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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 study the psychological education of military medical university on the cognitive function of students. Methods All freshmen in a military medical university were examined by SCL-90. According to the results of the questionnaire, 12 male students with compulsive problems, interpersonal sensitivity problems, paranoid problems, anxiety problems and normal psychology were randomly selected. Before and after psychological education, ERP skills were used to measure the attentions of these 60 students. Results The amplitude of P300 was significantly higher in students with normal psychology before psychology than those in other groups (F = 8.70, P <0.05). The P300 latency was significantly shorter than those in other groups (F = 13.66, P <0.05) After 5 years, P300 amplitude (F = 2.89, P> 0.05) and P300 latency (F = 0.79, P> 0.05) showed no difference among the five groups. Conclusion There is a difference in the attentional stability and attention transfer ability of participants with different psychological levels. After systematic psychological education, other groups of students pay attention to the stability and attention transfer ability is basically the same with the normal group, suggesting that the implemented psychological education works well.