抑郁症状中学生自我相关生活事件的回忆、再认和启动效应特点

Recalling,Recognition,and Priming Processing in Middle School Students with Depressive Symptoms

采用Tversky的实验设计,对非抑郁和抑郁症状中学生的回忆、再认和启动效应进行了探讨。实验发现,抑郁症状中学生对自我相关生活事件信息加工存在负性回忆、负性再认、负性启动和负性加工偏向;抑郁症状中学生对自我相关生活事件信息加工的回忆具有情境一致性;对再认材料的不同加工深度影响抑郁症状中学生自我相关生活事件信息加工的再认;抑郁症状中学生对自我相关生活事件信息加工的负性启动主要是由于对负性条目、中性条目的负性偏向加工引起。

The research on the cognitive bias in depressive disorders highlights depression as a major human mental disorder. Researches on cognitive bias have revealed that the social cognitive process plays an important role in depression; therefore, this article aims to investigate the effects of the social cognitive process on cognitive bias. This study explores the recalling, recognition, and priming processing of middle school students with depressive symptoms by using Tversky＇s experiment model and material called ＂Roommate＇s story,＂ which included three kinds of items （positive, neutral, and negative items）. The Beck Depression Inventory （BDI） and the Self- Rating Depression Scale （SDS） were used to select participants; a total of 49 depressive students and 49 healthy ones （control group） were selected. In the recalling task, the depressed students recalled more negative items than those in the control group under the negative condition. In addition, there was situational conguence in the recalling of self- related events in the information processing of the depressed students. In the recognition task, the depressed students recognized more negative items than positive ones; they recognized more old and new negative items and less positive items than did the control group. The recognition of self- related events in the information processing of the depressed students was related to the level of processing. In the priming task, the depressed students primed more negative items than did the control group; the negative priming of the self- related events in the information processing of the depressed students was primarily caused by the negative bias of processing the negative and neutral items. The findings suggest that there are negative biases in the reealling, recognition, and priming processing in middle school students with depressive symptoms.