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題名 高社會焦慮者的注意力訓練療效與眼動歷程之探討
Therapeutic effects of attentional training and eye-movements in social anxiety
作者 梁記雯
Liang, Chi Wen
貢獻者 許文耀
Hsu, Wen Yau
梁記雯
Liang, Chi Wen
關鍵詞 社會焦慮
眼動
情緒臉孔
注意力時間歷程
注意力偏誤
注意力訓練
social anxiety
eye-movements
emotional faces
time-course of attention
attentional bias
attentional training
日期 2012
上傳時間 1-May-2013 11:47:58 (UTC+8)
摘要 本研究主要的研究目的有二：其一，探討高社會焦慮者對不同情緒臉孔的注意力時間歷程；其二，探討自動化階段與控制式階段所進行的注意力訓練，對於降低注意力偏誤以及改善社會焦慮的效果。基於上述兩項研究目的，分為研究一與研究二進行。研究一中，共有60名參與者完成眼動作業，其中高、低社會焦慮組 (HSA組/ LSA組) 各30名。在眼動作業中，生氣、難過、快樂與中性四類情緒臉孔同時呈現於螢幕上，參與者被指示自由觀賞螢幕上的圖片，直到圖片消失。研究一的結果發現，HSA組對生氣臉的初始注視時間 (initial gaze duration; IGD) 明顯高於LSA組，且高於其它三類情緒臉孔，LSA組對四類情緒臉孔的IGD則沒有差異；其次，LSA組對快樂臉的整體凝視時間比例 (proportion of total viewing time; PTVT) 明顯高於HSA組。時間歷程分析的結果發現，HSA組在751-1000 ms 對生氣臉的凝視可能性高於LSA組，以及在7-8 s對難過臉的凝視可能性高於LSA組；LSA組在9-10 s對快樂臉的凝視可能性高於HSA組。研究一結果指向，高社會焦慮者對威脅刺激可能有注意力脫離困難，同時可能缺少對正向刺激的注意。研究二共有72名高社會焦慮者參與，本研究將注意力訓練的刺激呈現時間操弄為100 ms或500 ms兩種，每一種刺激呈現時間的注意力訓練可分為注意力改變組 (AMP組) 與注意力控制組 (ACC組) 兩種情境，因此共有AMP-100、ACC-100、AMP-500與ACC-500四種訓練情境。所有參與者被隨機分派至四種訓練情境中，並完成八次 (每週兩次，為期四週) 的注意力訓練作業。參與者在注意力訓練的前、後分別完成量表填寫、修改版Posner作業與眼動作業的評估，並且在注意力訓練結束至少一個月後，接受追蹤階段的評估。研究二的結果發現，100 ms的注意力訓練可以增進AMP-100組在修改版Posner作業上對所有無效嘗試次的反應時間；降低其在眼動作業上對生氣臉的IGD；同時改善AMP-100組參與者的負向評價恐懼、互動焦慮以及演講前的預期焦慮。500 ms的注意力訓練可以降低AMP-500組的參與者在修改版Posner作業上對社會威脅詞無效嘗試次的反應時間；減少其在眼動作業上對負向情緒臉孔的注意力維持時間，並增加對正向情緒臉孔的注意力維持時間；同時降低AMP-500組的負向評價恐懼與社會互動焦慮。研究二結果顯示，自動化階段與控制式階段所進行的注意力訓練，均可促進高社會焦慮者對威脅刺激的注意力脫離速度，並且改善社會焦慮。本研究於討論中，針對本研究結果在理論與臨床應用上的意涵進行探討，並提出本研究的限制與對未來研究的建議。
The purpose of the present study was twofold. First, it aimed to investigate the attentional processing of emotional faces in social anxiety using the eye-tracking technique. Second, it tried to examine the effects of attentional training in reducing attentional bias and in decreasing social anxiety symptoms in high socially anxious individuals. In study 1, a total of 30 high socially anxious (HSA) and 30 low socially anxious (LSA) participants completed the eye-movement task. In the eye-movement task, participants were instructed to view the slides on the monitor naturally. Each slide contained 4 emotional faces (one angry, one sad, one happy and one neutral face). The results showed that the HSA participants had longer initial gaze duration (IGD) on angry faces than the LSA participants did. Further, the LSA participants had higher proportion of total viewing time (PTVT) on happy faces than the HSA participants did. Time-course of attention to emotional faces was also examined. The results showed that the HSA group had higher fixation probabilities to angry faces than the LSA group did in the 751-1000 ms time window. The HSA group exhibited higher fixation probability to sad faces than the LSA group did in the 7-8 s time window. Further, compared with the HSA group, the LSA group had higher fixation probability on happy faces in the 9-10 s time window. The results of study 1 indicate that individuals