正念训练提升3~4岁幼儿注意力和执行功能

正念训练是指个体将注意力集中于当下体验的一种心理干预方法。先前研究表明正念训练可以促进其注意力、执行功能、情绪调节等的发展, 而正念训练对幼儿心理发展的作用机制并不清楚。因此, 为了考察正念训练对3~4岁幼儿注意力和执行功能的影响。采用前后测设计, 对正念组进行每周2次, 每次20~30分钟, 共12次的正念训练; 对照组不进行任何训练。结果发现：(1) 在注意力方面, 正念组与对照组前测差异不显著, 训练后正念组幼儿持续性注意力得分显著高于对照组。(2) 在执行功能方面, 正念组和实验组在抑制控制、认知灵活性以及工作记忆上前测得分差异不显著, 训练后正念组幼儿抑制控制和认知灵活性得分显著优于对照组, 而两组幼儿工作记忆差异不显著。研究表明, 正念训练促进了3~4岁幼儿注意力和执行功能的发展, 且在执行功能方面主要表现为对抑制控制和认知灵活性的提升。     

正念训练对睡眠质量与日间警觉性的影响

为考察正念对睡眠质量与日间警觉性的影响,本研究将参与实验的被试分为正念组与控制组,在八周训练前后,采用五因素正念度量表(FFMQ)、匹兹堡睡眠质量指数量表(PSQI)与精神运动警觉性测试(PVT)进行测量。结果显示:(1)正念组的后测FFMQ得分显著高于前测,后测PVT任务反应时、反应延迟数与完成任务的疲劳自评差值显著低于前测,控制组前、后测无显著差异;(2)正念组的前测PSQI睡眠障碍维度得分显著高于控制组前测,而两组后测差异不显著。研究证明,正念训练可以提升个体正念水平与日间警觉性水平,并一定程度上改善个体的睡眠质量。     

正念训练的去自动化效应：Stroop和前瞻记忆任务证据

研究显示正念训练对心理认知和健康有改善作用, 但少有研究用认知实验进行检验并探讨心理机制, 本研究将正常成人分为正念(训练)和对照组(等待)、使用Stroop任务和前瞻记忆任务, 进行前、后测考察。结果发现, 两种任务正念组后测反应时均低于前测, 且不一致条件下更显著, 对照组无差异。对前瞻记忆前后进行中任务的差值进行前、后测比较发现, 对照组后测显著小于前测, 正念组差异不显著。结果表明, 正念训练促进了Stroop和前瞻记忆任务的完成, 起到了抗自动化干扰、及阻止随任务熟悉加工更为自动化的作用。     

正念训练对3～4岁儿童社会行为的影响

为探讨正念训练对3～4岁儿童社会行为发展的作用效果,本研究采用准实验设计,将60名3～4岁儿童以班级为单位分配到正念训练组和对照组,在训练前后及训练结束三个月后,家长和教师分别评定儿童社会行为水平。结果发现：(1)前测中,训练组儿童的社会行为不同维度和对照组无显著差异;(2)后测及追踪数据表明,训练组儿童的害羞退缩和攻击性行为水平显著低于对照组,亲社会行为水平显著高于对照组;(3)家长评定和教师评定的结果基本一致;(4)儿童性别对正念干预效果没有显著影响。该研究结果证明正念训练对提高3～4岁儿童的社会行为具有积极影响,并且其效果稳定。     

正念训练对受训者幸福感的影响研究毐

为探索正念训练对大学生主观幸福感和心理幸福感的影响,文章采用完全随机前后测设计,使用五因素正念度量表(FFMQ)和综合幸福问卷(MHQ),在训练前、后分别对训练组和对照组被试进行测试。结果表明,8周训练后,训练组的FFMQ、MHQ、主观幸福感和心理幸福感差值虽然均高于对照组,但只有正念水平发生了显著的改变,两类幸福感皆未发生显著的变化;训练组幸福感的一个因子正性情感的差值显著高于对照组。研究显示,正念训练显著地提高了受训者的正性情感。     

