归因是怎样影响假设思维的

考察了归因这一外力对假设思维的影响。研究发现归因对假设思维的影响与选择原因大小成正比与事件后果严重程度成反比。当选择原因相对后果而言足够大时,假设思维将不服从“特例－常规”规律。在此基础上,根据是否存在外力将事件分为被迫事件和自由事件,并提出“特例－常规”规律（或是“做－不做”规律）只适合自由事件而不是所有事件。这一结果部分地解释了长期存在于实验研究与现场研究中的假设思维所表现出的差异。     

Exploring the rabbit hole of possibilities by myself or with my group: The benefits and liabilities of activating counterfactual mind‐sets for information sharing and group coordination

The current experiment explored the effect of activating a counterfactual mind‐set on the discussion of unique information and group judgment accuracy. Evidence suggests that a counterfactual mind‐set is characterized by a focused, analytic mental state and, when activated at the group level, improves group judgment accuracy in the murder mystery paradigm (a hidden profile task). We hypothesized that the beneficial effect of the counterfactual mind‐set would only help group problem‐solving tasks if the mind‐set had been activated at the group level, allowing the analytical mind‐set to play out in an atmosphere of synergistic coordination. In contrast, if this highly focused mental state is activated at the individual level, it could impair group judgment quality because inwardly focused analytical individuals may fail to coordinate their behavior with other group members. Consistent with our hypothesis, activating a counterfactual mind‐set at the individual level had a debilitating effect on the group judgment task, whereas activating a counterfactual mind‐set at the group level had a facilitative effect, increasing information sharing, synergistic coordination and judgment accuracy. Copyright © 2004 John Wiley & Sons, Ltd.     

"状态改变:状态继续"与"做:不做"

检查了“做／不做”这对概念的不足后．本文用“状态改变／状态继续”来替代“做／不做”。在“状态改变-状态继续”框架基础上将事件分为“整体事件”和“分段事件”。研究证实“做／不做”只适合于“整体事件”而不适合“分段事件”。最后．该框架部分也解释了长期存在于实验研究与现场研究中的假设思想所表现出的差异。     

组织变革的多样性管理:一种系统性框架

组织的变革是组织发展的一个关键。但是研究表明,对于组织变革的管理相对比较薄弱．而在方法论上的一些探索有助于解决组织变革管理薄弱的问题。本文将简要阐述在组织变革管理中所应用的一些方法及其不足,并就系统观以及与组织变革管理相关的问题作一些讨论。在组织变革过程中系统性框架的应用将有助于解决组织多纬度变革的差异及其多纬度变革间的相互作用问题。因此．系统性框架对于理解和管理组织的变革是非常有作用的。     

“心理距离“在后悔加工中作用的初步研究

采用改编的虚构故事,通过240名大学生课堂实验的形式,对假设思维中涉及的最佳状态和理想状态之间的心理距离是影响后悔强度的主要因素的假设进行检验。结果部分支持了该假设。同时表明,心理距离外的其它因素,如“孤岛效应”也对后悔加工有较大的影响。另外,对后悔的后加工观进行了检验,为后悔的研究从实验室转向现实生活辅平了道路。     

On A Different Ground: From Contests Between Monologues To Dialogical Contest

Feeling that they must aim for certainty in their claims, each side presents its version of reality, monologically, simply for acceptance or rejection by the other. In this form of argumentation, one individualistically formulated, systematic, finished version is pitted (in an essentially Neo-Darwinian struggle) against another. By its very nature, such a form of rational argumentation prevents the construction of a shared version of things; it is not dialogical. In attempting to recover what has been rendered rationally-invisible by our modern modes of (monological) reasoning, I first explore the "structures of passion and feeling" (Raymond Williams) embodied in the ways in which people in a community interrelate themselves. Attention to such structures illuminates the nature of argument in a novel, dialogical, light: those who share in such structures do not share in a system of foundational principles or a logical framework, but in a "living tradition" (MacIntyre) or "living ideology" (Billig et al.). Bakhtins concept of the utterance is then explored as the basic unit for understand dialogical communication and argument within such living traditions.     

