The Cognitive Bias Of Bullied Adolescents

The phenomenon of bullying in school has always existed,especially in recent years,it has become a hot topic of public concern.To prevent the occurrence of school bullying,we should be mainly from two aspects,to the occurrence of the incident,should be hard hit.However,the emergence of bullying in school involves not only the bullies,but also the bullied,and even the bullying-bullied and the bystanders.Therefore,to research of campus bullying,in addition to discuss the explore the corresponding countermeasure,to understand the mental health status of the bullied and psychological counselling and treatment is particularly important.Cognitive bias is an important cognitive feature of patients with depression,anxiety disorder and affective disorder,and it is the characteristic of the individual to show preference in the face of specific environment and life stimulus.It mainly includes perceptual bias,attention bias,memory bias and interpretation bias.The existence of cognitive bias plays an important role in the physical and mental development of individual.On one hand,from an evolutionary perspective,careful bias can make the human individual respond quickly to the threat of a threat,and achieving the effect of avoiding harm.On the other hand,too much attention of individual to negative stimulus information can cause them to sink into negative emotional state,which can lead to negative emotions and behaviors,which can cause harm to individuals.Therefore,this article mainly discuss the cognitive bias characteristics of being bullied teens,in order to the country put forward the measure of dealing with campus bullying and a line workers to the bullied individuals to provide certain scientific basis for psychological counselling.There were conducted three experiments for this paper to explore the characteristics of attention bias,memory bias and interpretation bias of bullied teenagers.The first experiment,the test paradigm was used to investigate the influence of bullying on emotional expression.The second experiment was done by making the subject complete the study-recall task,to see whether the memory effect of the bullied teenagers on different emotional words was different.The third experiment presents emotional images to individual,so that they can judge the images,so as to understand the characteristics of the interpretation bias of the bullied teenagers.The first experimental results show that the interaction between the group and the face attribute was significant,indicating that there was a significant difference in the attention bias of the different emotional faces between the bullied middle school students and the unbullied ones.Subjects within the mood face expression attribute main effect was not significant,namely bullied middle and not bullied junior middle school students pay attention to the bias score on a happy face images and sad face expression in the picture is no significant difference.The subjects between group no significant main effect,that is not being bullied junior high school students face to the same sentiment expression images attention bias scores and bullied junior middle school students score difference was not significant.According the second experiment results,The interaction between the group and the lexical attribute was significant,and the specific performance was significantly higher than the positive on for the negative words,while the control group showed the opposite result.there was no significant difference to different groups,that is,not being bullied the recognition accuracy of junior middle school students to the same emotional vocabulary and bullied the reheat accuracy of junior high school students no significant difference;The emotional vocabulary attribute main effect is significantly,the recognition accuracy of the junior middle school students to active vocabulary and passive vocabulary recognition accuracy is significantly different,to active vocabulary recognition accuracy is higher than negative words.The third experimental results showed that subjects mood pictures inside type main effect significantly,that junior middle school students,emotional images will be judged as positive attributes of bias and judgment for bias exist significant difference in the negative attributes,specific performance will emotions pictures for positive bias is greater than the judgment for the negative attributes of the orientation of properties;The main effect of the group was not significant,that is to say,the difference in the attributes of emotional images was not significant between the junior high school students and the bullied middle school students;There was no significant difference in the interaction between the group and the images attribute,and the difference in the interpretation of emotional pictures was not significant between the bullied junior high school students and the unbullied ones.In conclusion,this paper made the follow conclusions:(1)being bullied teens have attention bias to negative sentiment,that being bullied individuals suffered the injury body,language and so on,encouraging them to low emotional state,so that they in the face of negative stimulation sensitivity enhancement,and show the release note to threatening stimuli difficult;(2)theanalysis of the memory bias found that bulling of junior middle school students to show higher memory ability to the negative words,that is to say,school bullying individuals due to negative emotional experience,made for the consistency of the information they will put more cognitive resources for processing;(3)Interpretation bias does not have verified in the experiment,that is to say,the bullied teenagers do not have a negative explanation of emotional pictures.