Adjustment Of The Subtype Of Social Withdrawal And Neural Mechanism Research

Since the1980s, social withdrawal, has been gradually Gotten more attention inthe field of child development and has important significance for children’s socialdevelopment. Social withdrawal is considered to be shown behavior of alone andspending time under strange and familiar environments across situations and time.Theoretical classification of social withdrawal raised by Ascendorpf has beensupported by domestic and foreign researches. However, research methods mainlyused peer rating，teacher rating and observational method, the application ofself-report methods are relatively small used； furthermore，more research focus oncultural differences between social withdrawal children and adaptation relationship,relative researches about demographic variable such as grade/sex differences studyare relatively small； Finally,on Asia, social withdrawal physiology researchesfocused more on Shyness and there are less researches about Unsociability, therefore,the paper wants to test the electroencephalogram support of social withdrawclassification theories in ERPs,Relatively, there is few on Brain electrical physiological mechanism research.Research focuscs on is applicable, with the relations of children development adaption,and the Brain support back lo the theoretical classification.This study used self-report method, teacher rating method, peer rating and HRPphysiological method to detect social withdrawal-related issues.Study1，we mainly test practical usage reliability of Shyness and Unsociabilityself-report questionnaire by measuring relative questionnaire. The data results show(hat the Shyness and unsociability self-report questionnaire has Good reliability,validity and item discrimination, which is suitable for usage.Study2. grade difference researches about adapt function of Shyness,Unsociability indicate Shyness has signiifcant grade differences on teacher ratingexternalizing problems, teacher rating learning problems: Unsociability has significant grade differences on self-esteem, teacher rating learning problems and peeracceptance hasStudy3，experimental mateiral (horror, non-terrorist)，electrode position (letffrontal FC1, right frontal FC2) were tested in the within-subjects variables andsubjects type (normal, Unsociability, Shyness) is as between-subjects variable.wemade repeated measures ANOVA2*2*3analysis, ERPs component N2analysisshowed that the vairable of subjects cateGoires was not significant; irght frontalposition amplitude were significantly greater than that of letf frontal volatility. N2amplitude of Unsociability children in a non-terrorist context was signiifcantlygreater than that of the horror scenario of volatility. N2latency results show that thethree groups of subjects in identifying stimuli have not significantly difference.