儿童行为抑制性与心理障碍关联的认知神经过程

doi:10.3724/SP.J.1042.2020.00612

摘要/Abstract

摘要：

行为抑制型儿童相较于普通儿童更容易在童年中期和青春期出现心理障碍, 具有更高的发展风险性。此类儿童比非抑制型儿童表现出更多的退缩动机、更长的预期过程与前注意过程、更少的注意控制、对负性信息更多的注意偏向、异常活跃的反应监控过程和更慢的习惯化过程。这些与心理障碍患者相似的认知神经过程是儿童行为抑制性与心理障碍间的重要联系途径, 并能作为预测指标筛选有更高发展风险性的个体。除儿童本身的特质外, 环境因素也能通过塑造认知神经过程, 进而影响儿童的发展结果。因此在未来的研究中, 可以考虑不同文化背景下的儿童行为抑制性与心理障碍关联的认知神经过程差异。进而从个体特质和环境因素两方面寻找行为抑制型儿童发展的保护性因素。

关键词: 行为抑制性, 心理障碍, 认知神经过程, 退缩动机, 前注意过程, 注意过程, 反应过程, 习惯化过程

Abstract:

Children with behavioral inhibition are more likely to suffer from internalizing behavioral problems during mid-childhood and adolescence, and appear to be at higher developmental risk. Compared to children without behavioral inhibition, these children show more withdrawal motivation, longer anticipatory process and pre-attention process, less attention control, more attention bias to negative information, hyperactive error detection process and slower habituation process. These similar cognitive neurological processes are important links between behavioral inhibition and psychological disorders in children. It can be used as predictors to screen individuals with higher developmental risk. In addition to children's own characteristics, environmental factors can also influence children's developmental outcomes by shaping cognitive neurological processes. Therefore, in future studies, in order to identify protective factors for the children with behavioral inhibition from both temperamental factors and environmental factors, we may consider the differences of cognitive neurological processes between children's behavioral inhibition and psychopathology under different cultural conditions.

Key words: behavioral inhibition, psychopathology, cognitive neural processes, withdrawal motivation, pre-attention processes, attention processes, response processes, habituation processes

中图分类号:

B844

尤媛, 王莉. (2020). 儿童行为抑制性与心理障碍关联的认知神经过程. 心理科学进展 , 28(4), 612-625.

YOU Yuan, WANG Li. (2020). Cognitive neurological process associated with behavioral inhibition and psychopathology in children. Advances in Psychological Science, 28(4), 612-625.

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