مقایسه‎ی اثربخشی آموزش حافظه‎ی کاری با آموزش حافظه‎ی رقابتی بر علائم روان‏شناختی و عملکردهای شناختی افراد مبتلا به افسردگی اساسی

پژوهش های روان شناسی بالینی و مشاوره

مقاله 7، دوره 12، شماره 1 - شماره پیاپی 23، شهریور 1401، صفحه 114-140   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.22067/tpccp.2022.72652.1178

نویسندگان

مریم وطن خواه¹؛ سید محمد حسین موسوی نسب^{* 2}؛ عباس رحمتی³

¹دانش آموخته کارشناسی ارشد، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران

²دانشیار گروه روان‏شناسی، دانشگاه شهید باهنر کرمان، کرمان، ایران

³استاد گروه روان‏شناسی، دانشگاه شهید باهنر کرمان، کرمان، ایران

چکیده

هدف: هدف این مطالعه مقایسه‌ی اثربخشی آموزش حافظه‎ی کاری با آموزش حافظه‎ی رقابتی بر علائم روان‏شناختی و عملکردهای شناختی مبتلایان به افسردگی اساسی بود.
روش: مطالعه روی 60 بیمار مبتلا به اختلال افسردگی اساسی که به‌صورت تصادفی در سه گروه آموزش حافظه‎ی رقابتی، آموزش حافظه‎ی کاری و کنترل تقسیم شدند، به مدت 8 جلسه انجام‏شده است. ابزار سنجش شامل چهار تکلیف رایانه‏ای: دووال انبک، فراخنای تقارن، فراخنای خواندن، حرف-عدد، سه پرسشنامه: سیاهه افسردگی بک، نشخوار ذهنی نولن هوکسما، عزت‏نفس روزنبرگ، و آزمون فراخنای ارقام حافظه بزرگسالان هوش وکسلر بود. داده‏ها از طریق تحلیل کوواریانس تجزیه‌وتحلیل شدند.
یافته‏ ها: در هر سه گروه، عملکرد در تمام متغیر‏ها به‌جز نشخوار ذهنی در طول کارآزمایی در مقایسه با پیش‏آزمون افزایش داشت. آموزش حافظه‎ی کاری نتوانست منجر به بهبودی افسردگی و عزت‏نفس شود، اما منجر به بهبودی مؤلفه‏های جابه‏جایی، به‏روزرسانی و بازداری شد. آموزش حافظه‎ی رقابتی نتوانست منجر به بهبود کارکردهای شناختی افراد افسرده شود، اما منجر به بهبود افسردگی و عزت ‏نفس شد. آموزش حافظه‎ی کاری به‏ تنهایی نمی ‏تواند بر افسردگی اساسی، عزت‏ نفس و نشخوار ذهنی اثرگذار باشد؛ همچنین آموزش حافظه‎ی رقابتی به‌تنهایی نمی‏تواند بر نشخوار ذهنی و تمام کارکردهای شناختی در افراد افسرده مؤثر باشد. با توجه به حیطه‌ی اثرگذاری متفاوت این دو درمان و بر اساس اهداف درمانی مختلف، می‏توان یکی از این دو درمان را انتخاب کرد و یا به‌صورت همزمان با یک درمان دیگر به کاربرد.

کلیدواژه‌ها

افسردگی اساسی؛ آموزش حافظه‎ی کاری؛ آموزش حافظه‎ی رقابتی

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