学习培训作为一种认知重组干预措施
Agnes Norbury1, Quentin Dercon1, Tobias U Hauser2
1Applied Computational Psychiatry Lab, Max Planck Centre for Computational Psychiatry and Ageing Research, Queen Square Institute of Neurology and Mental Health Neuroscience Department, Division of Psychiatry, University College London, London, UK.
认知治疗培训改善了个人如何解释事件,减少了消极的信念,并促进了自我提升的归因. 这种学习方法显示了对理解事件原因的好处,表明了个性化治疗支持的潜力.
科学领域:
- 认知心理学 认知心理学
- 临床心理学 临床心理学
- 计算精神病学是一种计算精神病学.
背景情况:
- 抑郁情绪的认知疗法涉及挑战负面信念.
- 更好地识别负面信念和偏见的解释作为症状变化的机制的作用仍然不清楚.
研究的目的:
- 调查学习任务和认知重组干预对因果归因倾向的影响.
- 为了确定是否提高识别自我增强解释的能力会影响症状的变化.
主要方法:
- 在线随机对照实验设计与两个研究 (N=200和N=164).
- 参与者完成了学习任务 (识别自我增强的解释) 和认知重组干预.
- 数据使用层次化的贝叶斯模型进行分析.
主要成果:
- 学习培训和认知重组都减少了无助的归因,增加了自我提升的归因.
- 归因趋势的变化与学习培训期间的更高的学习率相关.
- 没有证据表明认知重组后更快的学习与归因变化有关;较高的学习率表明对任务的理解更好.
结论:
- 从计算模型获得反的个性化培训可能会增加治疗效果.
- 这种方法可以作为学习支持工具,用于治疗低情绪的治疗干预.
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