T-PALS framework to assess children who stutter with coexisting disorders: A tutorial

The purpose of this paper is to present a tutorial on a diagnostic framework developed to assess children who stutter and exhibit co-existing disorders. While we have guidelines for treating these children, there are no specific guidelines for assessing them. We provide a rationale for the development of T-PALS with support from the literature. The T-PALS framework assesses 5 foundational key elements for the child: Temperament (T), Pragmatics (P), Articulation/phonology (A), Language (L), and Stuttering (S). Both qualitative and quantitative measures are used within each dimension. This framework is discussed with reference to using two clinical case examples. T-PALS observation data are presented as well as treatment suggestions for each case. We conclude that T-PALS may be a useful framework for both clinicians and researchers, working with children who present with stuttering and comorbid conditions. Clinicians are encouraged to reach beyond the traditional focus on solely assessing the stuttering behavior, even when that is the main concern for referral, and to consider a broader view of the child. It is hoped that this more integrative approach to assessment may yield a more holistic diagnostic picture of a dual diagnosis child from which treatment goals can be derived.     

Adolescent Adjustment to Perceived Marital Conflict

The cognitive-contextual framework of Grych and Fincham (1990) and the emotional-security framework of Davies and Cummings (1994) were used to explore both the direct and indirect pathways between marital conflict and adolescent adjustment. Two hundred and three non-clinic adolescents (114 females and 89 males) from intact families completed self-report questionnaires concerning their adjustment behavior, perceptions of parental conflict, and attachment to parents and peers. Marital conflict was found to have a direct effect upon adolescent adjustment, with adolescents from high-conflict homes displaying greater adjustment difficulties. Indirect effects of conflict were evident through both the adolescents' cognitive appraisals of conflict, and the adolescents' perceptions of the parent-child relationship. Differential gender effects were obtained, highlighting the importance of adolescent gender as a mediating variable. These findings were used to propose that an integrated, cognitive-emotional framework might be necessary to fully understand the conflict/adjustment relationship.     

New Directions in Capacity Building: Incorporating Cultural Competence into the Interactive Systems Framework

The UMBC Psychology Department's Center for Community Collaboration (CCC) provides training and support for capacity building to promote substance abuse and mental health treatment as well as adherence improvement in community agencies funded through the Ryan White Act serving persons living with HIV/AIDS. This article describes an approach to dissemination of Evidence Based Practices (EBPs) for these services that uses the Interactive Systems Framework (ISF) and incorporates a collaborative process involving trainer cultural competence, along with a comprehensive assessment of organizational needs, culture, and climate that culminates in tailored training and ongoing collaboration. This article provides: (1) an overview of the CCC's expanded ISF for the effective dissemination of two EBPs—motivational interviewing and the stages of change perspective; (2) an examination of the role of trainer cultural competence within the ISF framework, particularly attending to organizational culture and climate; and (3) case examples to demonstrate this approach for both general and innovation‐specific capacity building in two community based organizations. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

The Interactive Systems Framework Applied to the Strategic Prevention Framework: The Rhode Island Experience

The Interactive Systems Framework for Dissemination and Implementation (ISF) was introduced as a heuristic systems level model to help bridge the gap between research and practice (Wandersman et al., in Am J Commun Psychol 41:171–181, 2008). This model describes three interacting systems with distinct functions that (1) distill knowledge to develop innovations; (2) provide supportive training and technical assistance for dissemination to; (3) a prevention delivery system responsible for implementation in the field. The Strategic Prevention Framework (SPF) is a major prevention innovation launched by the Center for Substance Abuse Prevention (CSAP) of the Substance Abuse and Mental Health Services Administration (SAMHSA). The SPF offers a structured, sequential, data‐driven approach that explicitly targets environmental conditions in the community and aims for change in substance use and problems at the population level. This paper describes how the ISF was applied to the challenges of implementing the SPF in 14 Rhode Island communities, with a focus on the development of a new Training and Technical Assistance Resources Center to support SPF efforts. More specifically, we (1) describe each of the three ISF interacting systems as they evolved in Rhode Island; (2) articulate the lines of communication between the three systems; and (3) examine selected evaluation data to understand relationships between training and technical assistance and SPF implementation and outcomes. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith