最大信息量法在CCSPC评分中应用的效度证据

采用基于最大信息量法的多维项目反应理论模型估计计算机模拟心理咨询病例系统（CCSPC）的合成分数及四个模块分数,并收集效标效度证据、成长变化效度证据和内容效度证据,结果表明：五个指标与心理咨询师考试三级技能成绩的相关均达到显著,且高于其与三级理论成绩的相关;所有指标得分均随着心理学学历升高而升高;多数指标分数随心理学本科年级提高而提高;获得心理咨询师资格认证的被试在CCSPC上有更高的得分.     

The Science and Ethics of Placebo in Pediatric Psychopharmacology

Pediatric psychopharmacology is a relatively new science. Although the use of psychotropic medications in children has risen in the past decade, there are few standard treatments for serious psychiatric or developmental disorders of childhood. The relative absence of standard treatments is further complicated by the fact that many of the agents used in pediatric psychopharmacology have been adapted from other fields. Therefore, investigators have a responsibility to make incremental progress from concept through pilot studies and large-scale, multisite efficacy and safety trials. Thus, although there is a pressing need to conduct medication trials that can guide clinical practice, there are scientific and ethical considerations to bear in mind when designing clinical trials in pediatric psychopharmacology. This article reviews essential ethical and scientific issues that are relevant to designing clinical trials in children with psychiatric and developmental disorders. Using examples from recently published literature, the article describes the challenges and pitfalls of various clinical trial study designs. The application of sound ethical and scientific principles is necessary to ensure that clinical trials are properly conducted and to guard against ambiguous results that can not guide practice.     

A brief introduction to the work of Jean Laplanche

The author proposes an introduction to the work of Jean Laplanche, a well‐known figure of psychoanalysis who recently passed away. He foregrounds what he views as the three main axes of Laplanche's work: firstly, a critical reading method applied to Freud's texts; secondly, a model of psychic functioning based on translation; and, thirdly, a theory of general seduction. Far from being an abstract superstructure, the theory of general seduction is firmly rooted in the analytic situation, as the provocation of transference by the analyst best illustrates. The analytic situation indeed consists in a revival and a reopening of the ‘fundamental anthropological situation’ which, according to Laplanche, is the lot of every human baby born in a world where he or she is necessarily exposed to the enigmatic and ‘compromised’ messages of the adult other. Thanks to the process of analytic de‐translation, the analysand is therefore granted an opportunity to carry out new translations of the other's enigma – translations or symbolizations that might be more inclusive and less rigid than the pre‐existing ones. Incidentally, such a model brings together the purely psychoanalytic and the psychotherapeutic aspects of the treatment.     

Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration

Research suggests that word learning is an extended process, with offline consolidation crucial for the strengthening of new lexical representations and their integration with existing lexical knowledge (as measured by engagement in lexical competition). This supports a dual memory systems account, in which new information is initially sparsely encoded separately from existing knowledge and integrated with long-term memory over time. However, previous studies of this type exploited unnatural learning contexts, involving fictitious words in the absence of word meaning. In this study, 5- to 9-year-old children learned real science words (e.g., hippocampus) with or without semantic information. Children in both groups were slower to detect pauses in familiar competitor words (e.g., hippopotamus) relative to control words 24 h after training but not immediately, confirming that offline consolidation is required before new words are integrated with the lexicon and engage in lexical competition. Children recalled more new words 24 h after training than immediately (with similar improvements shown for the recall and recognition of new word meanings); however, children who were exposed to the meanings during training showed further improvements in recall after 1 week and outperformed children who were not exposed to meanings. These findings support the dual memory systems account of vocabulary acquisition and suggest that the association of a new phonological form with semantic information is critical for the development of stable lexical representations.     

Limitations of the Mnemonic-Keyword Method

The effectiveness of the mnemonic-keyword method was investigated in 4 experiments in which participants were required to learn the lst-language (L₁, Spanish) equivalents of a list of 30 2nd-language words (L₂, Latin). Experiments 1 (adolescents) and 2 (adults) were designed to assess whether the keyword method was more effective than the rote method; the researcher supplied the keyword, and the participants were allowed to pace themselves through the list. Experiments 3 (adolescents) and 4 (adults) were similar to Experiments 1 and 2 except that the participants were also supplied with a drawing that illustrated the relationship between the keyword and the L₁ target word. All the experiments were performed with groups of participants in their classrooms (i.e., not in a laboratory context). In all experiments, the rote method was significantly more effective than was the keyword method.     

