Cognitive-Behavioural Treatment Package for Teaching Grooming Skills to a Man with an Intellectual Disability

A combination of health education, use of picture cues based on task analyses, a system of least prompts and social reinforcement was applied to teach various grooming skills to a man with a moderate intellectual disability. A multiple baseline design across behaviours was employed to show the effects. The results indicated rapid learning of lacking skills such as tooth brushing, shaving, showering and washing of arms and face.     

从朦胧走向清晰——我国东亚钳蝎及其有效成分研究进展中的启示

本文叙述了我国东亚钳蝎及其有效成分的研究进展，揭示了科学研究中研究方法对于科学认识的推动作用以及辨证唯物主义理论体系中系统论的科学性及重要性。     

On the belief in God: Towards an understanding of the emotional substrates of compensatory control

We suggest that beliefs in a controlling God originate, at least in part, from the desire to avoid the emotionally uncomfortable experience of perceiving the world as random and chaotic. Forty-seven participants engaged in an anxiety-provoking visualization procedure. For half, the procedure included a manipulation designed to temporarily lower beliefs in personal control. As predicted, it was only among those participants whose sense of personal control was threatened—i.e., participants in need of an alternate means for protecting their belief in a non-random world—that subjective anxiety led to increased subsequent beliefs in the existence of a controlling God. Wide-ranging implications are discussed.     

Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system

A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that time, and transition procedures for altering activities and rules. Class-wide data analysis showed large, immediate, and sustained increases in OT behavior when the CWS was applied, with OT behavior returning to baseline levels when typical classroom management (TCM) procedures were reinstated. Each student's average phase data also showed increases in OT behavior when the CWS was applied and re-applied, and showed reductions when the CWS was withdrawn. Discussion focuses on evaluating the internal, external, and contextual validity of class-wide remediation and prevention procedures.     

Evoked culture, ritualization and religious rituals

This study presents an attempt to integrate two theories about ritual: the theory that McCauley and Lawson developed in Bringing Ritual to Mind; Psychological Foundations of Cultural Forms and the theory that Boyer and Liénard presented in a target article in Behavioral and Brain Sciences, ‘Why ritualized behavior in humans? Precaution systems and action-parsing in developmental, pathological and cultural rituals’ and in another article published in the American Anthropologist, ‘Whence collective rituals? A cultural selection model of ritualized behavior’.     

罗夏测验在西方近10年的最新发展

近10年来, 罗夏综合系统不断发展, 新增了XA%与WDA%、知觉−思维指数PTI、GHR:PHR等多个指标, 修改了8个群变量, 删除了精神分裂SCZI指标。这些新调整虽然不是本质性的, 但使得罗夏综合系统内容更加完善, 信度和效度不断提高, 更加精确化和标准化, 成为西方不可或缺的心理测验工具。尽管罗夏综合系统不断发展, 但仍然存在着操作过于复杂、功能还需要进一步完善等问题。罗夏综合系统作为一个代表性的投射测验, 与其它客观测验组成了一个完整的心理测量体系, 会发挥越来越大的作用。     

System JLZ – rational default reasoning by minimal ranking constructions

We present a powerful quasi-probabilistic default formalism for graded defaults based on a well-motivated canonical ranking construction procedure, System JLZ. It implements the minimal construction paradigm and verifies the major inference principles and inheritance desiderata, including rational monotony for propositions and structured cumulativity for default conditionals. With help from a structured ranking semantics for defaults, it also avoids some drawbacks of semi-qualitative entropy maximization and other competing accounts.     

Attachment and Family Processes in Children's Psychological Adjustment in Middle Childhood

This study examined the links between parent–child attachment, whole family interaction patterns, and child emotional adjustment and adaptability in a sample of 86 community families with children between the ages of 8 and 11 years. Family interactions were observed and coded with the System for Coding Interactions and Family Functioning (SCIFF; Lindahl, 2001). Both parents and each target child completed the appropriate form of the Behavior Assessment System for Children‐2nd Edition (BASC‐2; Reynolds & Kamphaus, 2004). Target children also completed the Children's Coping Strategies Questionnaire (CCSQ; Yunger, Corby, & Perry, 2005). Hierarchical multiple regressions indicated that Secure mother–child attachment was a robust predictor of children's emotional symptoms, but father–child attachment strategies were not significant independent predictors. Positive Affect in family interactions significantly increased the amount of variance accounted for in children's emotional symptoms. In addition, Family Cohesion and Positive Affect moderated the relationship between father–child attachment and children's emotional symptoms. When data from all BASC‐2 informants (mother, father, child) were considered simultaneously and multidimensional constructs were modeled, mother–child security directly predicted children's adjustment and adaptive skills, but the influence of father–child security was fully mediated through positive family functioning. Results of the current study support the utility of considering dyadic attachment and family interaction patterns conjointly when conceptualizing and fostering positive emotional and behavioral outcomes in children.     

Building Alliances with (In)Voluntary Clients: A Study Focused on Therapists’ Observable Behaviors

This study aimed to compare therapists’ observable behaviors to promote alliances with involuntary and voluntary clients during brief family therapy. The therapists’ contributions to fostering alliances were rated in sessions 1 and 4 using videotapes of 29 families who were observed in brief therapy. Using the System for Observing Family Therapy Alliances, trained raters searched for specific therapist behaviors that contributed to or detracted from the four alliance dimensions: engagement in the therapeutic process, an emotional connection with the therapist, safety within the therapeutic system, and a shared sense of purpose within the family. The results showed that when working with involuntary clients, therapists presented more behaviors to foster the clients’ engagement and to promote a shared sense of purpose within the family. However, in the fourth session, the therapists in both groups contributed to the alliance in similar ways. The results are discussed in terms of (a) the therapists’ alliance‐building behaviors, (b) the specificities of each client group, and (c) the implications for clinical practice, training, and research.     

Teaching metaphorical extensions of private events through rival‐model observation to children with autism

The study evaluated the efficacy of observational learning using the rival‐model technique in teaching three children with autism to state metaphorical statements about emotions when provided a picture, as well as to intraverbally state an appropriate emotion when provided a scenario and corresponding metaphorical emotion. The results provide a preliminary evaluation of how an observational teaching strategy may be effective in teaching children with autism to correctly tact emotions when given metaphors.