作品展示

精神分裂症为一种慢性化疾病，随着病程的延长，负性症状越明显、认知缺陷越多、社会功能越差、复发再住院机率越高。为协助病患回归小区、增加心理社会能力，笔者拟探讨神经认知取向之表情辨认训练的给予对于精神分裂病患在脸部情绪觉察的帮助，期望能了解表情辨认复健在疾病慢性化后的成效。

Schizophrenia is a chronic disorder. Patients with schizophrenia have more negative symptoms, more cognitive deficits, poorer social function, and more relapses while their course of disease extends. In order to help schizophrenic patients return to their community and increase their psychosocial function, the author would like to study the effectiveness of the neurocognitive training program on the facial emotion recognition of patients with schizophrenia.

本研究以记忆历程模式为主轴，参考减弱模式的感官登录与减弱控制机转、眼球凝视现象、脸部辨识讯息历程模式、双阶段脸孔辨识模式的型态侦测模块、二阶段脸孔辨识模式的脸孔与表情表征、思考适应控制模式的陈述与程序知识等部分，并举证精神分裂病患在表情讯息处理历程各阶段－注意、编码、储存、提取的缺损现象，以自我引导、特征抽取、记忆增强、立即回馈等原则，设计神经认知行为取向的脸部表情辨认训练方案。

With the deficit in the information processing on facial emotion perception of schizophrenic patients, the neurocognitive training program is based mainly on the Memory Processing Model, Treisman’s Attenuation Model, signs of the eye movement, Ellis’s Information Processing Model of Face Recognition, Zhuo’s Morphological-Tuning Model, Wang’s Two-Stage Face Recognition Model, and Anderson’s Adaptive Control of Thought. The contents of the training contain self-instruction, feature abstraction, mnemonics, and positive reinforcement.

在以MACOVA分析了2（正常组/病患组﹚*2（表情知觉训练/防台知识教育﹚之实验设计在各种表情类别之辨识正确率、辨识反应时间、外显表情知识于前测与前后测差异值的数据后，笔者发现独变项－课程在表情辨识正确率、外显表情知识之效果可被证实：表情知觉训练组、负向表情等情况对表情辨识的变化程度之影响较为显著。正常组与病患组在表情辨识正确率、外显表情知识之差异则因共变控制了智力与受教育年数的关系，使得组别效果不显著。而在表情辨识的反应时间的部份，则可能因为地板效应、后设认知能力差异而导致主要效果不明显。

After analyzing the 2(normal/ patient)* 2(facial training/ typhoon education) MACOVA design on the pre test and the difference between the pre-and post-test of accuracy, reaction time, and declarative knowledge score, there was the program effect. There were significant results in the facial emotion recognition training group and negative emotion categories on the accuracy and declarative knowledge score. There was no significant difference between normal and patient group due to covariance of IQ and educational levels on the accuracy and declarative knowledge score. There was no main effect in the reaction time due to the floor effect and the diversity of metacognition function.