Intuitive Covariation Assessment of the Illusory Correlation

Most of the research concerned with the illusory correlation is modeled after the seminal work of D. L. Hamilton and R. K. Gifford (1976). However, S. A. Haslam and C. McGarty (1994) have voiced concerns over the dependent measures used within this paradigm. Therefore, in this study, the authors tested a new dependent variable that has high face validity. This measure was modeled after the work of J. R. McGahan and R. Wight (1989) and consisted of a set of propositional statements representing either the illusory correlation, the contingency opposite the illusory correlation, or the noncontingency. A second purpose of this study was to validate other studies that have used dependent measures modeled after the work of J. R. McGahan and R. Wight (1989). Demonstrating that this measure can be used to detect a well-documented phenomenon (i.e., the illusory correlation) would strengthen the results and conclusions from other studies. To this end, results from 2 experiments indicate that this measure does provide a valid alternative to those measures that are commonly used in illusory correlation studies. The results thereby give credence to other studies that have used similar dependent measures.     

Comparing Delay Discounting Rates When Using the Fill-in-the-Blank and Multiple-Choice Methods

Several methods have been devised to measure delay discounting. The present study recruited university students to complete a delay-discounting task involving five different outcomes (finding a dating partner, free cigarettes, winning $100,000, being owed $100,000, and obtaining one's ideal body image) that was administered using either the fill-in-the blank (FITB) or multiple-choice (MC) method. Results showed that the different administration methods sometimes produced significantly different rates of discounting, the direction of which differed by outcome. Hyperbolic discounting and the area under the discounting curve were nearly always significantly correlated when the FITB method was used but were never significantly correlated when the MC method was used. Discounting across the five outcomes produced a two-factor solution when the FITB data were factor analyzed. The MC data were described by a one-factor solution. The present results illustrate that procedural variables have a potentially profound impact on delay-discounting data, and generalizing from studies on delay discounting should be done with caution until those variables are fully understood.     

The Roles of Explanation and Feedback in False Belief Understanding: A Microgenetic Analysis

The authors examined effects of feedback and explanation on false belief performance. Thirty-three children (42–54 months; 15 girls, 18 boys) were randomly assigned to four treatment conditions: explanation, feedback, feedback researcher explains, and feedback child explains. Children completed false belief tasks during pretraining, 8 training sessions, and posttraining across 6 weeks. Language comprehension was assessed at pretraining. The authors hypothesized that children would improve most when training involved feedback and explanation. Generalized estimating equations modeling was used to analyze the data. Children who received feedback and generated explanations for characters’ false beliefs improved across training sessions more so than children in other conditions. Children's explanations for false beliefs also were explored. Implications of the findings are discussed.     

It takes one to know one: Relationship between lie detection and psychopathy

We investigated primary and secondary psychopathy and the ability to detect high-stakes, real-life emotional lies in an on-line experiment (N = 150). Using signal detection analysis, we found that lie detection ability was overall above chance level, there was a tendency towards responding liberally to the test stimuli, and women were more accurate than men. Further, sex moderated the relationship between psychopathy and lie detection ability; in men, primary psychopathy had a significant positive correlation with the ability to detect lies, whereas in women there was a significant negative correlation with deception detection. The results are discussed with reference to evolutionary theory and sex differences in processing socio-emotional information.     

On the nature and standing of psychoanalytic psychotherapy

In this paper, I offer some reflections on the standing of psychoanalytic psychotherapy in the National Health Service (NHS), with special reference to contemporary forms of evidence-based thinking. I consider what may follow when a narrow view of science or psychotherapeutic practice becomes conventional wisdom and assumes dominance. I place stress on the potential loss to NHS psychology and psychiatry if psychoanalytic psychotherapy becomes increasingly marginalized on the one hand, or overly standardized on the other.