多特征决策策略的信息搜索模式分析

决策策略的使用是不可见的内在过程 ,有效识别出决策者在信息整合时使用的策略对研究策略学习与转换、决策辅助与训练有重要意义。本文介绍了用过程追踪技术获取的信息搜索模式识别多特征决策策略的方法 ,即单步与多步跳转分析 ,并比较了两种方法的应用效果 ,讨论了跳转分析法的优点和局限。     

Child-oriented family therapy in China: A cross-cultural application of integrative family therapy targeting children aged 4–10

This article describes child-oriented family therapy (COF), a family therapy approach to early psychological and behavioral problems that is widely applied in northern Europe and has been adopted by countries with different cultures, such as Germany and China. This article explains the theoretical background, setting, characteristics, development and effective factors of this method and explores relevant research. In addition, the application of this method in China and reflections on its applicability to families in different cultures are presented. A clinical case is provided to illustrate the core therapeutic principles of COF. Since the application of COF interventions to families with children in Asian cultures remains understudied, the widespread availability of COF and adaptation to local conditions could facilitate training and research achievements in this field.     

Fourier‐Motzkin elimination method in MOLP problems

This paper introduces a method for finding the non‐dominated set in criterion space of an MOLP problem based on Fourier–Motzkin Elimination. The method incorporates a procedure that eliminates decision variables from constraints and transforms a feasible region from decision space to criterion space. While avoiding characterization of the efficient set in decision space, it finds the non‐dominated set in criterion space. After the decision maker's most preferred criterion vector has been identified, the corresponding efficient solutions can be found by backward substitution. The method was implemented in MATLAB using a tabular form and computational experiments were conducted. The results indicate that although the method performs well for relatively small problems, it can be computationally intensive for larger problems. Nonetheless, the method is intuitively appealing and it provides useful insights into the geometry and theory of MOLP. As such it makes it a valuable educational tool for students of multi‐criteria decision analysis. Copyright © 2003 John Wiley & Sons, Ltd.     

Multiple family therapy for Chinese families of children with attention deficit hyperactivity disorder (ADHD): treatment efficacy from the children’s perspective and their subjective experiences

This paper reports the results of our study that assessed the treatment efficacy of multiple family therapy (MFT) from the perspective of participating Chinese children with attention deficit hyperactivity disorder (ADHD) and identified their subjective experiences. Forty‐three children with ADHD in the experimental group (EG) completed a forty‐two‐hour MFT, whilst forty‐five children with ADHD in the control group (CG) had attended two writing classes scheduled three months apart that were similar to those of the MFT. Data from the outcome study were gathered using standardized questionnaires and data from the qualitative study were drawn from thirteen children with ADHD who had completed the MFT and attended the focus group interviews (n = 5) or individual interviews (n = 8) conducted in the post‐treatment phase. The results of the Paired sample t‐test and MANOVA indicated no significant changes on the scores for the four measures adopted (perception of competence, hopefulness, parent‐child relationship and perceived social support) in the pre‐ and post‐treatment for the EG and the CG. Five themes emerged from the narratives of children with ADHD, which revealed the children’s subjective experiences with the MFT: (a) full of fun; (b) building friendships through common experiences; (c) a happy family time; (d) safe space; and (e) positive parental responses and communications.     

Editorial: Harmful or helpful to learning? The impact of seductive details on learning and instruction

Most previous research found negative effects on learning outcomes when interesting but irrelevant information (i.e., seductive details) is added to an instruction. To what degree such effects are bound to specific conditions is in the focus of this special issue. Specifically, 11 empirical studies are reported within this special issue. They all address the topic of seductive details in learning and instruction by focusing either on cognitive moderators (e.g., working memory capacity and current beliefs) or on noncognitive moderators (e.g., arousal and affect) of the seductive details effect. Taken together, results from the empirical studies hint towards new moderators and suggest that the negative effects of seductive details on learning outcomes may be smaller than expected based on previous research.     

A replication of the response‐restriction preference assessment

We replicated the response‐restriction (RR) preference assessment and compared results in terms of preference hierarchies to those from free‐operant and multiple stimulus without replacement (MSWO) formats with six children with autism spectrum disorders (ASDs). We also assessed social validity of each format with teachers and clinicians who work with children with ASDs. Complete hierarchies were produced in four of 18 assessments and with MSWO and RR formats only. Results of the social validity assessment varied across raters, with each preference assessment format receiving the highest rating from at least one rater. Results are discussed in terms of practical recommendations and relative to the preference assessment literature as a whole.     

Using equivalence‐based instruction to teach the visual analysis of graphs

Previous research has demonstrated low rater agreement when visually inspecting trends in single‐subject design graphs (see Wolfe, Seaman, & Drasgow, 2016). Didactic instruction of visual analysis of practicing behavior analysts has resulted in generally poor and unreliable performances (Danov & Symons, 2008; Diller, Barry, & Gelino, 2016). Therefore, a refined instructional technology to improve the reliability among behavior analysts is warranted. Developing research has focused on the application of equivalence‐based instruction (Brodsky & Fienup, 2018; Rehfeldt, 2011) for a variety of complex human behaviors. In the current study, equivalence‐based instruction was used to train four participants to identify functional relations displayed in five different classes of graphs. Training resulted in the formation of five equivalence classes by all participants consisting of three members (graph, functional relation rule, and functional relation statement). In addition, the skills were maintained for up to 2 weeks and generalized to novel graphs.     

Intimate relationship quality,self-concept and illness acceptance in those with multiple sclerosis

Lower levels of Intimate Relationship Quality (IRQ) have been found in those with Multiple Sclerosis (MS) compared to the general population. This study examined an MS sample to see whether IRQ was positively associated with self-concept, whether IRQ was positively associated with MS illness acceptance and whether IRQ was predicted by self-concept and illness acceptance. In this cross-sectional study, 115 participants with MS who were in an intimate relationship completed an online survey advertised on MS related websites. The survey assessed demographic variables, MS illness variables and levels of IRQ, self-concept and illness acceptance. Results revealed that IRQ was significantly positively associated with self-concept and with illness acceptance. Multiple hierarchical linear regression analysis revealed that, after controlling for illness duration and level of disability, self-concept significantly predicted IRQ but illness acceptance did not significantly predict IRQ. This study addressed several gaps and methodological flaws in the literature and was the first known to assess predictors of IRQ in those with MS. The results suggest that self-concept could be a potential target for individual and couple psychological interventions to improve IRQ and contribute to improved outcomes for those with MS.     

‘We’ve shared a lifetime with one another’: using reflective visual/verbal journals to develop graduate student relationships

The success of graduate students relies on factors beyond mere cognitive ability, with fostering peer and professional relationships as definitive influences on achievement. Research shows that positive faculty/student relationships are a significant factor in the success of graduate students and that art-making is an effective way to encourage the reflective thinking needed to nurture these relationships. In this article, we examine the relationship between arts informed pedagogy, specifically the use of a visual/verbal journal, and the formation of graduate relationships. The majority of the students in this collaborative inquiry entered their doctoral program at the same time the research class began and all engaged in an artfully imagined introduction to qualitative research course.