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141.
A case is presented of an adolescent female with double depression who was treated using the Cognitive Behavioral Analysis System of Psychotherapy (CBASP). CBASP is designed to teach a social problem-solving procedure called Situational Analysis (SA). Generalized treatment effects were measured through monitoring of diagnostic status, two administrations of the Minnesota Multiphasic Personality Inventory-Adolescent, weekly administrations of the Child Depression Inventory, and acquisition performance ratings on the SA task. The results showed that CBASP appeared to be an effective treatment. The double depressive disorder remitted, and the patient learned to identify behavioral consequences as well as target and attain her interpersonal goals. CBASP can be effective for adolescents, although modifications of the adult form of the therapy may be necessary. 相似文献
142.
Jitsumori M Siemann M Lehr M Delius JD 《Journal of the experimental analysis of behavior》2002,78(3):397-408
Four pigeons were given simultaneous discrimination training with visual patterns arbitrarily divided into two sets, with the stimuli in one set designated A1, B1, C1, and D1 and those in the other set designated A2, B2, C2, and D2. In sequentially introduced training phases, the pigeons were exposed to a series of reversals to establish AB and then CD equivalences. In subsequent testing sessions, a subset of stimuli from one set served as positive stimuli and those from the other set as negative stimuli on training trials, and transfer of the reinforced relation to other members of the sets was tested with nonreinforced probe trials. The pigeons were trained further on AC and BD equivalences and then were tested for the emergence of untrained AD and BC equivalences. Two of the 4 pigeons exhibited the emergence of one of these untrained equivalences, evidence for the emergence of transitive relations. This finding suggests that the pigeons established three-member functional equivalence classes by incorporating separately trained multiple equivalence relations. Repeated reversal training and probe testing enabled us to explore the formation and expansion of functional equivalence classes in pigeons. 相似文献
143.
Friendship patterns of 117 children with learning disabilities (LD) and 115 children without LD in Grades 4–8 were examined. In comparison with children without LD, boys with LD had fewer mutual friends, children with LD had more friends with learning problems and more younger friends, and children with LD in Grades 4–6 had less stable relationships. With regard to friendship quality, children with LD reported higher levels of conflict, lower levels of validation, and more problems with relationship repair than did children without LD. The findings were discussed in terms of factors that have been found to enhance friendship such as proximity and similarity, and the social skills difficulties that have been associated with learning disabilities. 相似文献
144.
We examine the hypothesis that the efficiency of executive control processes is less stable over time in older than younger adults. An age-related decrease in the efficiency of executive control should result in an increase in performance variability in task conditions requiring the recruitment of executive control processes and not in task conditions requiring minimal involvement of executive control. Performance variability was similar for younger and older adults in task conditions requiring minimal executive control and greater for older than younger adults in task conditions requiring executive control. These and other data are consistent with the proposal that aging is associated with a decrease in the stability of executive control over time. 相似文献
145.
This study investigated the effects of self-appraisal information, normative information, and task performance on performance appraisal ratings. Participants rated a fictitious subordinate's performance on a clerical task (which was either very good or moderately poor) subsequent to receiving self-assessment information (high or low) and normative information (present or absent). Self-appraisals affected performance ratings for poor performers but not for good performers, suggesting that judges are more motivated to please ratees than they are merely to adopt the subordinate's view of their own performance. Furthermore, objective normative information had greater influence than self-appraisals on performance ratings, suggesting that information source credibility has more influence than felt accountability on performance appraisals. Implications of the findings for organizations were discussed. 相似文献
146.
This study examined the effectiveness ofvisuo-motor behavior rehearsal(VMBR) as a method of reducing acute stress and improving police officer performance. Fifty-four recruits were randomly assigned to a treatment and a nontreatment condition prior to undergoing a highly stressful, critical event training scenario involving live fire. A manipulation check showed that participants who received VMBR displayed significantly lower scores on the cognitive state anxiety subscale of the Competitive State Anxiety Inventory-2; somatic state anxiety and self-confidence were unaffected by the VMBR treatment. Most importantly, participants in the VMBR training condition displayed better performance on the critical event scenario, including significantly more assailant hits. The findings are discussed with respect to the four-stage model of stress and human performance of Salas and colleagues. 相似文献
147.
