The Widening Gulf: Group Therapy Training and Traditional Training Models

The decline of training programs using traditional methods in group psychotherapy training may correspond to a static growth in membership and certifications in the two recognized national group associations. In addition, the increasing distance of group therapy from family therapy, two modalities that utilize group principles, may further illustrate the isolation of group training from the reality of today's practice. New ideas are needed for training programs to combine the varieties of group practice and settings, and the various practitioners, with standards of competency. A three-tiered training model may serve as an example of a training model that moves in a much needed, new direction.     

郭璞易学思想考

在易学史上,郭璞精湛的易占一直为人推重,而其颇具特色的易学思想却往往被忽视,或语焉不详。笔者在深入研读郭璞诗赋文的基础上,结合其行状,对其易学思想予以全面梳理。本文主要做了三项工作：一是结合郭璞的诗赋,指出郭璞对周易义理的承袭与发挥;一是结合《晋书》本传、郭璞《易洞林》,从取象运数、据象成辞及阴阳灾异说两方面,深入阐析郭璞对焦（赣）、京（房）、管（辂）易象数学的继承与发展;一是结合郭璞的行状,指出郭璞在易占实践上为改革易占方法、完善易占辞以适应现实需要所作出的贡献, 从而表明郭璞是位既重义理又重象数,既重理论又重实践的易学大师。     

目标倾向测量及其与绩效的关系

本文修订了B.Button等人所编制的目标倾向调查问卷,修订后的问卷具有较好的信效度。选取了58名文科大二学生为被试,以本学期各科期末成绩作为绩效指标,经偏相关分析,结果表明:绩效目标倾向和中国近代教育史、管理学概论、世界文化史等科目的成绩有显著相关,学习目标倾向与儿童发展心理学、教育测量学、英语4级等科目的成绩有显著相关。两类目标倾向与英语成绩的关系随课程难度的不同而变化,在此基础上,作者提出在目标倾向与绩效的关系上,可以从资源需求的角度来加以考察。     

奖赏结构与结果效价对儿童自我—他人成就归因与评价的影响

本研究旨在考察不同的奖赏结构和结果效价对儿童自我-他人成就归因、自我-他人奖赏评价的影响。实验采用2×2×2混合设计,其中自我-他人归因与评价为被试内设计。被试为小学五年级学生74名(男生36人,女生38人),实验通过解决一系列迷津测验来创设成功和失败情境。实验结果表明,奖赏结构对儿童自我-他人能力归因的影响、奖赏结构与自我-他人归因的交互作用对能力归因的影响、自我-他人运气归因均达到了显著性水平;努力和任务难度归因不显著;儿童对自我和他人的成就结果倾向于做能力和运气归因,较为忽略努力和任务难度在成就行为中的作用。     

Effects on Future Learning of Presenting Non-Target Stimuli in Antecedent and Consequent Conditions

This investigation assessed the effects of presenting non-target stimuli in the antecedent and consequent events on the future learning of responses to those stimuli. A 4-s constant time delay procedure was implemented to teach students with mild to moderate disabilities to read sight words. Future target stimuli (i.e., stimuli that were presented during instructional sessions of initial target stimuli, but were not directly instructed or targeted) were presented in one of two conditions; (a) in the antecedent event, or (b) in the consequent event portion of each instructional trial. Future target stimuli consisted of sight words that were unrelated to the target stimuli. An adapted alternating treatments design was used to assess and compare the two instructional conditions. Also, after students achieved criterion for reading target sight words, constant time delay was implemented to teach the future target stimuli. The number of sessions and the number and percentage of errors through criterion for teaching target and future target stimuli were assessed to measure the efficiency of the two conditions. All students reached criterion on the target stimuli and then acquired the future target stimuli when taught. Students required fewer sessions to achieve criterion on future target stimuli compared to initial target stimuli. There were minimal differences between the two conditions (i.e., antecedent versus consequent).     

Single Session Treatment of Test Anxiety with Eye Movement Desensitization and Reprocessing (EMDR)

One session of Eye Movement Desensitization and Reprocessing (EMDR) appeared to be an effective treatment for test anxiety, reducing reported physiological distress, worry, and fears of negative evaluation. The research design included two components: a comparison study, comparing Immediate Treatment and Wait List groups, and a replication study, comparing the treatment response of Immediate and Delayed (Treated Wait List) groups. Seventeen test anxious university students were randomly assigned to one session of EMDR or Wait List. At post-test, the Immediate group demonstrated significant improvement, compared to the Wait List group, on the Test Anxiety Inventory (TAI) and Fear of Negative Evaluation Scale. Treatment effects were maintained at follow-up. The Wait List group received treatment after post-measures were taken. Treatment of the Delayed group replicated effects. Improvement was reflected by large treatment effect sizes and a decrease in percentile ranking on the TAI from the 90th to the 50th percentile.     

北京地区中学生学习策略水平的调查研究

本研究采用中学生学习策略量表测查了542名中学生的学习策略使用情况。结果表明：(1)中学生学习策略量表有着较高的信度和效度,分量表项目间有良好的一致性。(2)从初三到高三,学生的学习策略水平没有表现出随年级增长而提高的趋势,甚至在时问管理、焦虑、信息加工等分量表方面有下降的表现。(3)女生在态度,动机,学习辅助和自我测试分量表上的得分明显高于男生;男生在信息加工分量表上的得分明显高于女生。(4)优差生在学习辅助和自我测试两个分量表上的得分没有明显差异,在其余分量表上均有显著差异。     

序列位置内隐学习产生机制的实验研究

内隐学习是当今认知和学习领域继内隐记忆之后又一重要的研究课题。该研究利用序列反应时研究程式,通过两个实验,对序列位置内隐学习产生的机制进行了探讨。结果表明：（１）在序列反应时任务程式中,随着反应一刺激间隔的延长,序列位置内隐学习的学习量逐渐减少;（２）异形同模式迁移组和异形异模式迁移组被试间内隐学习量无显著差异,被试未能内隐地习得抽象的序列模式。说明序列位置内隐学习产生的基础是水平联结,在该实验条件下没有发现垂直联结存在的证据。     

Motor sequence learning in children with recovered and persistent developmental stuttering: preliminary findings

PurposePrevious studies have associated developmental stuttering with difficulty learning new motor skills. We investigated non-speech motor sequence learning in children with persistent developmental stuttering (CWS), children who have recovered from developmental stuttering (CRS) and typically developing controls (CON).MethodsOver the course of two days, participants completed the Multi-Finger Sequencing Task, consisting of repeated trials of a10-element sequence, interspersed with trials of random sequences of the same length. We evaluated motor sequence learning using accuracy and response synchrony, a timing measure for evaluation of sequencing timing. We examined error types as well as recognition and recall of the repeated sequences.ResultsCWS demonstrated lower performance accuracy than CON and CRS on the first day of the finger tapping experiment but improved to the performance level of CON and CRS on the second day. Response synchrony showed no overall difference among CWS, CRS and CON.Learning scores of repeated sequences did not differ from learning scores of random sequences in CWS, CRS and CON. CON and CRS demonstrated an adaptive strategy to response errors, whereas CWS maintained a high percentage of corrected errors for both days.ConclusionsOur study examined non-speech sequence learning across CWS, CRS and CON. Our preliminary findings support the idea that developmental stuttering is not associated with sequence learning per se but rather with general fine motor performance difficulties.