视频材料诱发情绪的效果评价

该文对预期可诱发快乐、愤怒、厌恶和恐惧4种具体情绪以及中性状态的视频材料进行效果评价,探讨此类情绪诱发材料的应用价值。首先参照James.J.Gross量化评定情绪电影片段的方法收集和粗选视频材料,再以大学生为被试,使用情绪主观报告法评价视频的情绪诱发效果。结果表明,所选的大部分视频材料情绪诱发效果较好,表现为靶情绪诱发强度、分化度和区分度均比较理想。研究证明视频材料可以成功诱发个体产生具体情绪,具有较强的应用价值。     

Assessing Children’s Exposure to Intimate Partner Violence

Child exposure to intimate partner violence (IPV) is widely acknowledged as a threat to the psycho-social and academic well-being of children. Unfortunately, as reflected in the literature, the specific link between such exposure and childhood outcomes is ambiguous. Based on a review of the literature, this article suggests that this state of affairs is due, in part, to the manner with which exposure to IPV is operationally defined. After reviewing the dominant strategies for operationally defining exposure to IPV and the problems associated with those strategies, this article reports original data contrasting three measures derived from maternal reports, three measures derived from child reports, and the limited concordance among those different indices of exposure to IPV. The implications of these findings for research on child outcomes and the clinical assessment of children who might have been exposed to IPV are discussed.     

Narrating the other: Self-other agreement of affective qualities and manifest events among personal life stories and the vicarious life stories provided by informants

Life stories are psychosocial constructions of one’s past, present, and future. Vicarious stories are mental representations of others’ life stories. Across two studies, we examined self-other agreement among features of participants’ personal and vicarious stories and whether agreement corresponded with relationship closeness. Agreement was quantified via the affective qualities and manifest events of key scenes. Targets’ personal and informants’ vicarious stories demonstrated agreement in tone, but not in redemption or contamination (Study 1). The manifest events within informants’ vicarious scenes corresponded with participants’ personal life stories 25% of the time, and this agreement increased with greater relationship closeness (Study 2). Our findings support the notion that an understanding of the important events in someone’s life may facilitate interpersonal closeness.     

Incremental Benefits of a Daily Report Card Intervention Over Time for Youth With Disruptive Behavior

This study examined the percentage of children who respond positively to a daily report card (DRC) intervention and the extent to which students achieve incremental benefits with each month of intervention in a general education classroom. Participants were 66 children (87% male) with attention-deficit hyperactivity disorder or disruptive behavior problems who were enrolled in a school-based intervention program in rural, low-income school districts in a Midwest state. The DRC was implemented by each child's teacher, who received consultation from a graduate student clinician, school district counselor, or school district social worker. A latent class analysis using growth-mixture modeling identified two classes of response patterns (i.e., significant improvement and significant decline). Results indicated that 72% of the sample had all of their target behaviors classified as improved, 8% had all of their targets classified as declining, and 20% had one target behavior in each class. To examine the monthly incremental benefit of the DRC, individual effect sizes were calculated. Results for the overall sample indicated that most children experience a benefit of large magnitude (.78) within the first month, with continued incremental benefits through Month 4. The differential pattern of effect sizes for the group of improvers and the group of decliners offer data to determine when and if the DRC should be discontinued and an alternative strategy attempted. Evidence-based guidelines for practical implementation of the DRC are discussed.     

Multigroup Confirmatory Factor Analysis of the Cognitive Dysfunction Questionnaire: Instrument refinement and measurement invariance across age and sex

Vestergren, P., Rönnlund, M., Nyberg, L. & Nilsson, L.‐G. (2012). Multigroup confirmatory factor analysis of the Cognitive Dysfunction Questionnaire: Instrument refinement and measurement invariance across age and sex. Scandinavian Journal of Psychology 53, 390–400. The study adopted Confirmatory Factor Analysis (CFA) to investigate the factorial structure and reduce the number of items of the Cognitive Dysfunction Questionnaire (CDQ). The analyses were based on data for a total of 1,115 participants from population based samples (mean age: 63.0 ± 14.5 years, range: 25–95) randomly split into a refinement (N = 569) and a cross‐validation (N = 546) sample. Equivalence of the measurement and structural portions of the refined model was demonstrated across the refinement and cross‐validation samples. Among competing models the best fitting and parsimonious model had a hierarchical factor structure with five first‐order and one second‐order general factor. For the final version of the CDQ, 20 items within five domains were selected (Procedural actions, Semantic word knowledge, Face recognition, Temporal orientation, and Spatial navigation). Internal consistency reliabilities were adequate for the total scale and for the subscales. Multigroup CFAs indicated measurement invariance across age and sex up to the scalar level. Finally, higher levels of cognitive dysfunction as reflected by CDQ scores were predicted by advancing age, fewer years of education, and with deficits in general cognitive functioning as reflected by scores on the Mini‐Mental State Examination. In conclusion, the CDQ appears to be psychometrically sound and shows the expected relationships with variables known to be associated with cognitive dysfunction and dementia. Future studies should apply it among clinical groups to further test its usefulness.     

