中学生考试焦虑症患者认知功能损害的事件相关电位P300

目的探讨中学生考试焦虑症患者认知功能的事件相关电位P300特征。方法将30例诊断为考试焦虑症中学生患者作为实验组，与实验组性别、年龄匹配的30例健康中学生作为对照组。对照组、实验组在考试前后分别予P300检测及Zung氏焦虑自评量表（SAS）评定，比较组间P300各成分及SAS评分的差异。结果与对照组相比，考试前实验组P3潜伏期及反应时间明显延长，P3波幅明显降低（t=6．823～9．051，P〈0．05或0．01）。考试后，实验组P3潜伏期及反应时间比考试前明显缩短，P3波幅明显增高（t=5．973—11．120，P〈0．05或0．01）；考试前实验组SAS评分与P3潜伏期、反应时间呈正相关关系，与波幅呈负相关关系（r=0．4，0．8，-0．51，P〈O．05或0．01）。结论中学生考试焦虑症患者存在认知功能损害，针对缓解焦虑症状的干预十分必要。

P300 of Cognitive Dysfunctional Characters of High School Students with Anxiety Caused by Examination

Objective To investigate the P300 characters of cognitive functional of high school students with anxiety caused by exam- ination. Methods A total of 30 high school students with anxiety caused by examination were enrolled as research group and 30 healthy persons marched age, education and sexual were selected as normal control group. Two groups were assessed with SAS and measured with P300 before and after examination. P300 factors of all groups and SAS scores of research group before and after examination were com- pared with each other respeetively. Results The latency and reactive time of P3 prolonged and the amplitude of P3 reduced in research group compared with normal control group before examination（ t = 6. 823 ~ 9. 051 ,P 〈 0.05 or 0.01 ） ;After examination, the latency and reactive time of P3 reduced and the amplitude of P3 hoisted compared with before examination in research group（ t = 5. 973 ~ 11. 120 ,P 〈 0.05 or 0.01 ）. There were positive correlation between P3 latencies ,reactive time and SAS scores, and negative correlation between P3 amplitudes and SAS scores in research group（ r = 0. 4,0. 8,-0. 51 ;P 〈 0.05 or 0.01 ）. Conclusion The presences of cognitive impair- ments have been confirmed in high school students with anxiety caused by examination, and it is necessary to improve anxious syndromes before examination for them.