The Study On Interpersonal Sensitivity Among Junior High School Students And The Relationship With Attention Bias Of Interpersonal Evaluation Words

Interpersonal sensitivity is one of the potential risk factors of depression and can significantly predict depression symptoms. Review of previous studies, we found that the research focus on the individual differences of interpersonal sensitivity, however, related empirical research which in view of interpersonal sensitivity and the field of cognition, less to give the necessary inspection. Attention is an important topic in the field of cognition and attention bias is an important cognitive factors associated with depression. Therefore, we focus on normal group of junior high school students who are high or low interpersonal sensitivity, through three experiments research, to explore the attention bias to interpersonal evaluation term in junior high school students who are interpersonal sensitive.With domestic junior high school students as the research object, this study adopts questionnaire method and experimental method, to discuss the attention bias to personality assessment words in junior high school students. Experimental study is divided into three parts:the first part of the validation of high and low interpersonal sensitivity test whether there is attention bias; on this basis,The second part is to explore the high and low interpersonal sensitivity student's mechanism of attention bias; The third part is to explore the effect of ABM in high interpersonal sensitivity students.In the first experiment,we use a 2 group(high/low)*3vocabulary(positive/neutral/negative),two-fact-or mixed experimental design. Group is designed as between-subjects factor, vocabulary as within-subjects factor, reaction time dependent variable. In the second experiment, we use a 2 group(high/low)*3vocabulary(positive/neutral/negative)*:2cue(valid/invalid),three factor mixed experimental design. Group is designed as between-subjects factor, vocabulary and cue are designed as within-subjects factor, reaction time dependent variable. In the third experiment,we use a 2 training time(before/after)*3vocabulary (positive/neutral/negative),two-factor repeated experimental design. Before reaction time and after reaction time are designed dependent variable.Through the experimental study, we draw the following conclusions:(1) high interpersonal sensitivity students have negative attention bias; (2)high interpersonal sensitivity students and low interpersonal sensitivity students remove difficulties to negative personality assessment words. Subjects who under the effective clues prompt reaction is superior to the invalid clues prompt reaction; (3)Attention bias modification training can effectively reduce the high interpersonal sensitivity student's attention to negative information bias. Embodied in interpersonal sensitivity was that before reaction time and after reaction time of high interpersonal sensitivity students are significant differences and before reaction time is significantly higher than after reaction time. After the adjustment training, participants reduced attention to negative words bias.