心理教育对军医大学生认知功能的影响  

Psychological Education' Influences on Cognization Function of Military Medical Undergraduates

作　　者：鲁娟[1] 孙岩振[1] 黄天慧[2] 

机构地区：[1]第二军医大学,中国上海200433 [2]海军医学研究所

出　　处：《中国健康心理学杂志》2011年第12期1491-1493,共3页China Journal of Health Psychology

摘　　要：目的研究军医大学的心理教育对学员认知功能的影响。方法对某军医大学所有新生进行SCL-90量表测查。根据问卷结果,随机抽取有强迫问题、人际敏感问题、偏执问题、焦虑问题和心理正常的男学员各12名,心理教育前后分别使用ERP技术测量这5组60名学员的注意力。结果心理教育前心理正常的学员P 300波幅明显高于其他各组(F=8.70,P<0.05),P 300潜伏期明显短于其他各组(F=13.66,P<0.05),心理教育实施2年后,5组学员的P 300波幅(F=2.89,P>0.05)、P 300潜伏期(F=0.79,P>0.05)比较均无差异。结论不同心理水平的学员注意稳定性和注意转移能力存在差异。经过系统的心理教育,其他各组学员注意稳定性和注意转移能力与正常组基本相同,提示已实施的心理教育效果良好。Objective To survey psychological education＇ influences on cognization function of military medical undergraduates. Methods We surveyed all freshmen of second Military Medical University with SCL-90 and randomly chosed 12 with compulsive problems, 12 with communicated problems, 12 with illiberal problems, 12 with high trait anxiety and 12 with normal psychological level. Their attentions were measured by ERP before and after psychological education. Results P300 amplitude and latency of those with normal psychological level were different from other groups before psychological education. Their P300 amplitude were taller（F= 8.70 ,P〈0.05）than the others ,and P300 latency were shorter than the others （F= 13.66 ,P〈0.05 ）. After psychological education ,P300 amplitude（F= 2.89 ,P〈0.05）and P300 latency（F= 0.79 ,P〈0.05） of 5 groups were not different. Conclusion It is suggested that undergraduates with different psychological levels have different stabilities and shift abilities of attention. After psychological education,the stabilities and shift abilities of attention of the undergraduates are same,which suggest that the psychological education have good effect.

关 键 词：心理教育 军医大学生 认知功能 影响 

分 类 号：R395.6[哲学宗教—心理学]