目的基于近红外光谱成像(near-infrared spectroscopy,NIRS)技术,探索精神分裂症患者言语流畅性任务下的脑激活情况是否会随着治疗进程发生改变,分析NIRS是否具有评估患者精神症状改善程度的价值。方法纳入53例精神分裂症患者和55名健...目的基于近红外光谱成像(near-infrared spectroscopy,NIRS)技术,探索精神分裂症患者言语流畅性任务下的脑激活情况是否会随着治疗进程发生改变,分析NIRS是否具有评估患者精神症状改善程度的价值。方法纳入53例精神分裂症患者和55名健康对照。入组时使用NIRS检测所有被试言语流畅性任务期间额颞叶9个感兴趣区域(region of interest,ROI)的氧合血红蛋白(oxygenated hemoglobin,oxy-Hb)变化情况,使用阳性与阴性症状量表(positive and negative symptom scale,PANSS)评估患者症状的严重程度。患者以单一非典型抗精神病药物治疗,4周后对患者再次进行PANSS评定和NIRS检测。结果入组时,与基线值相比,患者组9个ROI均未激活(P>0.05,FDR校正),对照组均激活(P<0.05,FDR校正),患者组ROI的oxy-Hb变化值均低于对照组(P<0.05,FDR校正)。4周后患者组PANSS总分、各分量表评分均较入组时下降(P<0.05),有6个ROI激活(P<0.05,FDR校正),其中左腹外侧前额叶及左侧颞上皮质的oxy-Hb变化值较入组时提高(P<0.05,FDR校正)。未发现PANSS评分与oxy-Hb变化值间存在统计学相关性(P>0.05,FDR校正)。结论治疗4周后精神分裂症患者额颞叶激活情况有所改善,但NIRS尚不能用于患者精神症状改善情况的客观评估,需要更加深入的研究。展开更多
目的 探讨抑郁症言语流畅性任务（Verbal Fluency Task,VFT）及伦敦塔任务（Tower of London Test,TOL）下脑激活与抑郁的关系.方法 应用近红外光谱成像技术（near-infrared spectroscopy,NIRS）监测35例抑郁症患者（抑郁症组）和年龄...目的 探讨抑郁症言语流畅性任务（Verbal Fluency Task,VFT）及伦敦塔任务（Tower of London Test,TOL）下脑激活与抑郁的关系.方法 应用近红外光谱成像技术（near-infrared spectroscopy,NIRS）监测35例抑郁症患者（抑郁症组）和年龄、性别匹配的35名健康人（对照组）刺激任务（VFT和TOL）下前额叶皮质血红蛋白浓度的变化,采用HAMD24、HAMA、贝克抑郁自评量表（Beck Depression Inventory,BDI）评估受试者的抑郁、焦虑水平;采用独立样本t检验分析抑郁症组和对照组刺激任务下前额叶感兴趣区的平均氧合血红蛋白浓度变化,并采用斯皮尔曼相关性分析法分析抑郁症组刺激任务下前额叶感兴趣区平均氧合血红蛋白浓度变化与HAMD、HAMA、BDI评分的相关性.结果（1）抑郁症组VFT和TOL下前额叶背外侧及腹外侧感兴趣区的平均氧合血红蛋白浓度变化低于对照组[（0.18±0.19）mmol·mm比（0.29±0.22）mmol·mm,（-0.01±0.16）mmol·mm比（0.08±0.14）mmol·mm],差异有统计学意义（t=-2.195,P=0.032;t=-2.448,P=0.017）;（2）抑郁症组TOL下额极前额叶感兴趣区的平均氧合血红蛋白浓度变化与HAMD及BDI评分呈负相关（rho=-0.354,P=0.037;rho=-0.495,P=0.003）,左侧前额叶背外侧及腹外侧感兴趣区的平均氧合血红蛋白浓度变化与BDI评分呈负相关（rho=-0.349,P=0.040）.结论 抑郁症患者VFT、TOL下前额叶背外侧及腹外侧皮质功能较健康对照者受损,抑郁症患者TOL下额极前额叶皮质和左侧前额叶外侧皮质的激活水平与抑郁症状的严重程度呈负相关.展开更多
目的:应用37近红外光谱仪,研究抑郁患者在言语流畅性任务下脑血氧信号变化的差异和特征,探索药物干预治疗抑郁症的神经机制。方法:本研究共52名被试,分为23例抑郁组和29例正常对照组,对照组进行一个月的常规药物治疗,正常对照组不进行...目的:应用37近红外光谱仪,研究抑郁患者在言语流畅性任务下脑血氧信号变化的差异和特征,探索药物干预治疗抑郁症的神经机制。方法:本研究共52名被试,分为23例抑郁组和29例正常对照组,对照组进行一个月的常规药物治疗,正常对照组不进行任何治疗,评估2组干预前后言语流畅性任务下血氧信号、睡眠质量及抑郁症状。结果:在前测评分中,抑郁组在右侧额极区的平均脱氧血红蛋白指标显著大于正常对照组[(−0.04 ±0.04) vs. (−0.07 ±0.05), P = 0.04],在右侧背外侧前额叶的氧合血红蛋白峰值指标趋于显著小于正常对照组[(0.15 ±0.09) vs. (0.26 ±0.24), P = 0.06]。经过药物干预后,抑郁组与正常对照组各指标无显著差异(均P > 0.05)。与问卷进行相关分析结果显示,进行药物干预后,额极区平均氧合血红蛋白指标(睡眠质量r = 0.54, P = 0.01、抑郁症状r = 0.53, P = 0.01)的下降、右侧额极区平均脱氧血红蛋白指标(抑郁症状r = −0.58, P = 0.003)的上升、右侧背外侧前额叶平均氧合血红蛋白指标(睡眠质量r = 0.52, P = 0.01)的下降与临床改善相关。结论:药物干预后,抑郁患者与健康群体在脑激活程度上无显著差异。右侧背外侧前额叶及额极区激活程度降低与抑郁症症状改善相关。展开更多
