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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。
Objective To analyze the impact of childhood psychological abuse on memory bias in rural middle school students, and to provide basis for developing mental health intervention strategies for related groups. Methods 25 middle school students with psychological abuse and 27 control subjects were enrolled in the study. Two groups (psychological abuse group and control group) × 2 adjective stability (personality trait words, emotional words) × 2 adjectives (negative and positive) , Examining the impact of childhood psychological abuse experiences on individual memory bias. Results 1) The analysis of the accreditation quantity showed that the main effect of the quality was significant (F = 276.715, P <0.001); the interaction of group × property was significant (F = 5.857, P <0.05). 2) The analysis of reaction time showed that the main effect of stability was significant (F = 6.126, P <0.05), and the interaction of group X was significant (F = 28.318, P <0.001). 3) Reconfirmation analysis showed that there was significant interaction (F = 35.332, P <0.001) between group × property and group × stability × property (F = 6.460, P <0.05). 4) Positive biased analysis showed that the group of psychological abuse was significantly less than the control group in emotional words and idiosyncratic words (all P <0.05). Conclusion Childhood psychological abuse experience has an impact on individual memory bias.