摘要
学校恐惧症是儿童对学校环境异常恐惧,强烈拒绝上学的一种情绪障碍。针对学校恐惧症是否与特定的注意加工机制相关联这一问题,本研究通过三个实验比较了学校恐惧儿童和普通儿童在情绪Stroop任务上的差异。结果发现,学校恐惧儿童仅对学校相关刺激产生注意偏向,学校相关刺激在学校恐惧儿童身上获得了优先加工;这种注意偏向只在学校恐惧儿童身上出现,并会受到重复呈现效应的影响,随刺激重复出现次数的增多而消失。这表明,学校恐惧儿童与普通儿童对学校相关刺激具有不同的认知加工机制。
The aim of the study is to clarify whether cognitive processing bias toward school - relevant information can be observed in school phobic children. The group of school phobic children and the control group are tested by means of an emotional Stroop task. A bias for school words is observed in school phobic children, who are slower in color - naming school - relevant words compared to neutral words during the first half of the experiment, while the processing bias disappears during the second half of the experiment. The cognitive bias only occurrs in school phobic children, and the processing bias is not found in the control group. These results indicate that school phobic children give high priority to the processing of school - relevant information. However, after a number of word presentation, they find a way to avoid the threatening stimuli.
出处
《中国特殊教育》
CSSCI
北大核心
2008年第11期57-63,共7页
Chinese Journal of Special Education