中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用

本研究探讨中小学生正念注意觉知的发展及其与心理健康的关系,并考察情绪调节和积极重评在其中起到的中介作用。研究采用追踪设计,来自江西地区两所小学(4到6年级)和两所中学(7到9年级)的共1251名学生(男生691人,女生560人)在间隔半年的两个时间点分别填写了测量正念注意觉知、心理健康(生活满意度、抑郁、焦虑、学业压力)、情绪调节以及积极重评的问卷。结果表明：(1)中学生正念注意觉知显著低于小学生;(2)中小学生正念注意觉知与两个时间点的情绪调节、积极重评及心理健康均显著相关;(3)跨时间点中介效应检验结果表明,在中小学生正念注意觉知和各心理健康变量的关系中,情绪调节中介效应均显著,积极重评中介效应均不显著。结论：中小学生正念注意觉知与心理健康密切相关,正念注意觉知通过情绪调节能力间接作用于中小学生心理健康。     

在线抑制控制训练对失败的限制性饮食者不健康食物选择的改善

失败的限制性饮食者是进食障碍的高危人群,他们面对食物时的抑制控制能力通常很弱,从而更易发展为肥胖,所以改善失败的限制性饮食者对不健康食物的进食选择十分重要。本文采用在线停止信号任务,通过提高失败的限制性饮食者对不健康食物图片的抑制控制能力,从而减少他们在日常生活中对不健康食物的选择。首先对66名失败的限制性饮食者实施前测,然后随机分为对不健康食物图片进行抑制反应的干预组(n=33)和对非食物图片进行抑制反应的控制组(n=31),两组被试接受每天一次(每次10 min左右)共计7次的训练。完成训练后,所有被试均接受后测。结果发现,干预训练后,与控制组相比,干预组被试对不健康食物的选择频率以及对不健康食物自我报告的吸引力和喜爱程度均显著降低。     

精神分裂症患者团体绘画艺术干预

探讨团体绘画艺术治疗对精神分裂症患者生理、心理和社会功能康复效果。86名精神分裂症住院患者被随机分配到干预组或对照组。干预组被试接受团体绘画艺术干预活动,对照组从事其他康复活动。结果发现,干预组被试阳性与阴性症状量表总分低于对照组被试,大体评定量表分数高于对照组被试,自我概念总分高于对照组被试,生活质量问卷的躯体功能、心理功能和社会功能维度高于对照组被试。团体绘画艺术干预可以缓解精神分裂症患者的精神症状,促进患者自我概念和生活质量的提升。     

游戏训练提高幼儿自我控制能力:来自ERP的证据

游戏是激发幼儿兴趣的有效载体,已有研究表明游戏可以提高幼儿自我控制的外显行为表现,但未考察是否能够引起幼儿自我控制相关的电生理变化。本研究将幼儿按班级随机分为实验组和对照组,实验组的幼儿接受一学期的游戏训练,对照组不参加训练,进行自由活动,训练前后所有幼儿完成Go/No Go任务的ERP测试,评定自我控制能力。结果发现:实验组后测中No Go任务的N2和P3成分(分别表示为No Go-N2和No Go-P3)平均波幅均显著小于前测,而对照组前后测波幅无变化;同时,后测实验组中No Go-N2平均波幅显著小于对照组。结果表明,游戏训练可促进幼儿自我控制相关大脑系统的发展,为自我控制游戏训练的效果提供了电生理证据。。     

融于教学的游戏训练对农村大班幼儿执行功能的促进

本研究采用实验组对照组前测后测设计,对实验组（即干预组）幼儿进行为期3个月的多种形式融于教学的游戏训练（自控力养成、专注力练习、记忆棋游戏）。结果发现：(1) 两组幼儿在执行功能的三个维度（工作记忆、抑制控制和认知灵活性）上的前测成绩均无显著差异,但训练后干预组幼儿的工作记忆和认知灵活性上的增量显著高于对照组;(2) 将干预组幼儿依据执行功能水平进行高、低分组划分,发现低执行功能组幼儿在三个维度都得到了显著提升,而高执行功能组幼儿只在工作记忆上有显著提升。研究证明,短期游戏训练一定程度上可以促进农村幼儿执行功能的进步,尤其对执行功能偏低的幼儿效果更加明显,显示出补偿发展的特征。     

Impact of a training program in full consciousness (mindfulness) in the measure of growth and personal self-realization

