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大学生的强迫特征与自闭特征 被引量:5

Overlap of Obsessive-compulsive Traits and Autistic Traits in College Students
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摘要 目的:考察大学生群体中强迫特征与自闭特征的关系,为深入探讨强迫症与自闭谱系障碍的关系奠定基础。方法:采用方便取样,选取大学生1918名;用帕多瓦量表(Padua Inventory,PI)和自闭症量表(Autism-SpectrumQuotient,AQ)进行测查。结果:①男生在受驱使与行为失控感、检查、强迫症状总分、对细节的注意、沟通能力、想象能力和自闭症状总分上的得分均高于女生;②强迫症状总分及各因素均与自闭症状总分及各因素呈显著正相关,其中强迫症状总分与自闭症状总分的相关为0.310(P<0.01);③强迫特征高低分组(前后27%)和自闭特征高低分组(前后27%)具有良好的一致性(kappa=0.531,P<0.001)。结论:大学生强迫特征与自闭特征存在部分重叠,提示强迫症和自闭谱系障碍可能在病理机制等更深层的方面存在相似之处。 Objective: To investigate the relationship between obsessive-compulsive and autistic traits in college students,laying the foundation of exploring the relationship between obsessive-compulsive disorder and autistic spectrum disorder.Methods: A total of 1918 college students were investigated with Padua Inventory(PI) and Autism-Spectrum Quotient(AQ).Results: ①Males scored higher than females on Impulses,Checking subscale,the total score of PI,Attention to Detail,Communication,Imagination subscale and the total score of AQ.②All PI subscales and its total score were significantly positively correlated with all AQ subscales and its total score.Particularly,for the total score of PI,the correlation coefficient was 0.310 to the total score of AQ(P〈0.01).③There was good consistency between High Obsessive-Compulsive group and High Autistic group,and Low Obsessive-Compulsive group and Low Autistic group(kappa=0.531,P〈0.001).Conclusion: There is partial overlap of obsessive-compulsive and autistic traits in college students,implying there may be overlap of mechanism of obsessive-compulsive disorder and autistic spectrum disorder.
出处 《中国临床心理学杂志》 CSSCI CSCD 北大核心 2012年第3期353-355,共3页 Chinese Journal of Clinical Psychology
关键词 强迫特征 自闭特征 重叠 大学生 Obsessive-compulsive traits Autistic traits Overlap College students
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参考文献18

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共引文献27

同被引文献40

  • 1姚静,郭兰婷,孙锦华,王强,周为,刘协和,李涛.精神分裂症高危人群分裂型人格特征的研究[J].中国临床心理学杂志,2006,14(6):596-598. 被引量:4
  • 2曹漱芹,方俊明.脑神经联结异常—自闭症认知神经科学研究新进展[J].中国特殊教育,2007(5):43-50. 被引量:14
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  • 10Baron-Cohen S. The extreme male brain theory of autism. Trends in Cognitive Sciences, 2002, 6(6): 248-254.

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