ISSN 0439-755X
CN 11-1911/B


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  1. 1. 辽宁师范大学心理学院
    2. 大连辽宁师范大学心理学院
    3. 宁波大学心理学系
  • 收稿日期:2020-10-30 修回日期:2021-08-23 出版日期:2021-09-16 发布日期:2021-09-16
  • 通讯作者: 刘文
  • 基金资助:

Relationship between depression and cognitive reappraisal in 8-12 years old children: The mediating role of attention bias toward sad expression

  • Received:2020-10-30 Revised:2021-08-23 Online:2021-09-16 Published:2021-09-16

摘要: 探讨8~12岁学龄儿童抑郁与认知重评情绪调节策略的关系及其作用机制。研究1采用问卷法和行为实验法分别考察儿童抑郁对习惯性认知重评、指导性认知重评的作用;研究2结合眼动技术考察对情绪信息注意偏向在儿童抑郁和认知重评关系间的中介作用。结果发现:(1) 抑郁显著负向预测儿童习惯性认知重评;(2) 抑郁只对指导性认知重评中负性情绪向下调节条件影响显著;(3) 对悲伤面孔的注意解除困难在抑郁与习惯性认知重评之间起中介作用。

关键词: 儿童, 抑郁, 习惯性认知重评, 指导性认知重评, 注意偏向

Abstract: As a common negative emotion, depression can seriously affect the development of individual cognitive, emotional and social functions. Cognitive impairment is common in depressed individuals and its main characteristic is emotional disorder. Based on Beck’s cognitive theory of depression, the current study explored the relationship between depression and cognitive reappraisal strategies as well as its mechanism in children aged 8~12. Study 1a measured the depression, habitual cognitive reappraisal (the tendency of daily use of this strategy) and anxiety in 504 children by questionnaire. After controlling gender, age and anxiety, the relationship between childhood depression and habitual cognitive reappraisal was investigated. According to suspected depression screening criteria, Study 1b selected 43 children in the high depression group from Study 1a and matched them with 43 children in the low depression group. There was no significant differences in gender, age, and anxiety level between two groups. Behavioral experiment method was used to measure instructed cognitive reappraisal (the effectiveness of the strategy to use) to explore the effect of childhood depression on instructed cognitive reappraisal. On the basis of the study 1, Study 2 randomly selected 90 children to assess their depression, habitual/instructed cognitive reappraisal and attention bias to emotional information combined with eye movement technology to investigate the role of attention bias in the relationship between depression and habitual/instructed cognitive reappraisal respectively. The results showed that: (1) depression significantly negatively predicted habitual cognitive reappraisal of children aged 8~12; (2) for the up-regulation of positive emotion in children’s instructed cognitive reappraisal, the main effects of depression level, gender and the interaction between them are not significant; for the down-regulation of negative emotion, the main effect of depression level was significant, but the main effect of gender and their interaction were not; (3) depression level only had a significant influence on the total gaze time bias score of sad faces and only the total gaze time bias score of sad faces played a mediating role between children's depression and habitual cognitive reappraisal. The mediating effect accounted for 15.38% of the total effect. The present study revealed the influence of depression on cognitive and emotional functions of general school-age children, and also supported the view of previous studies that the attentional bias component that is more closely related to depression is the attentional disengagement of sad emotional stimulation, rather than the original attentional orientation. In addition, it is worth emphasizing that depression can indirectly influence the daily use of cognitive reappraisal strategy in children through attention bias to emotional information.

Key words: children, depression, habitual cognitive reappraisal, instructed cognitive reappraisal, attention bias to emotional information