Experiential Group Psychotherapy Supervision

Following a review of various traditional models of supervising group therapy, an experiential model of supervising group in a group setting is presented. The model stresses the group aspect of the supervisory process, encourages group interaction, here-and-now responses and associations, and employs concepts from both object relations and group-as-a-whole theory to understand what is taking place. The model's premise is that case material presented in a supervision group stimulates parallel material in supervisees, which is then used to elucidate what has taken place in the therapy group being presented. Excerpts from one supervisory group are used to illustrate major features of the model.     

Giving and Receiving Help: Interpersonal Transactions in Mutual-Help Meetings and Psychosocial Adjustment of Members

The helping transactions that occur in group meetings have been theorized to be important therapeutic mechanisms within mutual-help (or self-help) groups. Hypothesized links between giving and receiving help and psychosocial adjustment were examined in a mutual-help group for individuals with serious mental illness (GROW). Participants' adjustment was assessed at two time points and helping behaviors were measured with observational coding of weekly group interactions during the period between assessments. Frequencies of helping behaviors were used to predict Time 2 adjustment after controlling for initial adjustment. Consistent with the helper therapy principle, giving help to others predicted improvements in psychosocial adjustment; giving advice was a unique predictor. Total amount of help received was not associated with adjustment, but receiving help that provided cognitive reframing was associated with better social adjustment. A predicted interaction suggested that receiving help was related to better functioning when members experienced high levels of group integration.     

An approach to integrating “professional responsibility” in engineering into the capstone design experience

ABET 2000 Criteria encourages development of proficiency in professional responsibility in engineering as part of the undergraduate curriculum. This paper discusses the use of industrially sponsored capstone design projects to encourage active discussion of professional responsibility in engineering that naturally occurs during the engineering design process. The paper also discusses student participation in designing responses and approaches to issues such as engineering ethics. The paper includes specific examples of topics addressed by students and the approaches developed (by students) in addressing these issues. An earlier version of this paper was presented at the International Conference on Ethics in Engineering and Computer Science, Case Western Reserve University, Cleveland, March 21–24, 1999.     

多任务信息加工中的多道分时机制

学术界常用结构理论和资源理论来解释人在多任务信息加工中的作业表现。在多任务中起主要作用的认知能力,其表现形式主要为信息处理的速率以及加工和存储的容量。本研究利用多任务和任务速率的变化来研究信息处理的速率和多任务作业成绩的关系,认为大脑运行的时钟速率是资源的一种形式,大脑对该资源的分配采用多道分时的机制,某个任务获得的时间片越多,该任务的工作绩效就越好。研究表明,在一定的负荷下,信号速率的加快,任务数量的增加,人的作业成绩随着可用时间片的减少而下降。     

The Epic of Evolution as a Framework for Human Orientation in Life

This article sketches what is required of a world picture (religious or nonreligious) that is intended to provide orientation in the world for ongoing human life today. How do we move from conceptions and theories prominent in the modern sciences—such as cosmic and biological evolution—to an overall picture or cosmology which can orient us for the effective address of today's deepest human problems? A biohistoricalconception of the human is proposed in answer to this question.     

汉字内隐记忆的实验研究(Ⅲ):检验加工分离说的修正模型

实验1和实验2依据目标字和非目标字两种条件,比较了再认、整字偏好、包含、排除四类测验。在“过程不纯净”假设的前提下．检验了加工分离说（PDP）的修正模型并得到以下结果：（1）PDP修正馍型的结论与匹配比较法的结果吻合。本实验条件下,偏好测验是“纯净”的．但无意识影响参与了再认测验。（2）PDP修正模型关于R＞R。的理论结果得到了目标字与非目标字两种条件下的实验的证实。另外．关于无意识影响遵循的规律与指导语无关的理论推测也得到了证实。（3）再认与偏好测验出现了功能分离。PDP修正模型可以解释其本质。（4）750ms呈现刺激时,反应倾向的规津是：外显过程比内隐过程严格;两过程均不受注意程度的作用而发生波动。     

不同任务情境中虚拟团队绩效过程模式

运用模拟实验,通过操纵任务类型和任务依存性,考察了不同任务情境中虚拟团队的各种绩效过程模式及其演化过程。研究发现：（1）三种绩效过程模式对团队任务绩效具有不同的作用,在整个过程中,团队成员都能够设置比较客观的目标;而方法模式只在第一和第三阶段表现出显著作用;信任模式在第一和第二阶段的显著作用,表现出后期受到学习效应的干扰。（2）在概念性任务中,任务依存性对团队任务绩效作用显著,而在行为性任务中,其作用不显著,而且,任务依存性对不同任务类型中的绩效过程模式具有不同的作用。     

组织中的个体反馈寻求行为

作为提高员工管理效能的重要手段,对个体反馈寻求行为（feedback-seeking behavior）的管理引起了越来越多研究者与管理者的重视。文章回顾了反馈寻求行为研究的相关文献,就反馈寻求行为研究的内容,反馈寻求行为过程,反馈寻求行为与相关因素的关系进行了论述,最后指出了研究存在的主要问题并进行了展望。     

Narrative in psychotherapy theory,practice, and research: A critical review

This paper offers a critical review of narrative approaches to therapy, in terms of theory, practice and research. It proposes that narrative approaches currently lack a theory that explains adequately how the reworking of narratives brings about changes and how a client's various narratives are integrated. Research approaches to the study of narrative in therapy are at an early stage. A review of current research into narrative approaches to therapy is presented, and suggestions are offered for further research.     

成人与中学生科学概念形成过程的四个对比实验

以一组非人工的、自然的科学概念(“反作用力”、“机械能守恒”、“熵”和“场”)为学习内容,分别以成人和中学生为被试,实验研究成人和中学生科学概念形成过程的异同。结论如下：(1)成人与中学生科学概念形成过程均分为振荡渐进期、高原期和突变期。(2)成人的振荡渐进期较长;中学生的振荡渐进期较短且振荡特征比较明显。(3)成人的高原期出现较晚,但持续较长;中学生的高原期出现较早,但持续较短。(4)中学生的突变期的跨度随概念的抽象程度提高而越来越大。