Heather Harris Wright  Anthony D. Koutsoftas  Gilson J. Capilouto  Gerasimos Fergadiotis 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2014,21(2):174-196

The purpose of the present research was to examine the influence of cognitive processes on discourse global coherence ability measured across different discourse tasks and collected from younger (n = 40; 20–39 years) and older (n = 40; 70–87 years) cognitively healthy adults. Study participants produced oral language samples in response to five commonly used discourse elicitation tasks and they were analyzed for maintenance of global coherence. Participants also completed memory and attention measures. Group differences on the global coherence scale were found for only one type of discourse—recounts. Across discourse elicitation tasks the lowest global coherence scores were found for recounts compared to the other discourse elicitation tasks. The influence of cognitive processes on maintenance of global coherence differed for the two age groups. For the younger group, there were no observed significant relationships. For the older group, cognitive measures were related to global coherence of stories and procedures.  相似文献   

    

Phil Jones 《Counselling and Psychotherapy Research》2014,14(3):227-234

Aims: This article reviews a research methodology that uses an Internet mediated qualitative, narrative approach to provide in‐depth analysis of vignettes. The research sought to investigate the ways in which dramatherapists, based in different countries, understood the nature of therapeutic change in their work with children. Method: The article describes a qualitative approach to the generation of data by a combination of therapist‐authored vignettes, live, synchronous Internet mediated communication (aMSN Messenger) and email. Participants kept a diary of their response to the research and the article draws on this data within its analysis of the methodology. Findings: Samples of the data are used to analyse how such innovative, online methodology can develop effective access and relationships with geographically dispersed participants and as an effective way of investigating therapist practitioners' understanding of their practice.  相似文献   

    

Stephanie Revell  Elaine Duncan  Mick Cooper 《Counselling and Psychotherapy Research》2014,14(4):281-287

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Jesse Renaud  Keith S. Dobson  Martin Drapeau 《Counselling and Psychotherapy Research》2014,14(1):42-47

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Petra Sandberg  Michael Rönnlund  Lars Nyberg  Anna Stigsdotter Neely 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2014,21(5):577-605

There is a growing body of research on the modifiability of executive functions in different stages of life. Previous studies demonstrate robust training effects but limited transfer in younger and particularly in older adults. The aim of the present study was to investigate whether a theoretically derived intervention for executive functioning, addressing several basic processes (updating, shifting, and inhibition), can induce transfer effects in early and late adulthood. Fifty-nine healthy adults, 29 young and 30 older adults, were randomly assigned to either training or no-contact control groups. The training groups received 15 sessions of executive process training for about 45 min/session during 5 weeks. A test battery including a criterion task and near, intermediate, and far transfer tasks was administered before and after training. Results showed pronounced age-equivalent gains on the criterion task. Near transfer was seen to non-trained updating and inhibition tasks for the young and older trained participants. However, only the young adults showed intermediate transfer to two complex working memory tasks. No far transfer effects were seen for either age group. These findings provide additional evidence for age-related constraints in the ability to generalize acquired executive skills, and specifically show that training of multiple executive processes is not sufficient to foster transfer beyond the very near in older adults.  相似文献   

    

Gail D. Heyman  Lalida Sritanyaratana  Kimberly E. Vanderbilt 《Cognitive Science》2013,37(4):646-667

The ability of 3‐ and 4‐year‐old children to disregard advice from an overtly misleading informant was investigated across five studies (total n = 212). Previous studies have documented limitations in young children's ability to reject misleading advice. This study was designed to test the hypothesis that these limitations are primarily due to an inability to reject specific directions that are provided by others, rather than an inability to respond in a way that is opposite to what has been indicated by a cue. In Studies 1 through 4, a puppet identified as The Big Bad Wolf offered advice to participants about which of two boxes contained a hidden sticker. Regardless of the form the advice took, 3‐year olds performed poorly by failing to systematically reject it. However, when participants in Study 5 believed they were responding to a mechanical cue rather than the advice of the Wolf, they were better able to reject misleading advice, and individual differences in performance on the primary task were systematically correlated with measures of executive function. Results are interpreted as providing support for the communicative intent hypothesis, which posits that children find it especially difficult to reject deceptive information that they perceive as being intentionally communicated by others.  相似文献   

    

Dario D. Salvucci 《Cognitive Science》2013,37(5):829-860

Previous accounts of cognitive skill acquisition have demonstrated how procedural knowledge can be obtained and transformed over time into skilled task performance. This article focuses on a complementary aspect of skill acquisition, namely the integration and reuse of previously known component skills. The article posits that, in addition to mechanisms that proceduralize knowledge into more efficient forms, skill acquisition requires tight integration of newly acquired knowledge and previously learned knowledge. Skill acquisition also benefits from reuse of existing knowledge across disparate task domains, relying on indexicals to reference and share necessary information across knowledge components. To demonstrate these ideas, the article proposes a computational model of skill acquisition from instructions focused on integration and reuse, and applies this model to account for behavior across seven task domains.  相似文献   

    

Emily A. McTate PhD  Amy S. Badura Brack PhD  Paul J. Handal PhD  Raymond V. Burke PhD 《Child & family behavior therapy》2013,35(4):279-292

The effectiveness of a behaviorally based day treatment program for young children diagnosed with Pediatric Bipolar Disorder (PBD) was evaluated using pretreatment and posttreatment mean scores from the Child Behavior Checklist (CBCL). Data were evaluated in aggregate and using the clinically significant change method for children diagnosed with PBD, Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Adjustment Disorder, and no diagnosis/clinical and subclinical groups. Significant effects were found for all groups except the no diagnosis/subclinical group on the Internalizing scale and for all groups on the Externalizing scale. Clinically significant change was supported for the PBD, ADHD, ODD, and Adjustment Disorder groups. Implications and limitations of the study are discussed.  相似文献   

    

Jason F. Jent  Larissa N. Niec 《Child & family behavior therapy》2013,35(3):203-219

This study evaluated the effectiveness of a group mentoring program that included components of empirically supported mentoring and cognitive behavioral techniques for children served at a community mental health center. Eighty-six 8- to 12-year-old children were randomly assigned to either group mentoring or a wait-list control group. Group mentoring significantly increased children's reported social problem-solving skills and decreased parent-reported child externalizing and internalizing behavior problems after controlling for other concurrent mental health services. Attrition from the group mentoring program was notably low (7%) for children. The integration of a cognitive behavioral group mentoring program into children's existing community mental health services may result in additional reductions in externalizing and internalizing behavior problems.  相似文献   

    

Dubi Lufi PhD  Jim Parish-Plass PhD 《Child & family behavior therapy》2013,35(3):217-230

A group of children with Attention Deficit Hyperactivity Disorder (ADHD) was compared to children with other behavior and emotional problems. All the participants participated together in 20 weekly sessions for 1 academic year. The participants were assessed with three questionnaires on three different occasions: before the beginning of the group, at the completion of the group, and 1 year after the completion of the group. The results showed that the children indicated improvement in two behavior domains while their parents indicated improvement in the children's behavior in five domains. The most striking improvement was reduction of anxiety.  相似文献