New assessment systems for residential treatment,management, research,and evaluation: A symposium

An introduction and overview are presented to new observational assessment systems for ongoing assessment and monitoring of both staff and resident (client or patient) functioning in residential treatment programs for emotionally disturbed and mentally retarded adults.Preparation of articles and the research and development on which the articles are based was supported, in part, by Public Health Service Grants MH-15553 and MH-25464 from the National Institute of Mental Health, and by grants from the Joyce Foundation and the Illinois Department of Mental Health and Developmental Disabilities.A symposium presented at the 87th Annual Meetings of the American Psychological Association, New York City, September 1979.     

Systems use to objectify program evaluation,clinical, and management decisions

The utility of the observational assessment systems at different levels — from local clinical to systemwide management — is outlined. An overview is provided of TSBC information applied to individualized problem identification and programming/monitoring, discharge and competency determinations, and both absolute and comparative program evaluation. The utility of SRIC information for prgoramming/monitoring and for staff training and evaluation is outlined in addition to the applied uses of the information of the assessment systems in combination. Once implemented, the continuous data from the systems allow for empirically based self-corrective improvements in the quality of mental health services while automatically providing a basis for legal documentation and accurate cost/effectiveness comparisons of mental health programs.Preparation of this article and the research and development on which the article is based were supported, in part, by Public Health Service Grants MH-15553 and MH-25464 from the National Institute of Mental Health, and by grants from The Joyce Foundation and the Illinois Department of Mental Health and Developmental Disabilities.Presented at the 87th Annual Meetings of the American Psychological Association, New York City, September 1979, as part of a symposium on New assessment systems for residential treatment, management, research, and evaluation.     

左侧眶额皮层在自动情绪调节下注意选择中的作用：来自经颅直流电刺激的证据

前人研究表明自动情绪调节能够自上而下地影响情绪及情绪性注意过程。近来有研究提示自动情绪调节与眶额皮层(orbitofrontal cortex, OFC)有关。也有研究表明左侧OFC的激活影响负性注意偏向。本研究采用经颅直流电刺激技术,考察阈下启动情绪控制目标条件下,抑制左侧眶额皮层兴奋性是否影响负性注意偏向。结果发现,使用阴极刺激抑制左侧OFC活动可以加快被试对与恐惧刺激位置一致的探测点的反应。该结果提示左侧眶额皮层是自动情绪调节下情绪性注意选择相关的重要脑区。     

领导-部属交换的多维结构及对工作绩效和情境绩效的影响

通过两项研究,对领导-部属交换的结构及其对员工的工作绩效和情境绩效进行了探讨。采用探索性因素分析、验证性因素分析、分层回归分析等方法对来自不同企业的员工及其主管的问卷调查结果进行了分析。 结果表明,领导-部属交换是一个多维度的结构,由情感、忠诚、贡献和专业尊敬四个维度组成。单维度的领导-部属交换和多维度的领导-部属交换都对员工的工作绩效和情境绩效具有预测作用,但多维度领导-部属交换的预测作用更强。     

图形型归纳推理的神经机制:一项fMRI研究

利用fMRI脑成像技术探讨图形型归纳推理的神经机制。设计了一种由图形形状和条纹方向描述的简单几何图形组成的归纳推理任务,这种图形型任务与以往研究中常用的语句型归纳推理任务是同质的。根据两个图形共享特征数量的不同设计了两种实验任务:共享两个特征(2T)和共享一个特征(1T),以休息基线(Rest)作为控制任务。2T和1T任务均为归纳推理任务,但2T任务包含知觉特征整合成分,而1T任务不包括。结果发现:与控制任务相比,归纳推理任务在前额区(BA6、9、11、46、47)、尾状核、壳核和丘脑等脑区有显著激活,反映了"前额皮层-纹状体-丘脑"通路在图形型归纳推理中的重要作用;图形型归纳推理中的知觉信息整合与右侧额下回(BA47)、双侧尾状核头部、壳核等脑区有关。     

ADHD and Behavioral Inhibition: A Re-examination of the Stop-signal Task

The current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core deficit of attention-deficit/hyperactivity disorder (ADHD) based on the stop-signal task: calculation of mean reaction time from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children with ADHD (n = 12) and typically developing (TD) children (n = 11) were administered the standard stop-signal task and three variant stop-signal conditions. These included a no-tone condition administered without the presentation of an auditory tone; an ignore-tone condition that presented a neutral (i.e., not associated with stopping) auditory tone; and a second ignore-tone condition that presented a neutral auditory tone after the tone had been previously paired with stopping. Children with ADHD exhibited significantly slower and more variable reaction times to go-stimuli, and slower stop-signal reaction times relative to TD controls. Stop-signal delay was not significantly different between groups, and both groups’ go-trial reaction times slowed following meaningful tones. Collectively, these findings corroborate recent meta-analyses and indicate that previous findings of stop-signal performance deficits in ADHD reflect slower and more variable responding to visually presented stimuli and concurrent processing of a second stimulus, rather than deficits of motor behavioral inhibition.