促进被拒绝和被忽视幼儿的同伴交往的三种训练法

本研究在测查了4-6岁幼儿在幼儿园的社交地位的基础上,对筛选出的被拒绝和被忽视幼儿进行干预训练,探讨行为训练、认知训练和情感训练对不同类型的同伴交往不良幼儿干预的有效性,并对被拒绝型和被忽视型幼儿同伴交往不良的可能成因做了分析。结果表明:行为训练法、认知训练法、情感训练法都可以促进同伴交往水平,三种方法之间的效果无显著差异。对被拒绝儿童采用认知训练法效果较好,对被忽视儿童采用行为训练法更好。从4岁到6岁,行为训练法的效果逐渐减弱、而认知和情感训练法的效果则逐渐提高。     

Play and cognition: Studies of pretence play and conservation of quantity

Study 1 examined the relative effectiveness of four different training conditions on the attainment of conversation of quantity. Subjects were 75 nonconserving preschoolers, ranging in age from 3.10 to 5.0 years. Treatment consisted of pretense play training, direct conservation training, a combination of pretense play and conservation training, mere exposure to the conservation tasks without the benefits of instruction, and a control condition which provided only conservation pre- and post-tests. The results of the two conservation post-tests indicated that a combination of pretense play and conservation training was the most effective condition, followed by the conservation training and then by the pretense play training. The data also suggested that the effects of the conservation-only training condition might be less stable than those attained with pretense play training. Study 2 compared the effectiveness of child initiated pretense play training with adult initiated play. Subjects were 47 nonconserving children ranging in age from 4.0 to 5.8. Treatment consisted of child initiated pretense play, adult initiated play, a condition which combined both treatments, and a control group. The results of the two conservation post-tests indicated that the child initiated pretense play training was most effective, followed by the combined condition and by the adult initiated training. The three pretense play training conditions induced significantly more conserving responses in previously nonconserving children than the control group.     

Training the absolute identification of pitch

Two methods for training the absolute judgment of pitch, reference training and series training, were studied. Reference training concentrated during training on the identification of three reference tones in a set of nine pure tones, while series training gave equal weight during training to the identification of all nine tones. Results of pre- and posttraining tests, scored for the number of correct judgments, showed that reference training was more effective than series training for listeners with musical experience. In addition, discriminability (d′) scaling of pre- and posttest performance indicated that reference training was particularly effective for training listeners with musical experience when the nine tones of a set were grouped into three pitch classes—high, medium, and low pitch. Listeners without musical experience benefited from both training methods, but their overall improvement was less than that for musical listeners.     

The effects of context on learning to identify plane-misoriented views of familiar objects

Two studies examined how training context influences the naming of plane-misoriented pictures of familiar objects. The disadvantage for naming misoriented views of an object can reduce if the object is seen repeatedly in training. In the first study, training reduced the misorientation disadvantage for pictures of objects only if training presented misoriented pictures of the objects and not if training presented misoriented words that named the objects or if training presented upright pictures or words. In the second study, if shape discrimination in training was easy, performance improved in training but not subsequently when the difficulty manipulation was removed. The misorientation disadvantage was thus sensitive to the nature of the training context (whether upright or misoriented pictures or words were presented) but not to the difficulty of that context (whether useful orientation-invariant information was easy or hard to extract). People only appear to extract orientation-invariant information under tightly restricted conditions. However once this strategy is triggered, it seems equally effective regardless of the difficulty of discrimination.     

Effects of verbal imitation and comprehension training on verbal production

This study sought to determine whether some combination of imitation training and comprehension training was necessary to achieve verbal production or whether comprehension training alone was sufficient to result in verbal production. Fifty-one first- and second-grade subjects were trained to imitate eight words (Spanish nouns) for which there were no referents. An additional set of eight words was trained in a comprehension task where overt verbal rehearsal was prohibited. Once criterion of two successive sessions of 100% performance was reached in training for both imitation and comprehension, training modes were reversed so that items initially trained in imitation were then trained in comprehension andvice versa. Results showed that initial comprehension training did result in some verbal production, whereas initial imitation training, as expected, did not. A marked improvement in verbal production performance was observed when initial comprehension training was followed by imitation training. When initial imitation training was followed by comprehension training, verbal production also resulted but not to the degree or with the consistency of performance which marked the comprehension-then-imitation sequence. Furthermore, comprehension training required more trials to reach a similar level of proficiency when it followed imitation training than when it preceded imitation. These data indicate that initial imitation training interferes with acquisition of subsequent comprehension and production responses and that the preferred training sequence is one which initially focuses on comprehension and follows this with verbal imitation.This study was supported by Grant HD 00870 from the National Institute of Child Health and Human Development and Grant NS 10468 from the National Institute of Neurological Diseases and Stroke awarded to the Bureau of Child Research, University of Kansas, Lawrence, Kansas.     

