语言标识对情绪体验的影响

本研究通过两个实验考察了语言标识对个体情绪体验的调节作用。实验一探讨了中性标识对不同类型的情绪体验的影响,结果发现与韩文字符标识相比,中性双字词标识时被试对负性图片的消极情绪体验强度显著降低。实验二进一步探讨了不同情绪色彩的词语的标识效应,结果发现与中性标识相比,负性或正性标识时被试对负性图片的消极情绪体验程度更低。结果表明了语言标识对负性情绪体验具有显著的调节作用,并且标识效应的产生依赖于词汇语义信息的通达。     

Supplication and the Muslim personality: Psychological nature and functions of prayer as interpreted by Said Nursi

Efforts to describe an Islamic psychology of religion must include the relationship that Muslims maintain with God through supplication. The Turkish theologian and scholar Said Nursi (1877–1960) offered useful theoretical guidance for understanding this issue. His perspective rested on the assumption that supplication finds its motivation in humanity’s innate shortcomings. Such imperfections encourage a person to communicate with God through supplication, and supplication then provides a source of felt closeness to God that defines how the Muslim personality should function. In broad terms, Nursi subdivided supplication into verbal (petitionary) and doing (behavioural) types. Verbal supplication helps persons respond to innate weaknesses by trusting in their own strengths, and this trust then manifests itself in the behavioural supplications that the individual uses to meet the demands of life. Nursi’s views suggest opportunities for empirically understanding supplication within an Islamic psychology of religion.     

Generalizability and Dependability of a Multi-Item Direct Behavior Rating Scale in a Kindergarten Classroom Setting

Accurate and rapid identification of students displaying behavioral problems requires instrumentation that is user friendly and reliable. The purpose of the study was to evaluate a multi-item direct behavior rating scale called the Direct Behavior Rating-Multiple Item Scale (DBR–MIS) for disruptive behavior to determine the number of administrations necessary to achieve a dependable result. In addition, a study was conducted to determine to what degree the DBR-MIS correlated with a brief rating scale of attention deficit hyperactivity disorder behaviors. Participants were Kindergarten students (n = 18) who were observed and rated over nine 5-min observation periods by 2 raters with minimal training. Results indicated that the DBR-MIS provided reliable estimates of disruptive behavior by the seventh or eighth rating occasion. Correlations between the DBR-MIS and the attention deficit hyperactivity disorder rating scale were weak to moderate. Overall, the DBR-MIS for disruptive behavior efficiently achieved dependable results when screening groups of Kindergarten students in a public school setting.     

言语行为的关系框架理论视角:孤独症谱系障碍的新探索

语言功能异常是孤独症谱系障碍(ASD)的典型症状之一。1957年,斯金纳从行为学角度提出"言语行为",认为人们获得表达和理解语言的能力与学会走路、跳舞等行为的原理相同。2001年,海斯等人在斯金纳的基础上提出关于人类语言和认知的新视角——关系框架理论(Relational Frame Theory,RFT),澄清了语言的推衍性实质,认为言语行为是将一个刺激与其他刺激建立关系框架的过程。研究表明基于RFT的多范例训练可以提升ASD患者的推衍关系反应水平,且推衍关系反应与语言和认知功能的发展高相关。未来RFT的研究可以探索如何通过推衍关系反应训练修复ASD患者的语言和认知功能缺陷。     

Establishing derived categorical responding in children with disabilities using the PEAK‐E curriculum

The purpose of the study was to evaluate a procedure to generate derived categorical responding by three children with disabilities and to promote the emergence of untrained intraverbal categorical responses. In the study, three 4‐member equivalence classes including three stimuli (A, B, and C) and a category name (D) for each class were trained using a match‐to‐sample procedure. Test probes were conducted for categorical responding, including both a trained (D‐A) and two derived (D‐B, D‐C) relational responses, as well as the emergence of untrained intraverbal categorical responding (D‐A/B/C) throughout the study. Relational training was effective at promoting the emergence of categorical responding, and two of the three participants demonstrated the emergence of additional intraverbal responding without prior training. The results provide further evidence supporting the practical utility of stimulus equivalence as well as the PEAK‐E curriculum.     