With the development of cognitive psychology, the cognitive mechanism of learning transfer has recently become the focus in the general field of cognitive psychology. Based on the same theory, tasked based language te...With the development of cognitive psychology, the cognitive mechanism of learning transfer has recently become the focus in the general field of cognitive psychology. Based on the same theory, tasked based language teaching has become more and more popular. This thesis first analyzes the various factors which affect foreign language learning, then introduces some useful teaching strategies with an aim to help students get an efficient transfer of language knowledge and communicative competence in the context of tasked-based language teaching.展开更多
Task-based teaching approach is a new teaching method which absorbs the achievements of modem language teaching theories. It is supposed to be an effective method in promoting learners＇ language competence. However, ...Task-based teaching approach is a new teaching method which absorbs the achievements of modem language teaching theories. It is supposed to be an effective method in promoting learners＇ language competence. However, empirical studies of its application are rarely found in the field of grammar teaching. This paper tries to integrate task-based teaching approach into grammar teaching in order to probe into its validity and feasibility in grammar teaching.展开更多
Classroom teaching is a basic approach to complete the teaching mission, is also a key link to ensure the quality of teaching. The discretion of the teacher classroom control ability is the key to the success of class...Classroom teaching is a basic approach to complete the teaching mission, is also a key link to ensure the quality of teaching. The discretion of the teacher classroom control ability is the key to the success of classroom teaching. Ability to improve depends on teachers＇ language skills and demonstrate ability to improve, to delve into teaching material carefully to strengthen their own learning ability, to master a variety of teaching methods, pay attention to details of classroom teaching, teachers＇ teaching creativity into full play.展开更多
