基于fNIRS的运动执行与运动想象脑激活模式比较

使用《运动想象问卷−修订版》筛选出的30名被试(男女各半), 采用功能性近红外光谱成像技术(fNIRS)监测被试在执行实际举哑铃(男生, 4磅和8磅; 女生, 2磅和4磅)任务和想象举同等重量哑铃任务时, 其大脑皮层氧合血红蛋白浓度的变化。结果发现：男女被试在运动执行与运动想象任务下都激活了主运动皮层; 且运动执行的大脑激活水平高于运动想象。在执行实际运动任务时, 运动强度显著影响大脑皮层血氧浓度的变化, 表现出左半球偏侧化优势; 在执行想象运动任务时, 运动强度没有影响大脑皮层血氧浓度的变化, 且无偏侧化现象。     

Stability and Change in Cognitive Behavior Therapy: Considering the Implications of ACT and RFT

Acceptance and Commitment Therapy (ACT) and Relational Frame Theory (RFT) are part of the new wave of treatments and analyses that seem to be emerging in cognitive behavior therapy. In this article, data in support of these new approaches are provided, and evidence that ACT works through different processes than traditional CBT are presented. The integrative proposals of Ciarrochi and Robb, and Ciarrochi, Robb, and Godsell are then considered. In the long run, whether such integrations are useful is an empirical matter, but concerns are raised about the effects of focusing on the content of beliefs, and the role of logical–empirical challenges to belief. Address correspondence to Steven C. Hayes, Department of Psychology/298, University of Nevada, Reno, NV 89557-0062, USA.     

一个基于综合印象评分法的作文分事后调整模型

对大学英语四、六级考试作文评分进行了详细的描述,重点介绍了作文分的事后调整的原理和方法,并且给出了一个基于线性等值原理的数学推导。认为其数学模型主要是一个运用了“极大似然估计法”和“正态分”概念的统计模型。“评分标准的制定”、“用参照样卷来校准阅卷员对作文评分标准的掌握尺度”以及“阅卷员的培训和考核”构成了大学英语四、六级考试作文信度的基石;而作文分调整中基于“随机分发作文卷”、“客观题分数与作文分相关”以及“评分前后一致性”的统计方法则对出现系统性误差的阅卷员的评分结果进行了事后的校正。还提出如果拥有往次考试总体作文分均值数据,使用“加权移动平均法”可以实现对作文分的跨考次平衡。     

脑功能磁共振伦理学问题初探

本文概略介绍新兴的脑功能磁共振检查原理及其对人脑运作机制、人类精神活动的研究。讨论脑功能磁共振的临床技术是否完善、现阶段普及该技术是否可能和必要,以及进行脑功能磁共振检查可能引发的隐私权、歧视等伦理学问题,并探讨解决之道。     

Functional analysis in public schools: a summary of 90 functional analyses

Several review and epidemiological studies have been conducted over recent years to inform behavior analysts of functional analysis outcomes. None to date have closely examined demographic and clinical data for functional analyses conducted exclusively in public school settings. The current paper presents a data-based summary of 90 functional analyses conducted in public school settings from 2006 through 2009 for 69 students. Specifically, we present data on gender, age, race, diagnosis, topography of target behaviors, number of conditions, duration of sessions, duration of analysis, functional outcomes, setting, and person serving the role of therapist. Results suggest that functional analyses in schools are possible, practical, and produce results that are comparable to those in past research.     

Response latency as an index of response strength during functional analyses of problem behavior

Dependent variables in research on problem behavior typically are based on measures of response repetition, but these measures may be problematic when behavior poses high risk or when its occurrence terminates a session. We examined response latency as the index of behavior during assessment. In Experiment 1, we compared response rate and latency to the first response under acquisition and maintenance conditions. In Experiment 2, we compared data from existing functional analyses when graphed as rate versus latency. In Experiment 3, we compared results from pairs of independent functional analyses. Sessions in the first analysis were terminated following the first occurrence of behavior, whereas sessions in the second analysis lasted for 10 min. Results of all three studies showed an inverse relation between rate and latency, indicating that latency might be a useful measure of responding when repeated occurrences of behavior are undesirable or impractical to arrange.     

Effects of preference on verification of discriminated mands

Previous research suggests that motivating operation (MO) manipulations may assist in assessing discriminated manding (Gutierrez et al., 2007). The current study partially replicated and extended previous research by varying access to concurrently available reinforcers with different preference values (i.e., MO manipulations). Manding did not occur (a) for reinforcers that were freely available and (b) for lower preference items when relatively higher preference reinforcers were freely available. Results further demonstrated the utility of manipulating MOs to verify discriminated mands but suggest that relative preference of alternative reinforcers should be controlled during these assessments.     

Topographical and functional properties of precursors to severe problem behavior

A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected movement was the most common precursor to SIB (32%). Unintelligible vocalization and object-directed movement were the most common precursors to behavior maintained by social-positive reinforcement (27% each), and unintelligible vocalization was the most common precursor to behavior maintained by social-negative reinforcement (29%). Only one precursor was reported for behavior maintained by automatic reinforcement.     

Functional analysis and treatment of human-directed undesirable behavior exhibited by a captive chimpanzee

A functional analysis identified the reinforcer maintaining feces throwing and spitting exhibited by a captive adult chimpanzee (Pan troglodytes). The implementation of a function-based treatment combining extinction with differential reinforcement of an alternate behavior decreased levels of inappropriate behavior. These findings further demonstrate the utility of function-based approaches to assess and treat behavior problems exhibited by captive animals.     

Assessing the social acceptability of the functional analysis of problem behavior

Although the clinical utility of the functional analysis is well established, its social acceptability has received minimal attention. The current study assessed the social acceptability of functional analysis procedures among 10 parents and 3 teachers of children who had recently received functional analyses. Participants completed a 9-item questionnaire, and results suggested that functional analysis procedures were socially acceptable.