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81.
Abstract Treatment preference and acceptability were investigated in 397 female university students. Three audiovisual vignettes depicting a client and therapist discussing a body image disturbance problem were presented to subjects. Predictions were that subjects would prefer one of three therapy approaches—behavioral, cognitive—rational, or cognitive—constructivist—as a function of personal epistemology and locus of control. Overall, subjects rated the constructivist therapy approach more favorably than either the cognitive—rational or behavioral approach. Similarly, subjects evaluated the constructivist therapist more positively than either the rational or behavioral therapist. After degree of subject identification with the target problem was controlled, results indicated that matching subjects who had an external locus of control orientation to a behavioral or cognitive-rational therapist resulted in more favorable assessments of that therapist. Matching subjects who had an internal locus of control orientation to a constructivist therapist resulted in more positive assessments of that therapist. Implications for matching in clinical practice are discussed. 相似文献
82.
The attentional blink refers to a reduction in accuracy that occurs when observers are required to identify the second of two rapidly sequential targets. Even when the second target cannot be reported, however, it is still capable of priming the response to a subsequent related item. At issue in the present work was whether this priming is attributable mainly to conscious or unconscious processes. To answer this question, we used an exclusion procedure that permitted an assessment of the relative dominance of conscious and unconscious processes. The results showed that second targets that are identified incorrectly are nonetheless processed extensively outside of awareness. Moreover, this processing is sufficient to prime a subsequent response for at least 1 s after the onset of the prime. 相似文献
83.
Colin Blättler Vincent Ferrari André Didierjean Evelyne Marmèche 《Visual cognition》2013,21(8):988-1001
The tendency of participants to “remember” the stopping point of an event as being farther along in the direction of motion has been a topic of study for about 30 years. The purpose of the present experiment was to test the influence of two factors on motion extrapolation: (1) The involvement of participants in the action, and (2) their expertise in the domain of automobile driving. Participants viewed real driving scenes from the driver's point of view. They were divided into four groups depending upon their involvement in the action (more or less active) and their driving experience (inexperienced or experienced). In order to get half of the participants involved in the driving situation, they had to use a steering wheel to follow the contour of the road. The results showed that both of these factors increased motion extrapolation. The discussion deals with how the interrelationships between real road scenes, expertise, and action-related knowledge affect motion extrapolation. 相似文献
84.
Walsh V 《Trends in cognitive sciences》2003,7(8):335-338
Fifty years ago the neurologist MacDonald Critchley observed that parietal cortex damage impaired temporal as well as spatial experience. Whereas the physiological understanding of space has since advanced, the same cannot be said of time. However, in a novel study, recording from single neurons in the macaque, Leon and Shadlen show that a region of the parietal cortex appears to encode time. The area in which these neurons reside also contains spatially selective neurons and overlaps with the area recently reported to contain number neurons. 相似文献
85.
Mark S. Oordt PhD ABPP Professor of Psychology David A. Jobes PhD ABPP Vincent P. Fonseca MD MhH Steven M. Schmidt PhD 《Suicide & life-threatening behavior》2009,39(1):21-32
Remarkably little systematic research has studied the effects of clinical suicidology training on changing practitioner attitudes and behaviors. In the current study we investigated whether training in an empirically‐based assessment and treatment approach to suicidal patients administered through a continuing education workshop could meaningfully impact professional practices, clinic policy, clinician confidence, and beliefs posttraining and 6 months later. At the 6 month follow‐up we found that 44% of practitioners reported increased confidence in assessing suicide risk, 54% reported increased confidence in managing suicidal patients, 83% reported changing suicide care practices, and 66% reported changing clinic policy. These results suggest that a brief and carefully developed workshop training experience can potentially change provider perceptions and behaviors with a possible impact on clinical care therein. 相似文献
86.
87.
A system is described involving three tape recorders and a control device whereby dichotic tapes can be prepared with onset alignment accurate to a few milliseconds, or to a measured asynchrony if required. No modifications of any sort are necessary for the three tape recorders. The two channels are separately recorded in the speaker’s own time, the only requirement being that the separate words be spoken with an interword interval of 350 msec or more, to provide sufficient time for starting and stopping the system. A tone burst is placed directly on tape on another channel ahead of each word, the latter being delayed by recording in tandem through two tape recorders. The first recorder is set to the delay (echo, NAB) facility, while the tone is recorded directly on the second. Subsequently, when this is done for each item on the two speech channels, the device, described below. utilizes the tone bursts to align the two input recorders. It then rerecords each pair of words on to the third (output or dichotic) machine, to the desired synchrony/asynchrony, and interitem interval. The system can be left to align the two channels automatically. A maximum repetition rate of two dichotic pairs every 1.3 sec can be achieved with Revox A77 tape recorders. 相似文献
88.
Heart rate (HR), operant key pressing, and urinary 11-hydroxycorticosteroids (11-OH-CS) were recorded while dogs were subjected to various aversive conditioning schedules over a six-month period. The schedules consisted of Sidman avoidance, followed by a Sidman schedule which paired unavoidable shocks (US) with offset of seven discrete conditioned stimuli (CS). Introduction of the Sidman avoidance schedule led to an increase in HR. Changes in the experimental schedule always results in an increase in urinary 11-OH-CS. Neither HR nor urinary 11-OH-CS were correlated with rate of operant key pressing. Differences in the dependent variables reflected the different topological characteristics of the dogs studied. This study demonstrated: (a) a causal independence of physiological and behavioral responses conditioned to the same stimulus complex, and (b) that longterm increases in HR can be maintained if the experimental situation is manipulated to maintain the fear eliciting characteristics of the conditioning situation. 相似文献
89.
90.
Examination of efficacious,efficient, and socially valid error‐correction procedures to teach sight words and prepositions to children with autism spectrum disorder 下载免费PDF全文
Tiffany Kodak Vincent Campbell Samantha Bergmann Brittany LeBlanc Eva Kurtz‐Nelson Tom Cariveau Shaji Haq Patricia Zemantic Jacob Mahon 《Journal of applied behavior analysis》2016,49(3):532-547
Prior research shows that learners have idiosyncratic responses to error‐correction procedures during instruction. Thus, assessments that identify error‐correction strategies to include in instruction can aid practitioners in selecting individualized, efficacious, and efficient interventions. The current investigation conducted an assessment to compare 5 error‐correction procedures that have been evaluated in the extant literature and are common in instructional practice for children with autism spectrum disorder (ASD). Results showed that the assessment identified efficacious and efficient error‐correction procedures for all participants, and 1 procedure was efficient for 4 of the 5 participants. To examine the social validity of error‐correction procedures, participants selected among efficacious and efficient interventions in a concurrent‐chains assessment. We discuss the results in relation to prior research on error‐correction procedures and current instructional practices for learners with ASD. 相似文献