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研究生:鄒樂汶
研究生(外文):CHAU, LOK-MAN
論文名稱:初探具憂鬱與焦慮症狀大學生之抑制控制
論文名稱(外文):An preliminary study on inhibitory control of college students with depression and/or anxiety symptoms
指導教授:郭俊顯郭俊顯引用關係張馨德張馨德引用關係
指導教授(外文):KUO, CHUN-HSIENCHANG, HSIN-TE
口試委員:王瑋瀚郭俊顯張馨德
口試委員(外文):WANG, WEI-HANKUO, CHUN-HSIENCHANG, HSIN-TE
口試日期:2020-07-23
學位類別:碩士
校院名稱:亞洲大學
系所名稱:心理學系
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:中文
論文頁數:61
中文關鍵詞:抑制控制干擾控制認知抑制行為抑制憂鬱焦慮大學生
外文關鍵詞:Inhibition controlinterference controlcognitive inhibitionbehavioral inhibitiondepressionanxietyundergraduates
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現今憂鬱或焦慮有普遍化的趨勢,情緒症狀可能具有發展特性,而成年早期常為明顯情緒症狀發生之階段。過去且情緒症狀可能具有發展特性研究對憂鬱或焦慮等情緒症狀之認知層面相關研究多著重在患者之情緒調節或注意力偏誤,但近期研究認為情緒症狀與調節可能與抑制控制相關,因此有需要更進一步瞭解憂鬱焦慮症狀個體在不同的抑制控制作業中之表現;然而,過去研究對於抑制控制的定義與使用之相關工具及刺激皆不一致。本研究希望能區分有無明顯情緒症狀的大學生在不同的抑制控制作業表現上的差異,並進一步探討抑制控制與情緒症狀的相關性。本研究的實驗一旨在瞭解有無明顯情緒症狀之大學生在三種不同認知性抑制控制作業之表現,實驗二主要探討具明顯憂鬱、焦慮及混合憂鬱焦慮症狀之大學生在情緒性抑制控制之表現。研究方法:實驗一為2X3混合設計,不同組(有明顯情緒症狀/無明顯情緒症狀)之大學生接受三種抑制控制作業(干擾控制/認知抑制/行為抑制)。而實驗二為3X3X3多因子混合設計,探討不同組(有明顯憂鬱症狀/有明顯焦慮症狀/有明顯混合憂鬱焦慮症狀)之大學生在三種抑制控制作業(干擾控制/認知抑制/行為抑制)中對於不同情緒價性刺激物(正向/負向/中性)的反應;實驗三為為調整實驗二難度後之實驗。本研究結果顯示:在實驗一中僅在干擾控制作業中,情緒困擾組的正確率顯著高於非情緒困擾組;而在實驗二中,可能受到天花板效應影響,各項情緒性抑制作業之指標皆無顯著差異;實驗三結果發現,混合症狀組在情緒性干擾作業中組對於負向刺激的反應時間顯著高於焦慮症狀組,憂鬱症狀組在情緒性認知抑制作業中,對於正向刺激回憶與對於負向刺激再認表現分別較混合症狀組與焦慮症狀組佳;再認中針對指示記住刺激的平均反應時間混合症狀組高於焦慮症狀組。因此本研究之結論為:具憂鬱或混合症狀個體之抑制負向刺激效能可能較低,未來研究應進一步在大樣本及發展更早期之個體驗證本研究發現。
Depressive and anxiety disorders have become more prevalent than before among young adults nowadays. The development of emotional symptoms may occur early and peak in early adulthood. Researchers have suggested an association between emotion regulation and attentional bias. Specifically, inhibitory control has been proposed to play an important role in depressive and anxiety disorders. However, the definitions of inhibitory control and the measurements have been inconsistent across the studies. This study aimed to investigate the performances on various inhibitory control tasks (i.e., interference control, cognitive inhibition, and behavioral inhibition) among undergraduates with or without depressive or anxiety symptoms. In Experiment 1, a 2 (undergraduates with or without emotional symptoms) X 3 (inhibitory control tasks) mixed-design study revealed that undergraduates with depressive or anxiety symptoms performed better on the task assessing interference control than undergraduates without depressive or anxiety symptoms. In Experiment 2, a 3 (groups: undergraduates with marked depressive symptoms, DEP; undergraduates with marked anxiety symptoms, ANX; undergraduates with combined symptoms, COM) X 3 (emotional valence: positive, negative, neutral) X 3 (inhibitory control tasks) mixed-design analysis revealed no difference in performances across the three groups on the inhibitory control tasks, a result that might be attributable to a ceiling effect in the performances. In Experiment 3, difficulties of the tasks were set to be higher than those used in Experiment 2. Results of Experiment 3 revealed that participants in DEP group were slower while dealing with negative stimuli of the emotional interference control task than participants in the ANX group. Participants in the DEP group recalled more words conveying positive emotion and recognized more words conveying negative emotion than participants in the COM group and ANX group, respectively. Participants in the COM group were slower in recognizing words that were previously instructed to be remembered than participants in the ANX group. In conclusion, individuals with depressive or combination of depression and anxiety symptoms may suffer from poor efficiency in inhibition of negative stimuli. Future research should validate the findings in large and developmentally early samples.
中文摘要--------------------------------------------------I
Abstract-------------------------------------------------II
目錄 ----------------------------------------------------III
表目錄----------------------------------------------------IV
第一章 緒論-----------------------------------------------1
第一節 文獻探討-------------------------------------------1
第二節 研究問題與假設--------------------------------------16
第二章 研究方法 ------------------------------------------17
第一節 實驗一 --------------------------------------------17
第二節 實驗二 -----------------------------------------20
第三節 實驗三 -----------------------------------------23
第三章 研究結果------------------------------------------- 26
第一節 實驗一 -----------------------------------------26
第二節 實驗二 -----------------------------------------29
第三節 實驗三 -----------------------------------------30
第四章 討論-----------------------------------------------37
參考文獻 -------------------------------------------------42
附錄 ----------------------------------------------------48
表目次
表3-1 抑制建構分類及測量方式-------------------------------12
表5-1 實驗一受試者基本資料 ------------------------------- 26
表5-2 實驗一組間旁側抑制作業之表現--------------------------27
表5-3 實驗一組間指示遺忘作業之表現--------------------------28
表5-4 實驗一組間停止訊號作業之表現--------------------------28
表5-5 實驗二受試者基本資料---------------------------------30
表5-6 實驗三試者基本資料-----------------------------------31
表5-7 實驗三情緒性旁側抑制作業---------------------=--------32
表5-8 實驗三情緒性指示遺忘作業------------------------------34
表5-9 實驗三情緒性停止訊號作業------------------------------36


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