with high socially anxiety may have difficulty in disengagement form social threatening information and may demonstrate decreased attention to positive information. In study 2, seventy-two high socially anxious participants completed the experiments. In the attention training task, stimuli were presented at two durations: 100 ms and 500 ms. Participants were randomly assigned to four different attentional training conditions, including the AMP-100 (attention modification program; presentation duration = 100 ms), the ACC-100 (attention control condition; presentation duration = 100 ms), the AMP-500 and the ACC-500 group. All participants completed eight attentional training sessions delivered over four weeks (i.e., twice weekly sessions). Participants were also required to complete preassessments, postassessments and follow-up assessments. The results demonstrated that the 100 ms attention modification program facilitated attention disengagement in the Modified Version of Posner task and decreased attentional maintenance to angry faces in the eye-movement task for participants in the AMP-100 group. Furthermore, it reduced the fear of negative evaluation, interaction anxiety and anticipated anxiety for public-speaking situation in the AMP-100 group. The 500 ms attention modification program facilitated the disengagement from social threat words in the Modified Version of Posner task in participants of the AMP-500 group. It also decreased the attentional maintenance to negative faces and increased the attentional maintenance to happy faces in participants of the AMP-500 group. Further, it reduced the fear of negative evaluation and social interaction anxiety in the AMP-500 group. The results of study 2 suggest that attention modofication programs may decrease difficulty in disengagement from threat and reduce some aspects of social anxiety symptoms in individuals with high socially anxiety. Theoretical and clinical implications of these results were discussed.
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描述 博士
國立政治大學
心理學研究所
95752502
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095752502
資料類型 thesis
dc.contributor.advisor 許文耀zh_TW
dc.contributor.advisor Hsu, Wen Yauen_US
dc.contributor.author (Authors) 梁記雯zh_TW
dc.contributor.author (Authors) Liang, Chi Wenen_US
dc.creator (作者) 梁記雯zh_TW
dc.creator (作者) Liang, Chi Wenen_US
dc.date (日期) 2012en_US
dc.date.accessioned 1-May-2013 11:47:58 (UTC+8)-
dc.date.available 1-May-2013 11:47:58 (UTC+8)-
dc.date.issued (上傳時間) 1-May-2013 11:47:58 (UTC+8)-
dc.identifier (Other Identifiers) G0095752502en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/57961-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學研究所zh_TW
