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241.
Leonard A. Jason Susan Torres-Harding Fred Friedberg Katrina Corradi Mary Gloria Njoku Julie Donalek Nadia Reynolds Molly Brown Bing Bing Weitner Alfred Rademaker Morris Papernik 《Journal of clinical psychology in medical settings》2007,14(4):275-296
Non-pharmacological behavioral treatments for CFS have been suggested as promising. These trials have tested protocols composed
of behavioral, cognitive and cognitive–behavioral interventions but there have been few efforts to differentially evaluate
their outcomes. The primary purpose of the current study was to evaluate the effectiveness of nurse delivered non-pharmacologic
interventions. In the present study, 114 participants diagnosed with CFS were randomly assigned to four 6-month interventions.
The interventions were: cognitive–behavior therapy, cognitive therapy, anaerobic activity, and a relaxation control group.
The study found that these interventions led to increases in several areas of functioning, with more consistent changes occurring
among those participants in the cognitive condition. For the 25 variables in this study, significant change occurred for 28%,
20%, 16%, and 12% of the variables for the cognitive, cognitive behavior therapy, anaerobic activity, and relaxation conditions,
respectively. However, the majority of participants continued to be diagnosed with CFS following the treatment trial. Implications
of these findings are discussed. 相似文献
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Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy
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Martine Baars Tamara van Gog Anique de Bruin Fred Paas 《Applied cognitive psychology》2014,28(3):382-391
Research on expository text has shown that the accuracy of students' judgments of learning (JOLs) can be improved by instructional interventions that allow students to test their knowledge of the text. The present study extends this research, investigating whether allowing students to test the knowledge they acquired from studying a worked example by means of solving an identical problem, either immediately or delayed, would enhance JOL accuracy. Fifth grade children (i) gave an immediate JOL, (ii) a delayed JOL, (iii) solved a problem immediately and then gave a JOL, (iv) solved a problem immediately and gave a delayed JOL, or (v) solved a problem at a delay and then gave a JOL. Results show that problem solving after example study improved children's JOL accuracy (i.e., overestimation decreased). However, no differences in the accuracy of restudy indications were found. Results are discussed in relation to cue utilization when making JOLs. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献