“三番式”临床技能教学模式的建立及其在临床医学教学中的应用与思考

传统的临床技能教学存在诸多弊端,从而影响了医学生临床技能的培养及合格医学人才的培养。我们在多年的临床教学实践基础上,构建了临床技能学实践教学平台,创建了“三番式”临床技能教学模式,并将其应用于临床实践教学中,对所取得的显著教学效果进行深入剖析。     

Instruction and load effects on high-skill and low-skill individuals: A study in the domain of mental arithmetic

What happens when people are asked to respond as quickly or as accurately as possible? This study tested the effects of speed/accuracy instructions and working-memory load on people's strategy efficiency and strategy selection. Adult participants solved simple addition problems (Experiment 1) and simple multiplication problems (Experiment 2) under load and no-load conditions and provided trial-by-trial strategy reports. High-skill participants were more efficient than low-skill participants, but the underlying causes of these skill-related effects differed across experiments. In the addition experiment, high-skill participants responded adaptively to the changing situations by changing their strategy choices, which resulted in smaller effects on their actual performance. Low-skill participants in contrast, did not change their strategy choices as adaptively, which resulted in less efficient performance—and especially so under load conditions. In the multiplication experiment, high-skill and low-skill participants differed in strategy efficiencies rather than in strategy choices. In the discussion, the results are further interpreted and future adaptations for the adaptive strategy choice model (ASCM; Siegler & Jenkins, 1989) are suggested.     

Uncovering the structure of a memorist's superior "basic" memory capacity

After extensive laboratory testing of the famous memorist Rajan, Thompson, Cowan, and Frieman (1993) proposed that he was innately endowed with a superior memory capacity for digits and letters and thus violated the hypothesis that exceptional memory fully reflects acquired "skilled memory." We successfully replicated the empirical phenomena that led them to their conclusions. From additional analyses and new experiments, we found support for an alternative hypothesis, namely that Rajan's superior memory for digits was mediated by learned encoding techniques that he acquired during nearly a thousand hours of practice memorizing the mathematical constant pi. Our paper describes a general experimental approach for studying the structure of exceptional memory and how Rajan's unique structure is consistent with the general theoretical framework of long-term working memory (Ericsson and Kintsch, 1995).     

Variation among developmental dyslexics: evidence from a printed-word-learning task

A word-learning task was used to investigate variation among developmental dyslexics classified as phonological and surface dyslexics. Dyslexic children and chronological age (CA)- and reading level (RL)-matched normal readers were taught to pronounce novel nonsense words such as veep. Words were assigned either a regular (e.g., "veep") or an irregular (e.g., "vip") pronunciation. Phonological dyslexics learned both regular and exception words more slowly than the normal readers and, unlike the other groups, did not show a regular-word advantage. Surface dyslexics also learned regular and exception words more slowly than the CA group, consistent with a specific problem in mastering arbitrary item-specific pronunciations, but their performance resembled that of the RL group. The results parallel earlier findings from Manis, Seidenberg, Doi, McBride-Chang, & Petersen [Cognition 58 (1996) 157-195] indicating that surface dyslexics and phonological dyslexics have a different profile of reading deficits, with surface dyslexics resembling younger normal readers and phonological dyslexics showing a specific phonological deficit. Models of reading and reading disability need to account for the heterogeneity in reading processes among dyslexic children.     

The Neural Basis of Motor-Skill Learning

Recent work indicates that motor-skill learning is supported by four processes: a strategic process that selects new goals of what to change in the environment, a perceptual-motor integration process that adjusts to new relationships between environmental stimuli and the appropriate motor response, a sequencing process that learns sequences of motor acts, and a dynamic process that learns new patterns of muscle activations. These four processes can operate in one of two modes: an unconscious mode, in which one is aware only of the goal of the movement, or a conscious mode, in which one consciously controls detailed aspects of the movement. This article provides an overview of these four processes and two modes, and describes their neural bases.     

