Emotion differentiation in autism spectrum disorder

Autism spectrum disorder (ASD) is commonly associated with reduced ability to recognize emotions in others. It is less clear however, whether ASD is also associated with impaired knowledge of one's own emotions. In the current study we present a first examination of how much knowledge individuals with ASD have about their emotions by investigating their ability to differentiate between emotions. Across two lab tasks that measured to what extent and how people differentiate between their own feeling states and semantic emotion terms, results showed that ASD individuals differentiated less than typically developing individuals. Yet, both groups of participants similarly categorized emotions according to previously established theoretical categories. These findings indicate that while both give similar meaning to emotions, individuals with ASD make less subtle distinctions between emotions. With low levels of emotion differentiation being linked to reduced well-being, these findings may help to better understand the high prevalence of internalizing problems associated with ASD.     

Evidence of Broad Deficits in Emotion Regulation Associated with Chronic Worry and Generalized Anxiety Disorder

This study examined the relationship between emotion regulation deficits and GAD-related outcomes in an analogue sample. Consistent with hypotheses, general emotion dysregulation was associated with reports of chronic worry and with analogue GAD status. Also, specific regulation deficits, including deficits in emotional clarity, acceptance of emotions, ability to engage in goal directed behaviors when distressed, impulse control, and access to effective regulation strategies, were associated with worry and analogue GAD above and beyond variance contributed by negative affectivity. These findings provide additional preliminary evidence for an emotion regulation deficit model of GAD and are discussed in terms of clinical implications and directions for future research.     

卒中急性期患者情绪与记忆状况

目的 探讨急性卒中患者情绪和记忆状况。方法 采用焦虑自评量表、抑郁自评量表、汉密尔顿抑郁量表和临床记忆量表对30例卒中患者（卒中组）和30例健康志愿者（对照组）进行调查研究。结果 卒中组焦虑自评量表分、抑郁自评量表分和汉密顿抑郁量表分均显著高于正常对照组（41.43±10.71 vs 33.40±3.11,P <0.01;45.29±12.76 vs 34.04±5.30,P <0.01;10.80±6.07 vs 2.53±1.43,P <0.01）。卒中组指向记忆、联想学习、无意义词再认、图像自由回忆、人像特点回忆均明显低于国内常模（15.03±6.17 vs 17.33±5.48,P <0.01;16.42±5.17 vs 18.35±4.96,P <0.01;15.13±6.26 vs17.42±5.31,P <0.01;15.83±5.58 vs 18.63±5.60,P <0.01;14.57±3.14 vs 16.41±5.35,P <0.01）,指向记忆、联想学习、图像自由回忆和记忆商低于正常对照组（15.03±6.17 vs 18.33±4.54,P <0.05;16.42±5.17 vs 19.30±4.20,P <0.05;15.83±5.58 vs 19.45±6.41,P <0.05;90.43±17.70 vs101.97±11.44,P <0.01）。结论 卒中对患者的情绪有明显影响,部分患者出现焦虑和抑郁情绪;卒中对患者的记忆力有明显影响,患者记忆力显著下降。     

Vocación y profesionalismo: reflexiones de los estudiantes catalizadas por el cine de Spielberg

The medical profession has a marked vocational sense that is closely linked to its ethical dimension. However, there are doubts about the role that undergraduate studies are playing in their development. In order to encourage reflection on this issue, a seminar was held with students and teachers, developed in 3 phases: a) free presentation by students about what they considered to be the medical vocation; b) presentation by professors of the theoretical framework of medical education, followed by the viewing of several scenes of films directed by Steven Spielberg that facilitate reflection on the meaning of the ethical and human components of medicine, and c) open discussion between students and teachers. The main conclusions were analysed: it is worth creating spaces for reflection on the vocational dimension of medicine throughout undergraduate studies. This, in some way, should already be considered in the selection and access procedures to medical school. In the teaching task it is essential that the lecturers are seen as role models, as well as providing individualised tutoring that includes vocational development. Thus, it is necessary to promote training that goes beyond the acquisition of knowledge and skills, paying attention to the management of emotions, the approach to the ethical problems, and the education of attitudes. Early contact with clinical activity, from the beginning of studies is considered a decisive factor to motivate students before the immense theoretical burden they have to face.     

