An Experimental Research On Effects Of Affective Priming On Attentional Bias Of Middle School Students With Depressive Symptoms

In recent years, our young people psychologically healthy condition research demonstrated that the young people psychology question studies have shown that adolescent mental problems have become increasingly prominent in our country. Depression affects human health in the 21st century as the main factors, the impact of physical and mental health for young people can not be ignored. How to make students able to survive adolescence, the growth of both mental health who have good psychological quality of grew is an important issue need to be solved for the school education.This research through the use of questionnaires to screen group of students with depressive symptoms student in the middle-school student community, and then unifies tests method of the affective priming and the attentional bias paradigm, the goal lies in the research to discuss the phenomenon of depression in the individual's attention bias. Students explore the priming effect of depression on individuals and what impact attentional bias. This research through take the middle-school student despondent individual as the object of study, expanded the field of study of the attention bias in broadening the field of study, but also to deepen and enrich our understanding of attentional bias. Second, this study starts from the perspective of emotional exploration of the causes of depression for secondary school students to provide theoretical evidence and practice guidance, making our prevention and intervention on depression can be targeted.The First experiment using Go / No-Go paradigm variant to real emotional faces as stimuli to explore the different individuals in the sad, happy face cognition efficiency whether to have the difference. The findings discovered: compares with the normal group, the middle-school student despondent individual has the attentional bias to negative mood face, mainly displays in relieves the difficulty to negative face attention. Thus caused the middle-school student despondent individual to assign their more limited cognition resources to negative information processing, if cannot to its adjust and the intervention effectively brings the very tremendous influence to middle-school student's normal life and the study. Formerly few studies have used experimental methods to improve the depressed individual's negative emotions. Therefore this research on the basis of a second experiment using emotional words on the face type of priming paradigm to judge the target stimuli task, trying to regulate emotional way to start this attentional bias. Under the threshold conditions on the emotional affect to exploration different despressed condition individual under sad, happy, neutral three kinds of expression cognition efficiencies whether to have the difference. The experimental result indicated: After presents the positive words and expressions unceasingly individual to target stimulation response time-variable and the accuracy changes high quickly. But after presenting the negative words and expressions, tries right target stimulation reaction time is slowed down, and the accuracy reduces. Therefore we concluded that primes words impact the subjects of the judgments and reactions. Positive words that continue to show a positive priming to improve the depressed mood which the individual's attention scope and the cognition scope were broader, thus was quickly more accurate to the target stimulation's response. Negative words that continue to show negative subjects started exacerbated the depression, caused the individual to have no time to pay attention to other, the attention scope and the cognition scope became narrower, due to the despondent individual's attention resources are taken highly, when the other needs to ask the individual to complete occupation of cognitive resources of the task, presented the attention competition, thus target stimuli to be tested on the accuracy of reaction time slows down to low.Conclusions of this study are as follows:1. Under the no affective priming conditions, the reaction time of normal individuals have not remarkable speed difference between the positive emotion and the negative emotion. Individuals did not show attentional bias for emotional faces. But depressed individuals on the positive and negative emotional display the reaction time of emotional faces a significant speed difference. Negative individuals demonstrate attentional bias for emotional faces, indicating that in the absence of affective priming, negative information on depressed individuals allocate more attentional resources.2. Under the positive affective priming conditions, the depressed individual's response to three types of faces was faster than the control group shows affective priming to effectively improve the subject's depression. Normal reaction to the positive face with the face of negative reaction has the remarkable speed difference, presents the mood priming effect.3. Negative affective priming conditions, depressed individuals have responded to the three faces slower than the control group. Showed that negative affective priming intensified the depressed mood of the individual. Normal reaction to the positive face with the face of negative reaction has the remarkable speed difference, presents the mood priming effect.This conclusions of the study for depressed individuals can be activated by emotional approach to his attention to eliminate bias (cognitive), to reduce his experience of depression (emotional), after the weakening of the emotional experience is conducive to individual attention to the elimination of bias, and ultimately break individual emotional experience of depression and cognitive bias mutually reinforcing vicious cycle. It is for us to help students overcome the unreasonable level of cognition cognitive beliefs, a reasonable perception to radically reduce and reduce the incidence of depression and train students in the emotional stability of personality characteristics of components, the establishment of the correct mode of interpersonal communication, multi- means more channels to expand mental health education for midlle school students and psychological consultation provides a theoretical guidance, but also for depressed patients with cognitive therapy provides a theoretical basis to some extent.