学会无助和学会可控:从神经生物学到认知,情感和行为神经科学
Gustavo E Tafet1, Tomas Ortiz Alonso2
1Department of Psychiatry and Behavioral Sciences, Texas A&M University, College Station, TX, United States.
Frontiers in psychiatry
|September 11, 2025
概括
与抑郁症相关的学会无助感,涉及到大脑活动的改变. 发展一种控制感可以抵消无助感,减少抑郁症症状,增强性.
科学领域:
- 神经科学是一个神经科学.
- 心理学 心理学 心理学
- 心理健康 心理健康
背景情况:
- 环境压力因素可以触发基于感知控制的各种反应.
- 缺乏控制感知可能导致学会的无助感,与抑郁症相关.
- 学习的无助与大脑区域激活的改变相关,包括背部拉菲核 (DRN),杏仁体和前额叶皮层 (PFC).
研究的目的:
- 探索控制感的基础的神经机制及其与学习的无助感的对比.
- 调查学习和培训可控性的潜力,以减轻抑郁症和提高福祉.
主要方法:
- 这项研究审查了关于感知控制和学会无助感的神经生物学相关的现有文献.
- 它检查了诸如DRN,杏仁体,PFC,海马体和腹状条纹体 (包括核) 等区域的大脑激活模式.
主要成果:
- 对控制的感知与DL-PFC和VM-PFC激活的增加,DRN和杏仁体激活的减少,MRN,腹腔海马和腹腔条纹体的活性变化有关.
- 学习的无助感与DRN和杏仁核激活的增加以及PFC激活的减少有关.
- 感知控制有助于积极应对,高效的认知情感处理和以目标为导向的行动,促进弹性.
结论:
- 可控性,类似于无助感,可能是一个学习的特征.
- 训练学习可控性可能是减少抑郁症状和改善整体幸福感的治疗策略.
- 通过学习的可控性来培养行动意识,可以抵消学习的无助感并增强性.
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