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Managing Rumination and worry: A randomised controlled trial of an internet intervention targeting repetitive negative thinking delivered with and without clinician guidance.管理反刍和担忧:一种针对重复消极思维的互联网干预的随机对照试验,该干预措施提供了有和没有临床医生指导的两种形式。
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10
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从绊倒跌倒到反复思考与担忧:重复性消极思维的元控制理论

From Tripping and Falling to Ruminating and Worrying: A Meta-Control Account of Repetitive Negative Thinking.

作者信息

Hitchcock Peter F, Frank Michael J

机构信息

Department of Psychology, Emory University, Atlanta, GA.

Cognitive, Linguistic, and Psychological Sciences, Brown University, Providence, RI.

出版信息

Curr Opin Behav Sci. 2024 Apr;56. doi: 10.1016/j.cobeha.2024.101356. Epub 2024 Feb 16.

DOI:10.1016/j.cobeha.2024.101356
PMID:39130377
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11314892/
Abstract

Repetitive negative thinking (RNT) is a transdiagnostic construct that encompasses rumination and worry, yet what precisely is shared between rumination and worry is unclear. To clarify this, we develop a meta-control account of RNT. Meta-control refers to the reinforcement and control of mental behavior via similar computations as reinforce and control motor behavior. We propose rumination and worry are coarse terms for failure in meta-control, just as tripping and falling are coarse terms for failure in motor control. We delineate four meta-control stages and risk factors increasing the chance of failure at each, including open-ended thoughts (stage 1), individual differences influencing subgoal execution (stage 2) and switching (stage 3), and challenges inherent to learning adaptive mental behavior (stage 4). Distinguishing these stages therefore elucidates diverse processes that lead to the same behavior of excessive RNT. Our account also subsumes prominent clinical accounts of RNT into a computational cognitive neuroscience framework.

摘要

重复性消极思维(RNT)是一种跨诊断概念,它包含沉思和担忧,但沉思和担忧之间究竟有何共同之处尚不清楚。为了阐明这一点,我们提出了一种RNT的元控制理论。元控制是指通过与强化和控制运动行为相似的计算来强化和控制心理行为。我们认为,沉思和担忧是元控制失败的粗略表述,就像绊倒和摔倒分别是运动控制失败的粗略表述一样。我们划定了四个元控制阶段以及增加各阶段失败可能性的风险因素,包括开放式思维(阶段1)、影响子目标执行的个体差异(阶段2)和转换(阶段3),以及学习适应性心理行为所固有的挑战(阶段4)。区分这些阶段因此能够阐明导致过度RNT这一相同行为的多种过程。我们的理论还将RNT的重要临床理论纳入了一个计算认知神经科学框架。