dc.description (描述) 95752502zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究主要的研究目的有二：其一，探討高社會焦慮者對不同情緒臉孔的注意力時間歷程；其二，探討自動化階段與控制式階段所進行的注意力訓練，對於降低注意力偏誤以及改善社會焦慮的效果。基於上述兩項研究目的，分為研究一與研究二進行。研究一中，共有60名參與者完成眼動作業，其中高、低社會焦慮組 (HSA組/ LSA組) 各30名。在眼動作業中，生氣、難過、快樂與中性四類情緒臉孔同時呈現於螢幕上，參與者被指示自由觀賞螢幕上的圖片，直到圖片消失。研究一的結果發現，HSA組對生氣臉的初始注視時間 (initial gaze duration; IGD) 明顯高於LSA組，且高於其它三類情緒臉孔，LSA組對四類情緒臉孔的IGD則沒有差異；其次，LSA組對快樂臉的整體凝視時間比例 (proportion of total viewing time; PTVT) 明顯高於HSA組。時間歷程分析的結果發現，HSA組在751-1000 ms 對生氣臉的凝視可能性高於LSA組，以及在7-8 s對難過臉的凝視可能性高於LSA組；LSA組在9-10 s對快樂臉的凝視可能性高於HSA組。研究一結果指向，高社會焦慮者對威脅刺激可能有注意力脫離困難，同時可能缺少對正向刺激的注意。研究二共有72名高社會焦慮者參與，本研究將注意力訓練的刺激呈現時間操弄為100 ms或500 ms兩種，每一種刺激呈現時間的注意力訓練可分為注意力改變組 (AMP組) 與注意力控制組 (ACC組) 兩種情境，因此共有AMP-100、ACC-100、AMP-500與ACC-500四種訓練情境。所有參與者被隨機分派至四種訓練情境中，並完成八次 (每週兩次，為期四週) 的注意力訓練作業。參與者在注意力訓練的前、後分別完成量表填寫、修改版Posner作業與眼動作業的評估，並且在注意力訓練結束至少一個月後，接受追蹤階段的評估。研究二的結果發現，100 ms的注意力訓練可以增進AMP-100組在修改版Posner作業上對所有無效嘗試次的反應時間；降低其在眼動作業上對生氣臉的IGD；同時改善AMP-100組參與者的負向評價恐懼、互動焦慮以及演講前的預期焦慮。500 ms的注意力訓練可以降低AMP-500組的參與者在修改版Posner作業上對社會威脅詞無效嘗試次的反應時間；減少其在眼動作業上對負向情緒臉孔的注意力維持時間，並增加對正向情緒臉孔的注意力維持時間；同時降低AMP-500組的負向評價恐懼與社會互動焦慮。研究二結果顯示，自動化階段與控制式階段所進行的注意力訓練，均可促進高社會焦慮者對威脅刺激的注意力脫離速度，並且改善社會焦慮。本研究於討論中，針對本研究結果在理論與臨床應用上的意涵進行探討，並提出本研究的限制與對未來研究的建議。zh_TW
dc.description.abstract (摘要) The purpose of the present study was twofold. First, it aimed to investigate the attentional processing of emotional faces in social anxiety using the eye-tracking technique. Second, it tried to examine the effects of attentional training in reducing attentional bias and in decreasing social anxiety symptoms in high socially anxious individuals. In study 1, a total of 30 high socially anxious (HSA) and 30 low socially anxious (LSA) participants completed the eye-movement task. In the eye-movement task, participants were instructed to view the slides on the monitor naturally. Each slide contained 4 emotional faces (one angry, one sad, one happy and one neutral face). The results showed that the HSA participants had longer initial gaze duration (IGD) on angry faces than the LSA participants did. Further, the LSA participants had higher proportion of total viewing time (PTVT) on happy faces than the HSA participants did. Time-course of attention to emotional faces was also examined. The results showed that the HSA group had higher fixation probabilities to angry faces than the LSA group did in the 751-1000 ms time window. The HSA group exhibited higher fixation probability to sad faces than the LSA group did in the 7-8 s time window. Further, compared with the HSA group, the LSA group had higher fixation probability on happy faces in the 9-10 s time window. The results of study 1 indicate that individuals with high socially anxiety may have difficulty in disengagement form social threatening information and may demonstrate decreased attention to positive information. In study 2, seventy-two high socially anxious participants completed the experiments. In the attention training task, stimuli were presented at two durations: 100 ms and 500 ms. Participants were randomly assigned to four different attentional training conditions, including the AMP-100 (attention modification program; presentation duration = 100 ms), the ACC-100 (attention control condition; presentation