文摘目的基于近红外光谱成像(near-infrared spectroscopy,NIRS)技术,探索精神分裂症患者言语流畅性任务下的脑激活情况是否会随着治疗进程发生改变,分析NIRS是否具有评估患者精神症状改善程度的价值。方法纳入53例精神分裂症患者和55名健康对照。入组时使用NIRS检测所有被试言语流畅性任务期间额颞叶9个感兴趣区域(region of interest,ROI)的氧合血红蛋白(oxygenated hemoglobin,oxy-Hb)变化情况,使用阳性与阴性症状量表(positive and negative symptom scale,PANSS)评估患者症状的严重程度。患者以单一非典型抗精神病药物治疗,4周后对患者再次进行PANSS评定和NIRS检测。结果入组时,与基线值相比,患者组9个ROI均未激活(P>0.05,FDR校正),对照组均激活(P<0.05,FDR校正),患者组ROI的oxy-Hb变化值均低于对照组(P<0.05,FDR校正)。4周后患者组PANSS总分、各分量表评分均较入组时下降(P<0.05),有6个ROI激活(P<0.05,FDR校正),其中左腹外侧前额叶及左侧颞上皮质的oxy-Hb变化值较入组时提高(P<0.05,FDR校正)。未发现PANSS评分与oxy-Hb变化值间存在统计学相关性(P>0.05,FDR校正)。结论治疗4周后精神分裂症患者额颞叶激活情况有所改善,但NIRS尚不能用于患者精神症状改善情况的客观评估,需要更加深入的研究。
文摘目的:应用37近红外光谱仪,研究抑郁患者在言语流畅性任务下脑血氧信号变化的差异和特征,探索药物干预治疗抑郁症的神经机制。方法:本研究共52名被试,分为23例抑郁组和29例正常对照组,对照组进行一个月的常规药物治疗,正常对照组不进行任何治疗,评估2组干预前后言语流畅性任务下血氧信号、睡眠质量及抑郁症状。结果:在前测评分中,抑郁组在右侧额极区的平均脱氧血红蛋白指标显著大于正常对照组[(−0.04 ±0.04) vs. (−0.07 ±0.05), P = 0.04],在右侧背外侧前额叶的氧合血红蛋白峰值指标趋于显著小于正常对照组[(0.15 ±0.09) vs. (0.26 ±0.24), P = 0.06]。经过药物干预后,抑郁组与正常对照组各指标无显著差异(均P > 0.05)。与问卷进行相关分析结果显示,进行药物干预后,额极区平均氧合血红蛋白指标(睡眠质量r = 0.54, P = 0.01、抑郁症状r = 0.53, P = 0.01)的下降、右侧额极区平均脱氧血红蛋白指标(抑郁症状r = −0.58, P = 0.003)的上升、右侧背外侧前额叶平均氧合血红蛋白指标(睡眠质量r = 0.52, P = 0.01)的下降与临床改善相关。结论:药物干预后,抑郁患者与健康群体在脑激活程度上无显著差异。右侧背外侧前额叶及额极区激活程度降低与抑郁症症状改善相关。
文摘With the development of cognitive psychology, the cognitive mechanism of learning transfer has recently become the focus in the general field of cognitive psychology. Based on the same theory, tasked based language teaching has become more and more popular. This thesis first analyzes the various factors which affect foreign language learning, then introduces some useful teaching strategies with an aim to help students get an efficient transfer of language knowledge and communicative competence in the context of tasked-based language teaching.
文摘Task-based teaching approach is a new teaching method which absorbs the achievements of modem language teaching theories. It is supposed to be an effective method in promoting learners＇ language competence. However, empirical studies of its application are rarely found in the field of grammar teaching. This paper tries to integrate task-based teaching approach into grammar teaching in order to probe into its validity and feasibility in grammar teaching.
文摘Classroom teaching is a basic approach to complete the teaching mission, is also a key link to ensure the quality of teaching. The discretion of the teacher classroom control ability is the key to the success of classroom teaching. Ability to improve depends on teachers＇ language skills and demonstrate ability to improve, to delve into teaching material carefully to strengthen their own learning ability, to master a variety of teaching methods, pay attention to details of classroom teaching, teachers＇ teaching creativity into full play.