Lister hooded rats were trained on a forced-sample T-maze alternation task in an environment lacking spatial landmarks. An
early study of spontaneous alternation on the T-maze had shown that rats use a "spatial sense" to select alternate maze arms
across mazes. As this phenomenon may provide a useful tool for studying the neural substrates of a directional sense, we wished
to confirm this finding on a different version of the T-maze task, with well-trained animals. We found that rats successfully
selected the appropriate maze arm when the choice phase of the task was presented on a second maze, oriented in the same direction,
and located in an adjacent room. However, choice performance fell to chance level when the second maze was oriented 90° relative
to the first. This result suggests that the rats do not simply alternate turns across the two environments, but rather that
they rely on a sense of direction that is carried across environments.
Electronic Publication 相似文献
148.
Hurewitz F Brown-Schmidt S Thorpe K Gleitman LR Trueswell JC 《Journal of psycholinguistic research》2000,29(6):597-626
Two experiments are reported which examine children's ability to use referential context when making syntactic choices in language production and comprehension. In a recent on-line study of auditory comprehension, Trueswell, Sekerina, Hill, and Logrip (1999) examined children's and adults' abilities to resolve temporary syntactic ambiguities involving prepositional phrases (e.g., “Put the frog on the napkin into ¨”). Although adults and older children used the referential context to guide their initial analysis (pursuing a destination interpretation in a one-frog context and a modifier interpretation in a two-frog context), 4 to 5-year olds' initial and ultimate analysis was one of destination, regardless of context. The present studies examined whether these differences were attributable to the comprehension process itself or to other sources, such as possible differences in how children perceive the scene and referential situation. In both experiments, children were given a language generation task designed to elicit and test children's ability to refer to a member of a set through restrictive modification. This task was immediately followed by the “put” comprehension task. The findings showed that, in response to a question about a member of a set (e.g., “Which frog went to Mrs. Squid's house?”), 4- to 5-year-olds frequently produced a definite NP with a restrictive prepositional modifier (e.g., “The one on the napkin”). These same children, however, continued to misanalyze put instructions, showing a strong avoidance of restrictive modification during comprehension. Experiment 2 showed that an increase in the salience of the platforms that distinguished the two referents increased overall performance, but still showed the strong asymmetry between production and comprehension. Eye movements were also recorded in Experiment 2, revealing on-line parsing patterns similar to Trueswell et al.: an initial preference for a destination analysis and a failure to revise early referential commitments. These experiments indicate that child–adult differences in parsing preferences arise, in part, from developmental changes in the comprehension process itself and not from a general insensitivity to referential properties of the scene. The findings are consistent with a probabilistic model for uncovering the structure of the input during comprehension, in which more reliable linguistic and discourse-related cues are learned first, followed by a gradually developing ability to take into account other more uncertain (or more difficult to learn) cues to structure. 相似文献
149.
Arthur C. Bohart 《Journal of Psychotherapy Integration》2000,10(2):127-149
I first briefly review the dodo bird verdict and suggest that we should be responding to it by looking for a new way to conceptualize how therapy works. Then I describe the dominant medical or treatment model of psychotherapy and how it puts the client in the position of a dependent variable who is operated on by supposedly potent therapeutic techniques. Next I argue that the data do not fit with this model. An alternative model is that the client is the most important common factor and that it is clients' self-healing capacities which make therapy work. I then argue that therapy has two phases—the involvement phase and the learning phase—and that the involvement phase is the most important. I next review the five learning opportunities provided by therapy. Finally, I argue that a relational model of therapy focused on consultation, collaboration, and dialogue is better than a treatment model. 相似文献
150.
Based on Schmidt's (1975) variability of practice hypothesis, this study examined acquisition and transfer of a gross motor skill, namely tossing, in 58 patients with Alzheimer's disease (AD) and 58 healthy older adults under constant, blocked, and random practice conditions. While healthy older adults were able to learn the tossing task equally well under the three practice conditions, only AD patients receiving constant practice showed significant improvements. Tests of intermediate transfer yielded the expected random practice advantage in healthy controls but not AD patients. None of the practice conditions facilitated intermediate transfer in AD patients; however, constant practice did benefit these impaired individuals on tests of near transfer. These results indicate that the variability of practice hypothesis does not extend to AD patients. As motor learning and transfer were clearly a function of constant practice, future attempts to retrain basic activities of daily living in AD patients should emphasize consistency in training. 相似文献