Interprofessional Education: Psychology Trainee Experiences and Perspectives on Team Skills

Interprofessional education (IPE) is defined as educational activities involving trainees from two or more professions learning about, from, and with each other with the goal of building team-based collaboration skills. The degree to which psychology trainees are involved in IPE is unknown. A national survey was distributed to gather information regarding the nature and prevalence of IPE experiences and psychology trainees’ perceived competence in collaboration skills. Participant responses (n?=?143) are presented overall and by training level. Some respondents reported no IPE activities in their training, especially trainees earlier in their training. Highest rated competencies were in acting with honesty and integrity and developing/maintaining mutual respect and trust of other professions. Lowest rated were in giving feedback to others and managing differences in opinion. More research related to the nature and impact of IPE on psychology trainees is critical.

     

视觉工作记忆对注意选择的自动导向作用

对Downing(2000)的实验范式加以改进使得实验设计完全符合检验记忆驱动注意捕获所需要满足的标准,实验一采用要求被试在工作记忆保持阶段完成探测区分任务的双任务范式,结果发现被试对呈现在匹配物体空间位置上的探测项反应时显著快于对呈现在非匹配物体空间位置上的探测项反应时,而在实验二中当对被试没有记忆要求时却没有发现这种空间位置一致的优势效应,说明视觉工作记忆内容对选择性注意产生了自动导向作用。     

Effects of Sesame Street: A meta-analysis of children's learning in 15 countries

Sesame Street is broadcast to millions of children globally, including in some of the world's poorest regions. This meta-analysis examines the effects of children's exposure to international co-productions of Sesame Street, synthesizing the results of 24 studies, conducted with over 10,000 children in 15 countries. The results indicated significant positive effects of exposure to the program, aggregated across learning outcomes, and within each of the three outcome categories: cognitive outcomes, including literacy and numeracy; learning about the world, including health and safety knowledge; social reasoning and attitudes toward out-groups. The effects were significant across different methods, and they were observed in both low- and middle-income countries and also in high-income countries. The results are contextualized by considering the effects and reach of the program, relative to other early childhood interventions.     

Thinking about the future early in life: The role of relational memory

The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to 5-year-olds) were asked to remember a past event and imagine a possible future event using an adapted version of the recombination paradigm. Relational learning and inference were assessed using a task adapted from the neuroimaging literature. The results show that preschoolers were able to describe both past and possible future events; however, they produced more specific episodic details in relation to past events relative to future events. Episodic future thinking performance was correlated with performance on the relational inference task, consistent with the idea that the ability to flexibly recombine relational knowledge is critical in episodic future thinking.     

字形系联与幼稚园的识字教学

本研究根据汉字形义系联的特性设计字形系联识字法,并且进行教学实验。研究发现采用字形系联识字法较诸传统识字法,无论在形音义的辨认正确率都有显著差异．而且时问越久,差异越大。字形系联识字法的形音义相关系数很高,但教材编排的次序对辨识正确率无显著差异。     

Screening for borderline personality disorder in outpatient youth

Young people with borderline personality disorder (BPD) commonly seek help but often go unrecognized. Screening offers a means of identifying individuals for more detailed assessment for early intervention and for research. AIMS: This study compared the McLean Screening Instrument for Borderline Personality Disorder (MSI-BPD), Borderline Personality Questionnaire (BPQ), the BPD items from the International Personality Disorder Examination Screening Questionnaire and the BPD items from the Structured Clinical Interview for DSM-IV Axis II disorders (SCID-II) Personality Questionnaire. METHOD: 101 outpatient youth (aged 15-25 years) completed the screening measures and were interviewed, blind to screening status, with the SCID-II BPD module. The screening measures were readministered two weeks later to assess test-retest reliability. RESULTS: All four instruments performed similarly but the BPQ had the best mix of characteristics, with moderate sensitivity (0.68), the highest specificity (0.90), high negative predictive value (0.91) and moderate positive predictive value (0.65). Compared to the other three instruments, the BPQ had the highest overall diagnostic accuracy (0.85), a substantially higher kappa (0.57) with the criterion diagnosis, the highest test-retest reliability (ICC = 0.92) and the highest internal consistency (alpha = 0.92). The only clear difference to emerge in the Receiver Operator Curve (ROC) analysis was that the BPQ significantly outperformed the MSI (p = 0.05). CONCLUSION: Screening for BPD in out-patient youth is feasible but is not a replacement for clinical diagnosis.     

大学生生涯成熟状况及与自我同一性关系研究

"职业生涯规划"教育在各高校受到极大关注,但辅导成效甚微,缺少实证研究、缺乏针对性是其深入拓展的障碍.本研究采用自编的<生涯成熟度量表>,测查大学生生涯成熟特点及与自我同一性关系,结果表明:大学生生涯发展的总体水平不是很高;受性别、年级、父母期望、兼职经验等因素影响;不同自我同一性地位大学生的生涯成熟状况存在差异.     

领导行为:企业并购整合研究的新方向

过去一个世纪以来,国际性兼并、收购和战略联盟急剧增多,然而大部分并购案例均以失败告终,无法达到其原定目标,有的甚至使企业陷入困境.导致并购失败的最主要原因是并购后的整合失败,并非战略与财政不当.领导行为在组织变革和组织再造过程中起着关键性作用,但其在组织并购整合过程中的作用却一直被研究者忽视.全球范围内并购浪潮的持续增长要求领导者迅速提升自身的应对能力,但领导在组织并购整合中的作用机制尚待深入研究.本文介绍了企业并购整合过程中所需的基本领导模式、相关研究的理论基础与方向,以期为提高并购整合活动的领导效力及深入研究提供参考.     

The impact of supervisory mentoring on personal learning and career outcomes: The dual moderating effect of self-efficacy

Using survey data from 226 employees and their supervisors in four manufacturing companies in China, we found that employee self-efficacy has a dual moderating effect on the impact of supervisory mentoring on subordinate career outcomes. Path analytic tests of mediated moderation suggested that self-efficacy moderates the mediated effects of supervisory mentoring on job performance and career satisfaction through personal learning such that the mediated effect on job performance is stronger when employees have higher self-efficacy, but the mediated effect on career satisfaction is stronger when they have lower self-efficacy.     

Memory skills mediating superior memory in a world-class memorist

Laboratory studies have investigated how individuals with normal memory spans attained digit spans over 80 digits after hundreds of hours of practice. Experimental analyses of their memory skills suggested that their attained memory spans were constrained by the encoding time, for the time needed will increase if the length of digit sequences to be memorised becomes longer. These constraints seemed to be violated by a world-class memorist, Feng Wang (FW), who won the World Memory Championship by recalling 300 digits presented at 1 digit/s. In several studies we examined FW’s memory skills underlying his exceptional performance. First FW reproduced his superior memory span of 200 digits under laboratory condition, and we obtained his retrospective reports describing his encoding/retrieval processes (Experiment 1). Further experiments used self-paced memorisation to identify temporal characteristics of encoding of digits in 4-digit clusters (Experiment 2), and explored memory encoding at presentation speeds much faster than 1 digit/s (Experiment 3). FW’s superiority over previous digit span experts is explained by his acquisition of well-known mnemonic techniques and his training that focused on rapid memorisation. His memory performance supports the feasibility of acquiring memory skills for improved working memory based on storage in long-term memory.