正念指引對高強迫傾向者之反應抑制的影響

The Effect of Mindfulness Instruction on Response Inhibition in Individuals with High Obsessive-Compulsive Tendency

研究目的：強迫症狀與反應抑制功能缺損有關，本研究探討正念對高強迫傾向者反應抑制的影響。藉由正念對執行控制的調節作用，本研究假設高強迫傾向者經正念指引後，錯誤率顯著減少，且反應時間顯著增加。研究方法：藉由正念或非正念指引，比較高、低強迫傾向者（各42人）在動機情境判定作業各情境之錯誤率與反應時間的改變量。研究結果：經正念指引後，高強迫傾向者之錯誤率顯著減少，且反應時間顯著增加；非正念指引後則反之。雖然低強迫傾向者也得顯著效果，但是，高強迫傾向者經正念指引後錯誤率顯著減少得更多，經非正念指引後反應時間顯著變快得更多。研究結論：本研究結果符合研究假設，正念指引可改善高強迫傾向者反應抑制功能的缺損，非正念指引則增加高強迫傾向者反應抑制功能的缺損。此外，正念指引亦可增強低強迫傾向者的反應抑制功能，但是對高強迫傾向者的改善程度更大。易言之，正念指引對反應抑制缺損之改善與反應抑制功能之提升深具意義。

Purpose: The symptoms of obsessive-compulsive disorder correspond to functional impairment in response inhibition. We explored the effect of mindfulness instruction on the response inhibition of participants with obsessive-compulsive (OC) tendencies. Based on the regulation effect of mindfulness on executive control, we hypothesized that after mindfulness instruction participants with high OC tendencies would significantly reduce their commission errors and increase their response times. Methods: We recruited participants with high/low obsessive-compulsive tendencies, with n = 42 in each group. They completed a motivational go/no-go task. We applied a 2 (OC group: high/low OC tendency) × 2 (instruction: mindfulness/non-mindfulness) × 2 (feedback: reward/punishment) × 2 (response style: go bias/no go bias) four-factor mixed design. Feedback and response style were within-subject variables, and the change in score for commission errors and reaction times were the dependent variables. Results: After mindfulness instruction, participants with high OC tendencies decreased commission errors and increased reaction times. Conversely, after non-mindfulness instruction their commission errors increased and reaction times decreased. Low OC participants also showed the same significant effects, except that the high OC group reduced signifi cantly more commission errors after mindfulness instruction, and responded signifi cantly faster after non-mindfulness instruction. Conclusions: The results supported the hypotheses. Specifically, mindfulness instruction can reduce the impairment in response inhibition of participants with high OC tendencies, while non-mindfulness instruction worsens impairment. Mindfulness instruction can also enhance the response inhibition function of participants with low OC tendencies, albeit to a lesser degree. In summary, mindfulness instruction can aid in reducing response inhibition impairment and in promoting response inhibition functions.