应用3D打印技术的宣传教育对胸椎结核患者术前改善负性情绪的影响

目的 探讨应用3D打印技术的宣传教育对胸椎结核手术患者术前负性情绪改善的效果。方法 选取在浙江省中西医结合医院骨科2016年1月至2017年 12月手术治疗的胸椎结核患者42例,用投硬币法将两个病区随机分为对照组和观察组,两组各21例。对照组实施常规护理;观察组实施常规护理外,还对患者结合3D打印模型进行个体化宣传教育,比较两组患者的术前每日平均起床次数,以及焦虑自评量表(SAS)、自我感受负担量表(SPBS)、抑郁自评量表(SDS)评分结果,评估3D打印技术及相应的宣传教育对胸椎结核患者术前负性情绪的影响。 结果 观察组患者术前每日起床次数为(0.95±0.86)次,低于对照组的(3.66±1.31)次,差异有统计学意义(t=7.90,P<0.05)。观察组术前SAS评分平均为(43.40±6.53)分,明显低于对照组[(58.45±7.78)分];观察组术前SPBS评分平均为(27.09±6.13)分,明显低于对照组[(34.43±5.97)分];观察组术前SDS评分平均为(41.45±5.72)分,明显低于对照组[(53.26±7.53)分],差异均有统计学意义(t值分别为6.79、3.93、5.72,P值均<0.01)。对照组和观察组对术前护理及宣传教育措施的满意度评分分别为(85.56±7.97)分、(94.35±7.56)分,差异有统计学意义(t=3.67,P=0.001)。结论 通过应用3D打印技术对患者进行术前宣传教育能减少患者起床的次数,改善患者的负性情绪,提高患者对护理人员的满意度。     

老年功能性肠病患者交感皮肤反应和情绪分析及其相关性研究

目的观察老年功能性肠病患者自主神经功能状态和情绪特征,探讨情绪与自主神经功能的相关性。方法采用M-314636型肌电诱发电位仪和正性负性情绪量表（PANAS）对117例非糖尿病老年功能性肠病患者的交感神经皮肤反应和情绪进行检测,并以75名健康老人为对照,线性回归分析情绪与交感神经皮肤反应的相关性。结果观察组交感神经皮肤反应波引出率显著低于对照组（P〈0．05）,与对照组比较潜伏期延长（P〈0．01）,波幅降低（P〈0．01）;患者负性情绪明显重于对照组（P〈0．01）,正性情绪则显著降低（P〈0．01）;情绪与交感神经皮肤反应密切相关（P〈0．01）,负性情绪越重,交感神经皮肤反应波潜伏期越长,正性情绪越高,潜伏期则越趋于正常。结论老年功能性肠病患者存在明显自主神经功能异常和情绪障碍,情绪障碍与自主神经功能异常有关,临床治疗需要针对患者的精神心理特点给予适当心理干预。     

两种不同类型起搏器传感器对情绪刺激频率适应性反应的比较

目的比较闭环式传感器与体动加速度传感器对情绪刺激引起的频率适应性反应。方法共91例患者植入Biotronic Protos起搏器,术后1个月,先后将起搏器程控为闭环式刺激方式(CLS)及体动加速度刺激方式(DDDR或VVIR),在相同情绪活动下,比较两种传感器引起的起搏频率改变。结果 91例患者中,28例起搏比例>75%,并有正常思维能力者纳入研究对象,在情绪试验2、4、6及8 min时间,CLS及体动加速度传感器引起的起搏器频率变化分别是(69.6±4.5)比(63.2±3.2)次/min,(77.6±6.1)比(65.9±5.1)次/min,(75.9±5.6)比(64.6±4.0)次/min及(69.1±5.4)比(66.2±5.0)次/min,各组配对比较差异均有统计学意义(P<0.001)。结论闭环式传感器对情绪刺激引起的起搏频率变化明显大于体动加速度传感器。