初中生社会技能角色扮演测试的多因素实验研究

以初中生为被试,以社会技能为目标行为,对角色扮演测试进行研究,探讨其影响因素和外在效度。研究采用２×２×２三因素实验设计,通过现场测试、刺激控制和问卷调查相结合的实验方法,着重探讨了角色扮演情境内容、测试指导语、实验助手的交往方式三个因素对被试行为的影响,证明了角色扮演行为随情境操纵的变化而变化,并发现在采用个体化的测试情境、低水平要求的指导语及非结构化的交往方式的情况下,外在效度最高。另外,多元回归统计分析表明被试性别、已有水平等对角色扮演行为水平也有影响。     

Influence Opportunities and the Development of Argumentation Competencies in Childhood

Whether argumentation competencies are associated with the kind of influence opportunities children have in their lives is the focus of this study. The hypothesis is that when children have the opportunity to initiate and evaluate arguments, hear others make and examine arguments, and participate equally in resolving disputes, children are able to develop their argument skills. Four argumentation competencies associated with critical discussions of proposals are identified: creating consensus about problematic situations, advocating proposals, facilitating behavioral commitment, and integrating identities. Second, fourth, and sixth grade children completed tasks that assessed their influence opportunities and argument competencies. Children who perceived themselves to have many collaborative influence opportunities, that is, opportunities in which they could engage in mutual influence, had more highly developed argument competencies than children who did not have such opportunities. As predicted, this relationship occurred with the argument competencies of problem conception, proposal advocacy and facilitating commitment. Measures of non-collaborative influence opportunities were not associated with argument competencies. Together, the results suggest that discussions in which children are given the opportunity to influence and be influenced with arguments may provide the best context for children to develop their argument skills.     

西安市小学生中独生与非独生子女个性品质的比较研究

本文研究了西安城区１０所小学７８７名独生与非独生子女个性品质方面的情况。我们设计了有１８个行为项目的教师问卷（每项按五等评分）及家长问卷;对结果进行了因素分析,据所聚类的项目内容,将所得四个因素命名为人际关系、自我中心、学习动力和独立性,进行多变量的变异数分析结果表明,独生子女的自我中心和学习动力比非独生子女强烈;而独立性却比非独生子女差．这说明独生子女在个性品质方面既有缺点,也有优点,不能说得一无是处;关键在于正确的教育思想和方法。     

TEACHING JANITORIAL SKILLS TO THE MENTALLY RETARDED: ACQUISITION,GENERALIZATION, AND MAINTENANCE

A task analysis of janitorial skills required for cleaning a restroom was performed. Six subtasks with a total of 181 component responses were identified. Subjects were required to progress through a series of four prompt levels ordered generally from more to less direct assistance for 20 of the most difficult component steps. Another series of four prompts, ordered from less to more direct assistance, was used to teach the other 161 responses. Subjects progressed to the next more intense prompt level contingent on a failure to respond appropriately with less assistance. A multiple baseline across subjects as well as the six subtasks was employed to evaluate the efficacy of the procedures. Six moderately retarded adolescents were trained in their public school. The results show rapid response acquisition, skill generalization to a second restroom, and maintenance of the newly learned behavior. The present research provides evidence of a model for analyzing and training vocational skills to the mentally retarded.     

A parent advice package for family shopping trips: development and evaluation

THIS ARTICLE REPORTS ON THE PRIMARY STEPS IN THE DEVELOPMENT OF PARENT ADVICE FOR POPULAR DISSEMINATION: (a) developing advice for one specific problem situation, family shopping trips; (b) testing the advice program for benefit to children and convenience to adults; and (c) packaging the advice so it can be used successfully by interested parents. Systematic observation of 12 families using the written advice package on shopping trips revealed its effectiveness in reducing child disruptions and increasing positive interactions between parents and children. These findings, along with interview information from families, showed that the package is usable, effective, and popular with both parents and children, and thus is ready for dissemination to a wide audience of parents-a step that in itself should involve research and evaluation.