Alternative approaches for thinking about and modeling consumer decisions in relationships

Simpson, Griskevicius, and Rothman identify an understudied area in consumer research (namely, decision making in social relationships), propose an important starting point for enquiry (a dyadic framework), and suggest many fruitful moderators for study that can be incorporated in their framework. After pointing out some boundary conditions and opportunities for future research concerning their suggestions, I consider a recent approach in psychology that applies to a relatively circumscribed domain of social relationships (i.e., the social relations model) and then briefly review an emerging approach (plural subject theory applied to goal-directed behavior) that goes beyond the social relations model and better fits certain psychological and social psychological phenomena in consumer behavior.     

Childhood Adverse Experience: Yes or No? Mothers' Decision-Making Process When Responding to Survey Questions

The aim of this pilot study was to assess how difficult it is for mothers to answer questions regarding adversities their children might have experienced, and to investigate their considerations in the decision-making process. A nonrepresentative community sample of 628 mothers of 6- to 8-year-old children responded to an online survey. The mothers answered questions regarding adversities, rated the acceptability of these questions, and reported on any difficulties they had in responding. Based on the mothers' reports, qualitative analyses were conducted to identify metacategories of arguments. The study highlights the need for increased awareness of the complexity involved in soliciting information about adverse experiences in research and clinical settings, and for caution in interpreting epidemiological results in this field.     

中文版父母报告高敏感儿童量表的修订

本研究修订编制适合测量学前儿童的中文版父母报告高敏感儿童量表,并在学前儿童家长群体中进行信效度检验。通过文献分析,建构了学前儿童高感觉加工敏感性的结构模型,在参考国外量表题目的基础上,编制了初始量表。按照量表编制流程先后对1633名3～6岁学前儿童家长进行问卷测试,通过项目分析、探索性与验证性因素分析对初始量表进行题目删减与维度确定,最终形成了包括易刺激性、审美敏感性和低感觉阈限三个维度的中文版父母报告高敏感儿童量表。进一步分析表明,中文版父母报告高敏感儿童量表信效度符合统计学要求,能够作为测量我国学前儿童感觉加工敏感性的有效工具。     

Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income,African American Children with ADHD

Daily Behavior Report Cards (DBRC), which typically require teachers to evaluate students' daily behavior and parents to provide contingent consequences, are an effective and acceptable method for improving children's classroom behavior. The current study evaluated whether parent involvement is an essential treatment component or whether teacher feedback alone would be sufficient to produce children's behavior changes. The effectiveness of DBRC with teacher feedback to students and parent delivered consequences (PC) was compared to teacher feedback to students only (no parent delivered consequences, NPC) for increasing appropriate classroom behavior and academic productivity in African American, low income, elementary school children with Attention-Deficit/Hyperactivity Disorder (ADHD). Both treatments led to increased on-task behavior, although PC was superior to NPC. Academic productivity outcomes are less clear. Treatment implications and future directions for research on teacher feedback interventions are discussed.     

Developing an indicator of family function and a practicable outcome measure for systemic family and couple therapy: the SCORE

There is a need for a measure of outcome in systemic family and couples therapy (SFCT) that reflects current theory and practice. To meet the needs of SFCT practice the measure needs to use self‐report by family members, take a short time to complete and be easy to understand. The development of such a measure, called the SCORE, is reported in this article. Substantial piloting, consultation and review in terms of clinical judgement led to the construction of the SCORE 40 which has forty items about how the family functions, rated by family members over 11 years of age on a Likert scale, in addition to independent ratings of the family and its difficulties. The SCORE 40 is shown to be a viable instrument but is too substantial for everyday clinical use. In a research project to reduce and refine the measure and determine its psychometric properties the SCORE 40 was administered to 510 members of 228 families at the start of their first appointment for family therapy at clinics throughout the UK. The scale has good psychometric properties and could operate with either three or four dimensions. The analyses of these data, combined with data from a convenience sample of 126 non‐clinical families, allowed a reduction to fifteen items while retaining most of the information provided by the SCORE 40. This version is offered with three dimensions of: (1) Strengths and adaptability; (2) Overwhelmed by difficulties; and (3) Disrupted communication. It is hoped that the ready availability of the SCORE 15 will encourage routine evaluation of outcomes in clinics as well as the SCORE being used flexibly for both therapy and research.