Intercontinental telehealth coaching of therapists to improve verbalizations by children with autism

This study examined the effects of intercontinental telehealth coaching on the mastery of therapists’ skills and improvements in verbalizations by children with autism, testing whether telehealth can be a solution for underserved communities in developing countries such as Georgia‐Sakartvelo in Eastern Europe. Three therapists delivering and three children with autism receiving early‐intervention services from the nongovernmental organization Children of Georgia in Tbilisi participated. Experimenters provided coaching from Virginia, USA to therapists in Georgia‐Sakartvelo. Observers in Georgia‐Sakartvelo and in Virginia conducted the behavioral observations. We used inexpensive communications technology to provide the coaching and a multiple‐baseline design across participants to evaluate the effects of the intervention. Therapists demonstrated improvements in two classes of behaviors: correct command sequences and positive consequences. The children demonstrated improvements with echoics and mands. The study demonstrated that telehealth can be a good model for delivering early‐intervention services to children with autism in underserved and distant regions of the world.     

Transfers of stimulus function during roulette wagering

Twenty‐five recreational gamblers were initially asked to place bets on either red or black positions on a roulette board in a simulated casino setting. Each participant was then exposed to a stimulus pairing observing procedure which attempted to develop equivalence classes between one color (black or red) and traditionally positive words (e.g., love, happy, sex) and another color (black or red) and traditionally negative words (e.g., death, cancer, taxes), in the absence of consequence manipulations. Twenty‐one of the twenty‐five participants demonstrated greater response allocation to the color position on the roulette board that participated in a relational network with the positive words. Variations in sequencing of experimental conditions had no impact on poststimulus‐pairing wagers, but did impact tests for equivalence accuracy.     

Training intraverbal bidirectional naming to establish generalized equivalence class performances

The purpose of this study was to evaluate the effects of tact and intraverbal training on the establishment of generalized equivalence classes. Seventeen college students were exposed to tact training, listener testing, and intraverbal training (A'B’ and B'C’) in two experiments. Visual–visual matching‐to‐sample and intraverbal tests measured performances consistent with the formation of equivalence classes. Generalization was assessed with four novel sets of stimuli. In the second experiment, matching‐to‐sample tests for baseline relations (AB, BC) were eliminated to control for the possibility that equivalence classes were developed through exposure to these visual stimulus–stimulus relations. Thirteen of 17 participants passed all matching‐to‐sample and intraverbal posttests. Results suggest that when trained and emergent intraverbal relations were not maintained or were faulty, participants did not respond correctly during matching‐to‐sample posttests.     

Adaptive constructive processes: evidence from priming verbal reasoning with false memories

Previous research has demonstrated that false memories produced by the Deese–Roediger–McDermott paradigm serve adaptive functions both in related memory tasks and in various cognitive processes. The present study investigated whether memory errors induced by associated words could influence performance on verbal reasoning tasks. Participants were asked to solve sentence-based verbal reasoning problems, half of which had been primed by the presentation of word lists where the critical lures were also the solutions to the problems. The results showed that when false memories were generated, problems were solved more often and significantly faster than those that were primed without false memories or those that were unprimed, and that there was no evidence that the effect of priming with false memories observed in experiments was due to testing effects. The findings extend false memory priming effects to verbal reasoning processes, providing evidence with adaptive constructive processes.     

The Effects of a Verbal and a Figural Creativity Training on Different Facets of Creative Potential

This study investigated the effects of different types of creativity interventions on different facets of creative potential, also including more school-related creativity demands. In a sample of 77 fourth-graders in the age between 9 and 12 years, we administered a verbal and a figural creativity training, realized in two school lessons over two consecutive days each. As outcome measures, creative potential in both the verbal and the figural domain by means of two well-established divergent thinking tasks was assessed. As additional measures of creative potential, a story completion task and a picture painting task were administered to examine training effects on more school-related types of creative behavior. The verbal training was found to increase both verbal and figural divergent thinking ability, but not creative potential in the story completion and the picture painting task. The figural training yielded significant training effects only regarding the picture painting task. Findings suggest a specific training effect of the figural creativity training, and moreover indicate that the verbal creativity training, rather than stimulating “verbal” creative abilities per se, was more strongly concerned with domain-general creativity processes including ideational fluency, flexibility, and originality that are characteristics of divergent thinking tasks across different domains.