组（隐喻重构组 86 人，普通重构组 82 人）和对照组（59 人）中，参与为期八天、包含两次一小时的线上认知重构训练和三次家庭作业的干预，训练的主要步骤包括：（1）观看认知重构技术的讲解视频，（2）阅读隐喻或非隐喻的认知重构解惑范例，（3）对在生活中遇到的心理困扰事件练习认知重构，形成更具适应性的新看法。在干预前后分别使用研究一中编制的多义词造句任务和乱句重排任务测量解释偏差，并测量消极情绪、状态焦虑和负性自动思维。结果发现，在重构练习后，干预组被试对事件的心理困扰程度显著降低，隐喻组被试在新看法中显著更多的使用了隐喻；干预结束后，相比于对照组，隐喻重构组在解释偏差的两个测量任务上均出现显著的干预效应，普通重构组只在乱句重排任务上出现干预效应，并且两个干预组的消极情绪和状态焦虑均在干预后显著降低、负性自动思维在干预结束后一周显著降低。并且，解释偏差的降低在认知重构对负性自动思维频率的下降中起到中介作用。以上结果表明，认知重构训练可以有效改变个体对负性生活事件的消极解释、使其自主产生适应性的新解释，在反复练习后，做出负性解释的认知模式得到改善，进而降低了个体在遇到压力事件时经历消极想法的频率，对心理健康形成保护。 综上，本研究从效果测量和训练方法两个方面针对已有研究的不足做出了创新：首先编制了信效度良好、目的隐蔽性高的多义词造句任务，弥补了中文环境下模糊词汇类材料和范式的缺失；而后使用线上认知重构训练，发现其可以有效降低解释偏差、缓解负性情绪、减少消极想法，在预防情绪障碍、维护大学生心理健康上具有实践意义和推广价值。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/43141]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 于冠琳. 负性解释偏差的内隐测量和认知重构干预[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
浏览0
下载0
收藏0
其他版本
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。