duration = 100 ms), the AMP-500 and the ACC-500 group. All participants completed eight attentional training sessions delivered over four weeks (i.e., twice weekly sessions). Participants were also required to complete preassessments, postassessments and follow-up assessments. The results demonstrated that the 100 ms attention modification program facilitated attention disengagement in the Modified Version of Posner task and decreased attentional maintenance to angry faces in the eye-movement task for participants in the AMP-100 group. Furthermore, it reduced the fear of negative evaluation, interaction anxiety and anticipated anxiety for public-speaking situation in the AMP-100 group. The 500 ms attention modification program facilitated the disengagement from social threat words in the Modified Version of Posner task in participants of the AMP-500 group. It also decreased the attentional maintenance to negative faces and increased the attentional maintenance to happy faces in participants of the AMP-500 group. Further, it reduced the fear of negative evaluation and social interaction anxiety in the AMP-500 group. The results of study 2 suggest that attention modofication programs may decrease difficulty in disengagement from threat and reduce some aspects of social anxiety symptoms in individuals with high socially anxiety. Theoretical and clinical implications of these results were discussed.en_US
dc.description.tableofcontents 第一章 緒論 1
第二章 文獻探討 5
第一節 社會焦慮與注意力偏誤 5
一、 焦慮與視覺注意力歷程 5
二、 警覺-逃避假說與警覺-難以脫離假說 6
三、 社會焦慮的注意力偏誤研究 10
四、 過去研究派典的限制 15
五、 小結 17
第二節 以眼動指標探討高社會焦慮者的注意力歷程 18
一、 視覺注意力選擇與掃視眼動 19
二、 外顯注意力與內隱注意力 21
三、 眼動軌跡作為注意力指標的理論基礎 22
四、 以眼動指標探討社會焦慮之注意力歷程的研究 25
五、 注意力偏誤與眼動：一個時間歷程的整合模式 33
六、 對其它情緒臉孔的注意力 37
七、 小結 40
第三節 以注意力訓練為社會焦慮的介入策略 43
一、 注意力訓練的認知基礎 43
二、 注意力訓練與注意力時間歷程的關係 45
三、 注意力訓練的神經生理基礎 49
四、 注意力訓練的療效研究回顧 51
五、 小結 54
第四節 研究目的與研究概述 56
第五節 研究問題與研究假設 60
一、 研究一 60
二、 研究二 63
第三章 研究一 67
第一節 方法 67
一、 研究參與者 67
二、 量表工具 70
三、 刺激材料 72
四、 儀器 73
五、 實驗設計 74
六、 眼動作業 74
七、 研究程序 76
八、 眼動資料分析 76
第二節 結果 81
一、 眼動整體指標 81
二、 時間歷程分析 87
第三節 討論 96
一、 社會焦慮與威脅刺激的注意力歷程 97
二、 社會焦慮與正向訊息的處理 108
三、 社會焦慮、憂鬱與注意力偏誤 110
第四章 研究二 113
第一節 方法 113
一、 研究參與者 113
二、 晤談與量表工具 116
三、 刺激材料 118
四、 儀器 120
五、 實驗作業 121
六、 研究程序 125
第二節 結果 130
一、 注意力訓練對修改版Posner作業表現的改變效果 130
二、 注意力訓練對眼動作業表現的改變效果 140
三、 注意力訓練對社會焦慮與其它情緒的改變效果 157
四、 追蹤 163
第三節 討論 180
一、 注意力訓練對注意力表現的影響—修改版Posner作業 184
二、 注意力訓練對注意力表現的影響—眼動作業 191
三、 注意力訓練改善社會焦慮的效果 196
四、 注意力訓練效果的維持 205
第五章 綜合討論 209
第一節 研究結果對理論模型的回應 209
第二節 研究結果在臨床實務上的意涵 219
第三節 限制與未來研究方向 222

參考文獻 225
 
表目次
表一 HSA組/LSA組參與者的人口變項 68
表二 HSA組/LSA組參與者在各量表上的平均數與標準差 69
表三 HSA組/LSA組參與者對四類情緒臉孔的LoIF比例(%) 81
表四 組別與情緒臉孔對LoIF比例的ANCOVA 82
表五 HSA組/ LSA組參與者對四類情緒臉孔的LaIF(ms) 82
表六 組別與情緒臉孔對LaIF的ANCOVA 83
表七 HSA組/ LSA組參與者對四類情緒臉孔的FPD(ms) 83
表八 組別與情緒臉孔對FPD的ANCOVA 84
表九 HSA組/ LSA組參與者對四類情緒臉孔的IGD(ms) 85
表十 組別與情緒臉孔對IGD的ANCOVA 85
表十一 HSA組/ LSA組參與者對四類情緒臉孔的PTVT(%) 86
表十二 組別與情緒臉孔對PTVT的ANCOVA 86
表十三 HSA組/ LSA組參與者在前2s對四類情緒臉孔的凝視可能性(%) 89
表十四 組別、TW與情緒臉孔對前2s凝視可能性的ANCOVA 90
