托福閱讀作為托福考試中的一個(gè)部分，是需要同學(xué)們?cè)谄綍r(shí)積累托福詞匯和托福素材的，本文小編將為同學(xué)們帶來托福閱讀背景素材之虛擬現(xiàn)實(shí)法治療抑郁癥的素材，同學(xué)們?cè)趥淇纪懈r(shí)，也需要要找一些類似的素材進(jìn)行積累，只有這樣才能考出理想的托福成績(jī)!

阿凡達(dá)療法，是科學(xué)家受阿凡達(dá)的“化身”技術(shù)啟發(fā)，將虛擬現(xiàn)實(shí)用在抑郁癥治療上的一種新型技術(shù)。技術(shù)的關(guān)鍵是讓患者把一個(gè)虛擬的自己當(dāng)成自己的“化身”，讓虛擬成人安慰自己，從而擺脫抑郁癥的困擾。

Patients wore a virtual reality headset to see fromthe perspective of a life-size 'avatar' or virtual body. Seeing this virtual body in a mirror moving in thesame way as their own body typically produces theillusion that this is their own body. This is called'embodiment'.

患者頭戴一個(gè)虛擬現(xiàn)實(shí)頭盔后， 可看到一個(gè)與自己大小一樣并動(dòng)作同步的虛擬形象，會(huì)把這個(gè)形象看做自己的“化身”，以他/她的視角來看待外物。

While embodied in an adult avatar, participants were trained to express compassiontowards a distressed virtual child.

在“化身”為成人阿凡達(dá)后，。研究人員讓患者通過這個(gè)“化身”安慰一個(gè)虛擬出來的悲傷男孩，

As they talked to the child it appeared to gradually stop crying and respond positively tothe compassion.

在患者與這名男孩交談后，男孩逐漸不再哭泣，對(duì)安慰作出積極回應(yīng)。

After a few minutes the patients were embodied in the virtual child and saw the adultavatar deliver their own compassionate words and gestures to them.

幾分鐘后，研究人員讓患者把這個(gè)虛擬男孩當(dāng)做自己的“化身”，讓虛擬成人安慰虛擬男孩。

This brief eight-minute scenario was repeated three times at weekly intervals, and patientswere followed up a month later. Of the 15 participants, nine reported reduced depressivesymptoms a month after the therapy.

這個(gè)過程持續(xù)8分鐘，每星期重復(fù)3次。一個(gè)月后，9名患者癥狀減輕，其中4名顯著減輕。

Virtual reality has also previously been used to treat psychological disorders includingphobias and post-traumatic stress disorder, but this research focused on a new applicationfor promoting emotional well-being.

虛擬現(xiàn)實(shí)技術(shù)此前已被用于治療多種心理障礙，如恐懼癥、創(chuàng)傷后應(yīng)激障礙等，但此次研究聚焦于改善患者心理健康這一新領(lǐng)域。

以上就是小編為同學(xué)們整理的托福閱讀背景素材之虛擬現(xiàn)實(shí)法治療抑郁癥的全部?jī)?nèi)容，希望能夠幫助正在備考托福的同學(xué)們!