Ajša Džindo (Author), Grega Repovš (Mentor), Jurij Bon (Co-mentor)

Abstract

Namen magistrskega dela je bil preveriti, ali so izboljšani rezultati pri izvajanju naloge n-nazaj in z njimi povezane nevronske spremembe rezultat učenja oziroma izvežbanja pri opravljanju naloge n-nazaj, ali dejanskega vpliva terapevtske intervencije. V ta namen smo primerjali skupino zdravih posameznikov in posameznikov z depresijo, pri čemer smo kombinirali objektivne (naloga n-nazaj) in subjektivne meritve oziroma samoocenjevalne lestvice kliničnih simptomov. Rezultati raziskave kažejo, da so depresivni posamezniki bolj občutljivi na kognitivno obremenitev, kar nakazuje na oslabljeno sposobnost vzdrževanja in posodabljanja informacij v delovnem spominu. Opaženi primanjkljaji v reakcijskem času in natančnosti podpirajo hipotezo o zmanjšani kognitivni fleksibilnosti ter večji dovzetnosti za motnje v obdelavi informacij. Ti izsledki poudarjajo potrebo po večdimenzionalnih diagnostičnih in terapevtskih pristopih, ki bi zajeli kognitivne motnje kot nepogrešljivo značilnost depresivne motnje. Ena od osrednjih ugotovitev te raziskave je potrditev učinka učenja, saj sta se v obeh skupinah – tako pri normativnih posameznikih kot pri posameznikih z depresijo – pri drugem merjenju natančnost in reakcijski čas izboljšala. Kljub temu je bilo izboljšanje pri posameznikih z depresijo manj izrazito v primerjavi z normativno skupino, kar lahko kaže na težave pri prilagajanju na ponavljajoče se naloge. Posamezniki z depresijo imajo lahko zmanjšano sposobnost posodabljanja kognitivnih strategij in prilagajanja novim informacijam, kar lahko vodi v počasnejše učenje ali manjšo učinkovitost pri nalogah, ki zahtevajo kognitivno prilagodljivost. Ti rezultati poudarjajo potrebo po nadaljnjem raziskovanju vpliva depresije na kognitivno fleksibilnost in zmožnost učenja ter proučevanju, kako se ti dejavniki odražajo v vsakdanjem funkcioniranju in kognitivni rehabilitaciji. Napredek v razumevanju in merenju depresije zahteva združevanje različnih teoretičnih pristopov, uporaba naprednih merilnih orodij ter interdisciplinarno sodelovanje. Teorije, ki depresijo obravnavajo kot kompleksen sistem, in dinamični pristopi k merjenju, ponujajo obetavne poti za poglobljeno razumevanje depresivne motnje.

Keywords

depresija;učenje;spoznavni procesi;delovni spomin;samoocenjevanje;magistrska dela;Vprašalnik o razpoloženjskih simptomih in anksioznosti MASQ;Lestvica generalizirane anksioznosti GAD-7;Vprašalnik o bolnikovem zdravju PHQ-9;Lestvica ruminacije RRS;Lestvica ocenjevanja funkcionalnega upada WHODAS 2.0;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FF - Faculty of Arts
Publisher: [A. Džindo]
UDC: 159.955(043.2)
COBISS: 234255619 Link will open in a new window
Views: 95
Downloads: 17
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Other data

Secondary language: English
Secondary title: Comparison of n-back task performance and learning effects in individuals with depression and healthy controls
Secondary abstract: The aim of this master's thesis was to determine whether the improved performance in the n-back task and associated neural changes result from learning and training in the task or the actual effect of therapeutic interventions. We compared a group of healthy individuals and individuals with depression, combining objective measurements (n-back task) and subjective self-assessment scales of clinical symptoms. The research findings indicate that individuals with depression are more sensitive to cognitive load, suggesting an impaired ability to maintain and update information in working memory. Observed deficits in reaction time and accuracy support the hypothesis of reduced cognitive flexibility and greater susceptibility to disturbances in information processing. These findings highlight the need for multidimensional diagnostic and therapeutic approaches that will consider cognitive impairments as a key aspect of depressive disorders. One of the main findings of this study is the confirmation of the learning effect, as both groups—healthy individuals and individuals with depression—showed improvements in accuracy and reaction time during the second measurement. However, the improvement was less pronounced in individuals with depression compared to healthy participants, which may indicate difficulties in adapting to repetitive tasks. ndividuals with depression may have a reduced ability to update cognitive strategies and adapt to new information, potentially leading to slower learning or decreased efficiency in tasks that require cognitive flexibility. These results emphasize the need for further research into the impact of depression on cognitive flexibility and learning ability, as well as an exploration of how these factors manifest in daily functioning and cognitive rehabilitation. Advancements in understanding and measuring depression require the integration of various theoretical approaches, the use of advanced measurement tools, and interdisciplinary collaboration. Theories that conceptualize depression as a complex system, along with dynamic measurement approaches, offer promising pathways for a deeper understanding of depressive disorder.
Secondary keywords: depression;learning;cognitive processes;short term memory;self-report;masters theses;Mood and anxiety symptom questionnaire MASQ;General anxiety disorder GAD-7;Patient health questionnaire PHQ-9;Ruminative response scale RRS;WHO disability assessment schedule;
Type (COBISS): Master's thesis/paper
Study programme: 0
Thesis comment: Univ. v Ljubljani, Filozofska fak., Oddelek za psihologijo
Pages: 78 str.
ID: 26160576