Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction

Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts from the effectiveness of the learning approach. Implications regarding the use of instructional techniques in training programs are discussed.     

注意缺陷多动障碍儿童的表征搜索

为探索ADHD儿童在时间维度上的视觉选择性注意的基本机制,揭示其表征搜索能力是否存在缺陷,研究采用RSVP范式,通过实验材料(字母和数字)和呈现方式操作两种搜索方式:序列搜索和平行搜索,比较ADHD儿童(18名)和控制组儿童(17名)的成绩差异。结果发现:①在平行搜索和序列搜索条件下,ADHD儿童的成绩均低于正常控制组;②比较平行搜索和序列搜索条件下的成绩变化,以及由低难度到高难度上成绩的变化,无论是正确率还是反应时均发现ADHD儿童和正常儿童具有相同的成绩变化模式。结论认为ADHD儿童在视觉选择性注意的基本搜索机制上并不存在明显缺陷。     

Chin prompt plus re-presentation as treatment for expulsion in children with feeding disorders

Expulsion (spitting out food) is a problem behavior observed in many children with feeding disorders. In the current investigation, we identified 4 children diagnosed with a feeding disorder who exhibited high rates of expulsion. Treatment with re-presentation (placing expelled liquids or solids back into the child's mouth) was not effective in reducing expulsion. Therefore, we added a chin-prompt procedure (the feeder applied gentle upward pressure to the child's chin and lower lip) for the initial presentation and the re-presentation. Chin prompt plus re-presentation resulted in low rates of expulsion for all 4 children. The results are discussed in terms of the potential underlying mechanisms behind the effectiveness of the chin-prompt procedure.     

Representante-representativo,représentant-représentation,ideational representative: Which one is a Freudian concept? On the translation of Vorstellungsrepräsentanz in Spanish,French and English1

The Freudian expression Vorstellungsrepräsentanz ( Freud, 1915b, 1915c ), which is rendered in the Standard Edition as ideational representative, is commonly translated in Spanish as representante-representativo and in French as représentant-représentation, among other renderings. An interdisciplinary conceptual inquiry, which applies linguistic semantics to the evaluation of the available Spanish and French renderings, concludes that this compound expression should be translated in these languages as representante ideativo and représentant idéatif, respectively, renderings which happen to correspond to Strachey’s translation into English in the SE. In contrast to most Spanish and French translations, this proposal conforms to the semantic principle of compositionality. On the one hand, it provides a suitable translation of the two parts of the compound. Thus it renders Vorstellung as idea, with the classical meaning of image or mental representation, which can be traced back to Hume’s empiricist philosophy, and it renders Repräsentanz as representative, with the meaning of delegate. On the other hand, its linguistic form preserves the attributive meaning relationship which exists between both concepts in the original German expression. Against the background of these semantic considerations, a theoretical question concerning Freudian metapsychology is discussed: the drive has a psychic representative, but is there a (mental) representation of the drive?     

双任务协调、任务呈现方式影响成人算术策略执行:估算证据

前人研究显示中央执行影响算术策略的执行。双任务协调作为中央执行的执行功能之一,是否会影响个体的策略执行?采用选择\无选法与改进的心理不应期范式,探讨随机/固定呈现方式下,双任务协调对算术策略执行的影响。结果表明:双任务协调影响策略执行,双反应策略执行效能显著差于单反应;任务呈现方式影响策略执行,固定方式优于随机方式;任务呈现序列影响策略执行反应时,数字先呈现的估算策略执行效能显著差于图形先呈现。总之,双任务协调、任务呈现方式影响算术策略执行,固定方式引起更明显的双任务协调代价。     

Assessing competencies of trainee sport psychologists: An examination of the ‘structured case presentation’ assessment method

ObjectivesThere is virtually no literature on how to assess competencies of applied sport psychologists. We assessed casework of applied sport psychology students and compared written case report assessment (WCRA) with structured case presentation assessment (SCPA) on reliability and acceptability (e.g., validity, transparency, feedback function and preference of methods, as perceived by students and assessors).DesignA quantitative, comparative study of two assessment methods.MethodParticipants were 11 students, nine supervisors and three exam committee members. A number of 18 cases were evaluated with both WCRA by the supervisor and SCPA by two exam committee members. Ten of these cases were also evaluated with WCRA by exam committee members. Interrater reliability measures were calculated and compared for the different assessment methods. Participants' perception of the validity, transparency, and feedback function of the methods, and the preferences for assessment methods were surveyed with a brief questionnaire.ResultsSCPA by the exam committee resulted in higher interrater reliability than WCRA by supervisor and exam committee. The feedback function of SCPA seemed superior to WCRA by either supervisor or exam committee. For assessment by the exam committee, the perceived validity and transparency of SCPA seemed higher than of WCRA. Students and exam committee had the highest preference for SCPA by supervisor and exam committee.ConclusionsOverall it can be concluded that, for assessment by the exam committee, structured case presentations provided a more reliable and acceptable method of assessment than written case reports only.     

关于轮廓与视觉搜索顺序的实验研究

轮廓是图形识别的重要线索,在平行加工形成轮廓的基础上,进一步的特征搜索会与轮廓有关。本研究通过3个实验探讨轮廓对于搜索顺序的作用。实验一的目的在于确认轮廓因素在视觉搜索中的关键作用,实验结果进一步验证了视觉搜索中存在“可能目标”的心理表征。实验二结果显示,图形的重叠虽然可以产生新的特征,但是未必提高搜索速度。由此引入关于轮廓与视觉搜索顺序的关系问题,提出了在轮廓形成的基础上搜索区别性特征的顺序为轮廓外区→轮廓本身→轮廓内区的假设。实验三进一步检验这个假设。