正念冥想训练水平对情绪加工的影响

越来越多的研究表明,正念冥想训练影响情绪加工。本文从正念冥想训练水平（包括临时训练、短时训练和长期训练）角度出发,系统回顾了不同水平的正念冥想训练对情绪加工的调节效应。综述发现,不同水平正念冥想训练都能够提高个体情绪调节能力,临时正念冥想训练作为一种有效的情绪调节方法影响情绪加工,而短期正念冥想训练和长期禅修训练通过增加个体正念意识,增强个体情绪接受力影响情绪加工。未来的研究需进一步在区分正念冥想训练时间和正念冥想训练类别基础上,探讨正念冥想训练影响情绪加工的认知神经机制。     

An Internet-Based Cognitive-Behavioural Training for Acute Tinnitus: Secondary Analysis of Acceptance in Terms of Satisfaction,Trial Attrition and Non-Usage Attrition

Objectives: Recent studies on tinnitus have focused on the efficacy of Internet-based interventions. Other core features of the quality of service, e.g. acceptance and attrition, have often been overlooked. This study analyses Internet-based training regarding acceptance and attrition in a trial on minimal-contact interventions for acute tinnitus. Whenever possible, we give information on other forms of training for comparison. Methods: In a randomised controlled trial with 337 participants, 87 persons took part in the Internet training. Results: The participants were as satisfied with the Internet-based training as with a face-to-face group training. There was a 34.48% dropout from the Internet-based training (dropout attrition). The training attrition from the Internet-based training was even higher at 64.4%. Conclusions: Two out of three indicators for acceptance—satisfaction and dropout attrition—provide comparable results between the Internet-based training and a face-to-face group training. The third indicator, training attrition, shows a better result for the group training. Future research should focus on attrition in order to enhance the overall effectiveness of training.     

Enhancing the Cognitive Vitality of Older Adults

Aging is associated with decline in a multitude of cognitive processes and brain functions. However, a growing body of literature suggests that age-related decline in cognition can sometimes be reduced through experience, cognitive training, and other interventions such as fitness training. Research on cognitive training and expertise has suggested that age-related cognitive sparing is often quite narrow, being observed only on tasks and skills similar to those on which individuals have been trained. Furthermore, training and expertise benefits are often realized only after extensive practice with specific training strategies. Like cognitive training, fitness training has narrow effects on cognitive processes, but in the case of fitness training, the most substantial effects are observed for executive-control processes.     

Long-term effects of type of practice on the learning and transfer of a complex motor skill

This study analyzed the long-term effects of practice schedule on shooting performance in basketball during actual field training. 32 college students (16 female) ages 20 to 29 years completed voluntary basketball training in one of two equal-sized groups employing either constant versus random training. The constant practice group took 160 shots from the free throw line, while the variable practice group took 160 shots from different positions around the restricted area. Learning and transfer (variation of throwing distance and size of the ball) performance was assessed with the Basketball-Shooting Test before and after training and on a retention test 1 yr. later. Significant measures in performance were attributed to learning and transfer in both training groups at all measurement times. Constant training groups had better acquisition and random training groups had better retention. The anticipated transfer effect in the random group was not found.     

Enhancing job-site training of supported workers with autism: a reemphasis on simulation

Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers with autism to provision of training exclusively on the job. Job-site training occurred in a small publishing company during the regular work routine, and simulation training occurred in an adult education site for people with severe disabilities. Two pairs of workers received training on two job skills; one skill was trained at the job site and the other was trained using job-site plus simulation training. Results indicated that for 3 of the 4 comparisons, job-site plus simulation training resulted in a higher level of skill or more rapid skill acquisition than did job-site-only training. Results suggested that job-site training, the assumed best practice for teaching vocational skills, is likely to be more effective if supplemented with simulation training. Directions for future research include expanding applications of behavioral technologies to other aspects of the current support paradigm.     

The current state of sexual ethics training in clinical psychology: issues of quantity, quality, and effectiveness

Given the harm caused to clients and the psychology profession by therapist sexual misconduct, sexual ethics training should be given high priority in graduate training programs. The present study surveyed sexual ethics training and student understanding of sexual ethics in clinical psychology doctoral programs from the perspectives of training directors (n=84) and students (n=451). Ninety-four percent of the students had received sexual ethics training; programs provided an average of 6 hr of training. Still, students showed significant deficits in knowledge of sexual ethics principles. Students who had discussed a client attraction with a supervisor showed the best understanding of sexual ethics. Suggestions for ensuring adequate sexual ethics training are discussed.     

A comparison of different methods of toilet training the mentally handicapped.

A number of different toilet training methods have recently been described. Ellis' (1963) model of toilet training is used to provide a simple basis for classifying these methods. Two main differences, timing versus regular potting, and intensive individual training versus group training are distinguished. Three toilet training programmes (intensive individual, regular potting; intensive individual, timing; group training, regular potting) are compared with five severely or profoundly mentally retarded children for each method. It is concluded that intensive individual training is more cost-effective than group training and that, although there is no significant difference between the intensive individual regular potting and timing methods, the former is the method of choice as it is slightly less complex. Various practical and theoretical issues arising from these toilet training programmes are discussed, including the need for more detailed study of bladder function and other factors related to the development of continence in such children.     