表十五 前2s時間歷程分析的三因子交互作用事後考驗表 90
表十六 HSA組/ LSA組參與者在10s內對四類情緒臉孔的凝視可能性 93
表十七 組別、TW與情緒臉孔對10s內凝視可能性的ANCOVA 94
表十八 10s內時間歷程分析的三因子交互作用事後考驗表 94
表十九 四組注意力訓練情境參與者的人口變項 114
表二十 四組注意力訓練情境參與者在各量表的前測分數 115
表二十一 四組注意力訓練情境參與者在各量表前測分數的差異檢定 116
表二十二 AMP-100組/ ACC-100組參與者的修改版Posner作業表現 133
表二十三 AMP-100組/ ACC-100組在修改版Posner作業的ANCOVA 134
表二十四 二因子交互作用事後考驗表 135
表二十五 AMP-500組/ ACC-500組的修改版Posner作業表現 137
表二十六 AMP-500組/ ACC-500組在修改版Posner作業的ANCOVA 138
表二十七 四因子交互作用事後考驗表 139
表二十八 AMP-100組/ ACC-100組參與者的LoIF 比例(%) 142
表二十九 組別 (AMP-100組/ ACC-100組) 與情緒臉孔對LoIF比例差值的ANCOVA 142
表三十 AMP-100組/ ACC-100組參與者的LaIF 143
表三十一 組別 (AMP-100組/ ACC-100組) 與情緒臉孔對LaIF差值的ANCOVA 143
表三十二 AMP-100組/ ACC-100組參與者的FPD 144
表三十三 組別 (AMP-100組/ ACC-100組) 與情緒臉孔對FPD差值的ANCOVA 145
表三十四 AMP-100組/ ACC-100組參與者的IGD 146
表三十五 組別 (AMP-100組/ ACC-100組) 與情緒臉孔對IGD差值的ANCOVA 146
表三十六 AMP-100組/ ACC-100組參與者的PTVT 148
表三十七 組別 (AMP-100組/ ACC-100組) 與情緒臉孔對PTVT差值的ANCOVA 148
表三十八 AMP-500組/ ACC-500組參與者的LoIF 比例(%) 149
表三十九 組別 (AMP-500組/ ACC-500組) 與情緒臉孔對LoIF比例差值的ANCOVA 150
表四十 AMP-500組/ ACC-500組參與者的LaIF 151
表四十一 組別 (AMP-500組/ ACC-500組) 與情緒臉孔對LaIF差值的ANCOVA 151
表四十二 AMP-500組/ ACC-500組參與者的FPD 153
表四十三 組別 (AMP-500組/ ACC-500組) 與情緒臉孔對FPD差值的ANCOVA 153
表四十四 AMP-500組/ ACC-500組參與者的IGD 155
表四十五 組別 (AMP-500組/ ACC-500組) 與情緒臉孔對IGD差值的ANCOVA 155
表四十六 AMP-500組/ ACC-500組參與者的PTVT 156
表四十七 組別 (AMP-500組/ ACC-500組) 與情緒臉孔對PTVT差值的ANCOVA 157
表四十八 四組參與者在各量表上的前後測分數與差值之平均數與標準差 159
表四十九 四組參與者在各量表分數差值的ANCOVA結果整理 160
表五十 四組參與者在演講作業測量的前後測分數與差值之平均數與標準差162
表五十一 四組參與者在演講作業分數差值的ANCOVA結果整理 162
表五十二 AMP-100組/ ACC-100組在追蹤階段的修改版Posner作業表現 165
表五十三 AMP-100組/ ACC-100組在追蹤階段的修改版Posner作業ANOVA 166
表五十四 AMP-500組/ ACC-500組在追蹤階段的修改版Posner作業表現 168
表五十五 AMP-500組/ ACC-500組在追蹤階段的修改版Posner作業ANOVA 169
表五十六 完成追蹤階段評估之參與者在各量表上的分數 171
表五十七 二因子交互作用事後考驗表 172
表五十八 組別 (AMP-500組/ ACC-500組) 與時間的二因子交互作用事後考驗表 178

 
圖目次
圖一 同時呈現四種類型圖片的例子 30
圖二 Weierich等人 (2008) 的模式示意圖 35
圖三 SAM評量表 71
圖四 眼動作業程序 73
圖五 眼動指標示意圖 75
圖六 HSA組/ LSA組參與者對四類情緒臉孔的IGD(ms) 83
圖七 HSA組/ LSA組參與者對四類情緒臉孔的PTVT(%) 85
圖八 HSA組/ LSA組參與者在前2s對生氣臉的凝視可能性 89
圖九 HSA組/ LSA組參與者在10s內對難過臉的凝視可能性 93
圖十 HSA組/ LSA組參與者在10s內對快樂臉的凝視可能性 93
圖十一 注意力訓練作業程序 120
圖十二 修改版Posner作業 122
圖十三 研究程序圖 127
圖十四 AMP-100組/ACC-100組的IGD差值 145
圖十五 AMP-500組/ ACC-500組的FPD差值 152
圖十六 四組參與者在三個時間點的BFNE分數 171
圖十七 四組參與者在三個時間點的IAS分數 173
圖十八 AMP-500組與ACC-500組在不同時間點的SIAS分數 175		zh_TW
dc.format.extent 17124760 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095752502en_US
dc.subject (關鍵詞) 社會焦慮zh_TW
dc.subject (關鍵詞) 眼動zh_TW
dc.subject (關鍵詞) 情緒臉孔zh_TW
dc.subject (關鍵詞) 注意力時間歷程zh_TW
dc.subject (關鍵詞) 注意力偏誤zh_TW
dc.subject (關鍵詞) 注意力訓練zh_TW
dc.subject (關鍵詞) social anxietyen_US
dc.subject (關鍵詞) eye-movementsen_US
dc.subject (關鍵詞) emotional facesen_US
dc.subject (關鍵詞) time-course of attentionen_US
dc.subject (關鍵詞) attentional biasen_US
dc.subject (關鍵詞) attentional trainingen_US
dc.title (題名) 高社會焦慮者的注意力訓練療效與眼動歷程之探討zh_TW
dc.title (題名) Therapeutic effects of attentional training and eye-movements in social anxietyen_US
dc.type (資料類型) thesisen
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