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51.
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Thought-stopping treatment for obsessive ruminations was described by Wolpe and Lazarus (1966) and more recently there have been several case-reports in some of which components of the method were unsystematically varied (Stern, 1970; Kumar et al., 1971; Yamagami, 1971). The present study examined one of these variables while holding constant the other components. When thought-stopping is given, the subject is usually relaxed (using a standard set of instructions to relax his muscles) and then asked to ruminate about the obsessive thought. The therapist then shouts ‘Stop’ while making a sudden noise at the same time. At this point the patient is told that he must stop thinking his obsessive idea ; after a pause, this interruption is repeated several times until the obsessional rumination ceases. This procedure was compared to a similar technique in which the patient imagined a neutral (‘control’) thought instead of an obsessive one prior to the onset of the ‘stop’ instruction. In every other way the two procedures were identical. 相似文献
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Hal S. Stern 《Multivariate behavioral research》2016,51(1):23-29
Procedures used for statistical inference are receiving increased scrutiny as the scientific community studies the factors associated with insuring reproducible research. This note addresses recent negative attention directed at p values, the relationship of confidence intervals and tests, and the role of Bayesian inference and Bayes factors, with an eye toward better understanding these different strategies for statistical inference. We argue that researchers and data analysts too often resort to binary decisions (e.g., whether to reject or accept the null hypothesis) in settings where this may not be required. 相似文献
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Marilyn Stern Katherine Hildebrandt Karraker Andrea Meldrum Sopko Sloan Norman 《Infant mental health journal》2000,21(6):495-509
Research exploring the effects of labeling on maternal perceptions and behaviors was extended by simultaneously examining the cognitive and behavioral effects of prematurity stereotyping with both mothers of full‐term and premature infants, and by examining the effects of an information‐based intervention on the stereotyped responses of mothers of premature infants. An experimental design wherein mothers of both full‐term and premature infants were randomly assigned to interact with, and then rate, either a full‐term or premature infant who was described as either full‐term or premature was employed to test several hypotheses. Two hypotheses related to prematurity stereotyping received support: mothers showed more positive responses to infants labeled full‐term than to infants labeled premature, and mothers of full‐term infants exhibited more prematurity stereotyping than did mothers of premature infants. The hypothesis concerning gender effects also was supported, with mothers showing more positive responses to male infants than to female infants. In contrast to expectations, a brief cognitive intervention provided to some mothers of premature infants failed to reduce stereotyping, and, indeed, appeared to increase stereotyping. These results are compared with the results of previous studies, most of which did not include actual interactions between mothers and infants, and the implications of these results are considered. © 2000 Michigan Association for Infant Mental Health. 相似文献
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Jeremy P. Nahum Nadia Bruschweiler-Stern Alexandra M. Harrison Karlen Lyons-Ruth Alexander C. Morgan Louis Sander Daniel N. Stern Edward Z. Tronick 《Infant mental health journal》1998,19(3):315-319
A sequence of analytic sessions of a professional woman in her forties is used to illustrate the moving along process. The material shows a gradual change, where the patient's experience of her sense of agency is altered through a particular kind of interactive sequence. The example is intended to make it clear that the group's view of how change occurs is not strictly or primarily in terms of sudden changes, and that the problem of assessing moments of meeting as well as quantitative and qualitative shifts is one with which the group continues to struggle. © 1998 Michigan Association for Infant Mental Health 相似文献
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Public understanding of climate change in the United States 总被引:2,自引:0,他引:2
This article considers scientific and public understandings of climate change and addresses the following question: Why is it that while scientific evidence has accumulated to document global climate change and scientific opinion has solidified about its existence and causes, U.S. public opinion has not and has instead become more polarized? Our review supports a constructivist account of human judgment. Public understanding is affected by the inherent difficulty of understanding climate change, the mismatch between people's usual modes of understanding and the task, and, particularly in the United States, a continuing societal struggle to shape the frames and mental models people use to understand the phenomena. We conclude by discussing ways in which psychology can help to improve public understanding of climate change and link a better understanding to action. (PsycINFO Database Record (c) 2011 APA, all rights reserved). 相似文献
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John W. Mullennix Steven E. Stern Benjamin Grounds Rob Kalas Mary Flaherty Sara Kowalok Eric May Brian Tessmer 《Applied cognitive psychology》2010,24(4):513-526
In two experiments, memory distortions for voice pitch and speaking rate were examined. In both experiments, a significant distortion effect for voice pitch was observed, with listeners biased towards selecting voices lower in pitch than low‐pitch targets and selecting voices higher in pitch than high‐pitch targets. In contrast, for speaking rate there was little evidence for the production of memory distortions. The results are discussed in terms of transient surface properties of speech and how transience may be a factor in producing distortions. The results have implications for how errors arise during earwitness testimony for a suspect's voice. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献