身体攻击行为学生自主神经活动的情绪唤醒特点

Emotional Arousal of Autonomic Nervous Activity of Students with Physical Aggressive Behavior

运用情绪生理学的方法,以31名具有身体攻击行为的初中工读学生和30名普通初中生为研究对象,研究了身体攻击行为学生与普通学生在基线生理唤醒和情绪生理唤醒方面的不同特点。结果发现,在生理唤醒的基线水平上,身体攻击行为学生与普通学生在指温、R-R间期、心率、指脉率方面差异显著,身体攻击行为学生的指温、心率、指脉率比普通学生低,身体攻击行为学生的R-R间期比普通学生R-R间期长。在愤怒刺激条件下,身体攻击行为学生报告的愤怒体验水平比普通学生高;愤怒诱发刺激引起身体攻击行为学生R-R间期、心率变化显著,而普通学生R-R间期、心率变化不显著。厌恶与恐惧、悲伤、愉快诱发刺激引起普通学生皮肤电变化显著,而身体攻击行为学生皮肤电变化不显著。

Introduction The autonomic nerve activity pattern of antisocial spectrum behavior, including aggression, psychopathy, and conduct problems, has been examined in a number of studies over the past decades, especially in heart rate （HR） and skin conductance （SC）. The findings indicated that aggression reliably though modestly associated with HR and SC in many cases. Low resting and task skin conductance were associated with conduct problems. Low resting HR and high HR reactivity were associated with aggression and conduct problems. However, the patterns of autonomic nervous activity are influenced by emotional valence of stimuli. Also aggression may be physical or relational. This study was conducted to explore the relations between physical aggression and autonomic activity, the different characteristics of autonomic activity among the students with and withoug physical aggressive behavior under conditions of different emotional valence of stimuli. Method Sixty one students attended the experiment of this study, including 31 students with physical aggressive behavior and 30 normal students. Physiological responses, including the finger temperature, skin conductance, R - R interval, heart rate, and finger pulse, were recorded using Biopac100PW under resting condition and condition of different emotional stimuli. There were four emotional stimuli, three film clips eliciting disgust and fear, sadness, and happiness, and one language material eliciting anger. Acqknowledge 100PW and SPSS 11.5 were used to analyze data. Results （1） There was a significant difference between students with physical aggressive behavior and normal students on the baseline of physiological activation such as finger temperature, finger pulse rate, heart rate, and R- R interval. Finger temperature, finger pulse rate and heart rate of students with physical aggressive behavior were lower than those of normal students and their R - R interval was longer than those of normal students. （2） In condition elicited anger, students with physical aggressive behavior reported higher level of anger experience than those of normal students. Significant difference of average changes in terms of R - R interval, heart rate existed between students with physical aggressive behavior and those of normal students when they read provocative and insulting language eliciting anger. The R - R interval, heart rate of students with physical aggressive behavior increased and those of normal students had no significant changes. （3）In condition eliciting disgust and fear, sadness, happiness, the skin conductance level of normal students changed more significantly than those of students with physical aggressive behavior. Conclusion The finding of this study showed that there were different patterns of autonomic activity between physical aggressive students and normal students. Autonomic activity of physical aggressive students is imbalance. They had higher HR under condition eliciting anger. So intervention of physical aggressive students needs to reshape their pattern of autonomic activity using biofeedback and other methods. It is also important to enhance their emotion- regulation competence.