Martha R. Herbert  David A. Ziegler  Nikos Makris  Anna Bakardjiev  James Hodgson  Kristen T. Adrien  David N. Kennedy  Pauline A. Filipek  Verne S. Caviness Jr. 《Developmental science》2003,6(4):F11-F22

Developmental language disorder (DLD) is predominantly a language disorder, but children with DLD also manifest non-language impairments, and neuroanatomical abnormalities have been found in multiple areas of the brain, not all language-associated. We therefore performed a whole brain general segmentation analysis of all major brain regions on MRI scans of 24 DLD subjects (16M, 8F) and 30 controls (15M, 15F), ages 5.7 to 11.3 years. Children with DLD showed increased total brain volume, driven predominantly by a substantial increase in the volume of cerebral white matter. Cerebral cortex and caudate were relatively but not absolutely smaller in DLD. These findings are discussed in relation to issues of specificity vs. generality as they arise in debates about (1) modular vs. general processing deficits and connectionist modeling in DLD, (2) language-specific vs. pervasive, non-specific deficits in DLD and (3) specificity of the disorder vs. overlap with other disorders, notably autism.  相似文献   

    

Middleton A  Wiles V  Kershaw A  Everest S  Downing S  Burton H  Robathan S  Landy A 《Journal of genetic counseling》2007,16(2):143-155

Despite it being generally acknowledged that counseling supervision is a vital part of the work for experienced genetic counselors and not just students, not all practising genetic counselors in the United Kingdom and Eire have access to this yet. This case study documents the supervision experience of our team of genetic counselors from Cambridge in the U.K. We document our retrospective thoughts on working practice before supervision was available in our department. We also give an overview of the individual and collective views of having one-to-one supervision only and then one year later, the impact of adding group supervision. Our ‘supervision journey’ is recorded using a practitioner-centred approach with a mixed method of data collection. Two focus group discussions and two written questionnaires were used, at different time points to gather attitudes. This paper captures experiences as our practice of supervision has evolved. This work is relevant to practising genetic counselors around the world who either do not yet have access to supervision, are planning its implementation or else are adding different types of supervision to their practice.  相似文献   

    

Catherine O. Fritz  Peter E. Morris  Mandy Acton  Anna R. Voelkel  Ruth Etkind 《Applied cognitive psychology》2007,21(4):499-526

Experiment 1 compared the effectiveness of retrieval practice, the keyword mnemonic and rote rehearsal for learning foreign language vocabulary. Both mnemonic methods produced similar recall and were superior to rote rehearsal. In Experiment 2, participants learned German vocabulary using keywords, retrieval practice or their own method. Retrieval practice and keyword‐based recall were similar and superior to self‐directed study. In Experiment 3, participants studied using keywords, retrieval practice, a combination or an elaboration strategy. Criterion testing occurred immediately and after a week. For receptive learning, retrieval practice and keywords were equally beneficial but for productive learning, retrieval practice was more effective. Combining strategies produced mixed results with significant benefits only for receptive learning in the delayed test. Copyright © 2006 John Wiley & Sons, Ltd.  相似文献   

    

Annie Lau 《Journal of Family Therapy》1985,7(3):273-275

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Petrina Cox  Gillian M. Bamford  Jennifer Y.F. Lau 《Anxiety, stress, and coping》2016,29(4):447-456

Background and objectives: Cognitive Bias Modification of Interpretations (CBM-I) has emerged as an anxiety-reducing tool for children and adolescents, targeting maladaptive interpretations of everyday situations. This literature falls short of addressing whether the effects of CBM-I extend to worries about a real-life stressor, such as a school transition. Design: The study comprised a between-groups design comparing the effects of CBM-I to an active control (AC) intervention in children. Method: We recruited 38 children within two months of their primary–secondary school transition and investigated the capacity for multi-session, parent-administered CBM-I, compared to an AC condition, to modify cognitive style and reduce anxiety symptoms and school concerns. Results: While benign interpretations increased significantly and negative interpretations tended to decrease following CBM-I, both interventions significantly reduced anxiety symptoms and school concerns. Conclusions: These findings indicate that anxiety-reducing effects of CBM-I in children extend to a real life stressful event, but that equivalent anxiety reduction may be achieved through exposure to potentially worrying situations and parent–child interaction in the absence of bias modification.  相似文献   

    

Anna B. Flynn MHS  Renee M. Johnson PhD  MPH  Shay‐Lee Bolton BSc  MSc  PhD  Ramin Mojtabai MD  PhD 《Suicide & life-threatening behavior》2016,46(4):457-470

Higher rates of attempted suicide have been documented among people who identify themselves as gay, lesbian, and bisexual (LGB) compared with heterosexuals. This study sought to ascertain the association between childhood abuse and neglect and attempted suicide, comparing LGBs and heterosexuals. Childhood sexual abuse among men and childhood sexual and physical abuse among women were found to mediate the association between LGB identity and attempted suicide. The experience of childhood abuse likely plays a significant role in the relationship between LGB identity and attempted suicide, but other factors such as experience of discrimination are also important.  相似文献   

    

Anna N. Rafferty  Emma Brunskill  Thomas L. Griffiths  Patrick Shafto 《Cognitive Science》2016,40(6):1290-1332

Human and automated tutors attempt to choose pedagogical activities that will maximize student learning, informed by their estimates of the student's current knowledge. There has been substantial research on tracking and modeling student learning, but significantly less attention on how to plan teaching actions and how the assumed student model impacts the resulting plans. We frame the problem of optimally selecting teaching actions using a decision‐theoretic approach and show how to formulate teaching as a partially observable Markov decision process planning problem. This framework makes it possible to explore how different assumptions about student learning and behavior should affect the selection of teaching actions. We consider how to apply this framework to concept learning problems, and we present approximate methods for finding optimal teaching actions, given the large state and action spaces that arise in teaching. Through simulations and behavioral experiments, we explore the consequences of choosing teacher actions under different assumed student models. In two concept‐learning tasks, we show that this technique can accelerate learning relative to baseline performance.  相似文献   

    

James Coakley  Anna Radecka  David Dye  Paul A. J. Bagot  Howard J. Stone  David N. Seidman 《Philosophical Magazine Letters》2016,96(11):416-424

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Anna Migliozzi 《The International journal of psycho-analysis》2016,97(4):1019-1034

Does the concept of evil deserve special formulation in the realm of psychoanalytic thought? In agreement with authors such as Meltzer (1992) and De Masi (2003) and through selected moments from a boy's long analysis, I will propose a definition of evil as a state of mind, characterized by disregard for the human quality of the object and the destruction of meaning and meaningfulness of life in and for others. Evil drains, perverts and strips symbols of intentions and goals, leaving them empty of emotional significance. In my patient, the state of mind that he called evil exerted a seductive appeal and was accompanied by a sadistic excitement that he elevated into a state of sexualized well‐being, which progressively perverted and destroyed emotional meaning, contributing to his confusion and desperation. Confronting this pathological configuration and describing the situation that I felt existed within his mind and between us, and rearticulating emotional meaning where it had been perverted, cannibalized or left empty, was the principal – and at times only – clinical instrument available to lead him out of his descent into nothingness.  相似文献   

    

Anna Ingeborg Petursdottir  Gabriella Aguilar 《Journal of applied behavior analysis》2016,49(1):58-68

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