元认知训练对不同认知方式小学生应用题解题能力的影响

本研究以小学五年级292名学生为对象,考察了三种思维训练方式(元认知内隐训练、元认知外显训练和一般思维策略训练)对三种不同认知方式学生(场独立型、场依存型和中间型)数学应用题解题能力的影响。结果发现：(1)思维策略的元认知外显训练和元认知内隐训练比一般思维策略训练能蜓有效地提高场依存型、中间型和场独立型三类学生的应用题解题能力：(2)元认知外显训练和内隐训练对于场独立型和中间型学生同等重要。但元认知外显训练更有助于场依存型学生应用题解题能力的提高。成为该类学生的优势圳练方式;(3)在小学五年级．场独立型学生的应用题解题能力明显优于场依存型学生的应用题解题能力。     

Blocking the development of stimulus control when stimuli indicate periods of nonreinforcement

To learn whether prior discrimination training based on one stimulus would block learning about a subsequently added stimulus, rats were first trained to press a bar on a variable-interval schedule of food reinforcement. Occasional stimuli were presented during which no reinforcement was available. Responding became suppressed in the presence of these stimuli. Stimuli could be noise, light, or a compound of noise plus light. A group trained with noise in Phase 1, then trained with the compound in Phase 2, showed less suppression to light in a subsequent test than a group that had the same compound training in Phase 2 but only variable-interval training in Phase 1. This showed that prior training with noise blocked the development of control by light during compound training. Two further groups showed that noise training following compound training did not have the same effect on control by light.     

Types of creativity training: Approaches and their effectiveness

Prior meta‐analytic studies have provided evidence for the effectiveness of creativity training. In the present study, 156 training programs were obtained and a content analysis was used to appraise these programs with respect to: a) cognitive processes, b) training techniques, c) media, and d) types of practice exercises. A cluster analysis was used to determine the major types of training, as reflected in these variables, and meta‐analytic data were used to assess the effectiveness of each type of training. Overall, 11 common types of training were identified, all of which appeared to have some value. However, some types of training, specifically idea production and cognitive training, proved particularly effective while some commonly applied training strategies, specifically imagery training, proved less effective. The implications of these findings for the design of creativity training are discussed.     

Effects of reinforcement and guidance procedures on instruction-following behavior of severely retarded children

Positive reinforcement, physical guidance, and fading procedures were used to teach two severely retarded children motor responses to a variety of verbal instructions. Subjects' responses to one set of instructions provided the focus for the training procedures. Their responses to a second set of instructions were used to assess the generalized effects of training. The frequency of responses to both sets of instructions was evaluated during Baseline 1, Training 1, Baseline 2, and Training 2 periods. During the training periods, this evaluation was made after the daily training sessions when no training procedures were in effect. Results indicated that the subjects showed pronounced increases in instruction-following behaviors (both trained and untrained) during training periods with decreases in such behavior occurring during the Baseline 2 period. The general findings demonstrate the applicability of the training procedures for producing and maintaining instruction-following behaviors in severely retarded children and for facilitating appropriate responding to instructions not directly involved in training.     

医患关系中医生沟通能力培训模式的研究进展

从医生沟通能力的视角出发，改善医患关系的相关促进技术主要包括线下课程培训和计算机网络技术的实时交互式模拟训练等形式。其中，线下课程培训是当前医生沟通能力提升的主要促进技术，分别以沟通技能培训Comskil模型和真实工作场所中的医生沟通能力培训周期模型作为理论支撑，形成了针对特殊领域的“告知坏消息”沟通培训课程和处方对话培训课程。线下的课程培训因其在培训时间和培训师能力要求方面的局限性，促使了计算机模拟在医生沟通能力训练上的运用，从而形成了基于计算机的实时交互式模拟训练系统。随着科学技术的发展，未来将会有更多的新技术加入到实时交互式模拟训练中来。     

对优化生物医学PhD培养模式的思考

对我院03级在校博士生和部分博士生导师的问卷调查显示,我院科研型生物医学博士培养目标明确并与学生毕业后期望去向基本一致.培养方式和培养质量尚存在一些问题,针对这些问题需要在培养方式上作些改进和调整,以优化培养模式,提高培养质量.     

Use of religious and spiritual interventions by trainees in APA-accredited Christian clinical psychology programs

Little is known about the effectiveness of Christian clinical programs accredited by the American Psychological Association in training students to use religious and spiritual interventions in therapy. We surveyed 162 student therapists from three such programs regarding their training experiences and use of religious and spiritual interventions. Self-reported competency and use of religious and spiritual interventions correlated with a number of training components. However, none of the training components predicted unique variance in regression equations above and beyond that of general professional training, personal religiousness, and intervention-specific training. Suggestions are offered regarding intervention-specific training in both Christian and secular programs, the role of personal therapy in training, and the development of guidelines for competency in using religious and spiritual interventions.