This research focused on the impact of a full awareness (mindfulness) program on the sense of growth and personal self-realization in a sample of secondary school students. A randomized controlled design with an experimental group and waiting-list group was implemented. The Self-concept and Self-actualization Questionnaire (AURE) was used as dependent variable and was administrated before and after running the mindfulness program. The results show a statistically significant difference between pre-test and post-test scores on all factors and subfactors of the AURE. It is concluded that a program of meditation, focused on mindfulness training, may be a valid and appropriate instrument to improve a personal sense of self-realization and growth. It is also suggested that the use of such a program could be complementary with the Instructional-Emotive Program for Personal Growth and Self-realization (PIECAP) psycho-educational program.     

音乐训练对大学生执行功能的影响

近年来大量研究发现音乐训练对认知能力的具有积极影响,一些理论认为音乐训练的广泛迁移效应是通过执行功能起中介作用,但音乐训练与执行功能的关系至今仍存争议。研究将执行功能分为抑制控制、工作记忆和认知灵活性三个子成分,并将抑制控制进一步细分为注意抑制和反应抑制,同时区分工作记忆中主动性控制和反应性控制两种认知过程。通过对比音乐组和控制组在执行功能各任务（Go/No-go, Stroop, AX-CPT, Task-switching）上的行为表现来系统考察音乐训练与执行功能的关系。结果表明音乐训练对执行功能不同子成分的影响具有差异性,其促进效应主要体现在抑制控制中的注意抑制和工作记忆中的主动性控制,对抑制控制中的反应抑制、工作记忆中的反应性控制和认知灵活性影响较小。     

Deductive reasoning and matching-bias inhibition training: Evidence from a debiasing paradigm

Using the matching bias example, the aim of the present studies was to show that adults' reasoning biases are due to faulty executive inhibition programming. In the first study, the subjects were trained on Wason's classical card selection task; half were given training in how to inhibit the perceptual matching bias (experimental group) and half in logic without the inhibition component (control group). On the pre- and post-tests, their performance was assessed on the Evans conditional rule falsification task (with a negation in the antecedent of the rule), a task that also involves matching bias. In addition, subjects were tested for perceptual field dependence/independence using the Embedded Figures Test. The results brought out a specific inhibition training effect, as well as a clear-cut relationship in the experimental group between receptiveness to training and perceptual field independence. In the second study, the training paradigm was the same except that on the pre- and post-tests, the negation was in the consequent of the conditional rule (in this case, the perceptual matching response corresponds to the logical response). The subjects succeeded on the pre-test, and the matching-bias inhibition training had a negative effect on post-test performance. This specific negative priming effect confirms the inhibitory impact of our experimental training and outlines the dissociation of inhibition and logical components.     

音乐训练与抑制控制的关系：来自ERPs的证据

抑制控制是人类非常重要的认知功能之一, 它对个体适应环境具有重要的意义。本研究将抑制控制细分为反应抑制和冲突控制, 采用Go/No-go和Stroop任务从行为和脑电层面, 考察了音乐训练与抑制控制能力的关系及其认知神经机制。结果发现：在行为指标上, 音乐训练组比控制组的Stroop干扰效应更小, 但两组被试在Go/No-go任务表现上没有差异。在脑电指标上, 在Go/No-go任务中音乐训练组的N2差异波和P3差异波波幅(No-go减Go条件)显著大于控制组, 在Stroop任务中音乐训练组的N450差异波波幅(不一致减一致条件)也显著大于控制组, 但两组被试的SP差异波波幅(不一致减一致条件)无显著差异。结果表明：音乐训练组被试在反应抑制任务中可能具有更强的冲突监控和运动抑制能力, 在冲突控制任务中也具有更强的冲突监控能力。本研究从电生理的层面反映了音乐训练与抑制控制能力的提升具有一定的关联。     

Effectiveness of Rational Emotive Behavior Therapy on Psychological Well-Being of People with Late Blindness

The aim of the present study was to investigate the effectiveness of Rational Emotive Behavior Therapy (REBT) on improving the psychological wellbeing of people with late blindness. The design of this study was organized into pre-test, post-test and follow-up with two groups; experimental and control. After choosing qualified individuals, they were replaced into experimental and control groups at random (30 clients in each group). Pre-test was conducted for both groups. Thereafter, the experimental group received REBT training. Both groups, took part in post-test at the end of the training course. After 1 month, follow-up test was taken. Tools such as demographic particulars, IBT questionnaire, depression, anxiety and stress 21 inventory, Eysenck questionnaire were used for gathering information of the study. All the analytical process has been done by SPSS18 program. The scores of both groups (experimental and control groups) were not different significantly in pre-test. The scores gained by the experimental group in post-test showed a significant increase compared with the pre-test result. It proved the effectiveness of REBT with experimental group. And also, in comparing post-test with follow-up experimental group no significant difference were yield. So, as a result the effectiveness interference through group training of REBT with experimental group can be evaluated as constant. In control group there were no significant difference among the scores gained in pre-test, post-test and follow up. The findings of this research indicate the effectiveness of group coaching of REBT with enhancing the indices of psychological well being of people with late blindness.     

Can phonemic awareness be trained in kindergarten?

The effect of a training program designed to develop phonemic awareness skills in kindergarten was assessed in a study involving three experimental groups and two control groups. The degree of structure imposed upon the program was varied in the experimental groups. One control group was trained in non-verbal auditory discrimination, and the second control group followed the ordinary preschool program during the 6–8 week observational period. A clear improvement in the ability to segment and blend three-phoneme words was observed in the highly structured training cohdition, especially among the children with poor pre-test performance, while no clear changes from pre- to post-test were found in the other groups. It was concluded that phonemic awareness can be developed in prereaders outside the context of formal reading instruction.     

Aerobic exercise training ameliorates craving and inhibitory control in methamphetamine dependencies: A randomized controlled trial and event-related potential study

ObjectiveMethamphetamine (MA) usage has been recognized as a prominent substance-abuse issue. While exercise training reportedly improves fitness and mental status in the MA-dependent, how exercise training affects addiction and cognitive deficiency has yet to be established. The current study aimed to determine the effects of aerobic exercise training on both MA-associated cravings and inhibitory control among those with MA dependencies.DesignA 12-week randomized controlled trial.MethodSixty-two people with MA dependencies recruited through the Drug Rehabilitation Bureau were assigned to either an aerobic exercise or attentional control group, with 50 participants completing the trial. The aerobic exercise program involved three 30-min sessions of moderate-intensity exercise per week. Along with a pre-test assessment, craving levels were evaluated every three weeks, and data on neutral and MA-related inhibitory control as well as its elicited neuroelectric activation were collected at the end of the intervention.ResultsCompared with the control group, the exercise group experienced attenuated MA craving levels after 6 weeks of the exercise program, and the decreased trend was maintained until the termination of treatment. In the post-test, the exercise group also demonstrated more accuracy in behavioral inhibitory control as well as greater N2 amplitude in the Nogo condition of both the standard and MA-related tasks than those in the control group or pre-test.ConclusionsThe current study provides the first evidence that aerobic exercise training may be efficacious for MA-associated cravings and inhibitory control from behavioral and neuroelectric perspectives among MA-dependent individuals.     

职前教师情绪觉察能力对情绪信息注意偏向的影响

采用修订的情绪觉察水平量表（LEAS）对315名职前教师进行调查,并从中筛选出高、低情绪觉察能力组被试各60人,分别完成情绪面孔Stroop任务（研究1）和情绪词Stroop任务（研究2）。（1）研究1的正确率上,中性面孔最高,愉快面孔次之,悲伤面孔最差;反应时上,悲伤面孔最长,愉快面孔次之,中性面孔最短;高分组仅在愉快和中性面孔上的反应时长于低分组;消极面孔的干扰效应高于积极面孔的干扰效应。（2）研究2的反应时上,消极词的反应时最长,显著长于中性和积极词;高分组仅在积极词和中性词上的反应时长于低分组,且高分组在积极词上的干扰效应高于低分组。研究结果表明与中性刺激相比,高低情绪觉察能力组均对情绪刺激产生了注意偏向,尤其是负性情绪刺激;与低情绪觉察能力组相比,高情绪觉察能力职前教师不仅对消极情绪信息产生注意偏向,还对积极情绪信息产生注意偏向。