选项具有诊断信息的多选题认知诊断测验编制

编制选项具有诊断信息的多选题是提高多选题认知诊断测验诊断效果的有效方法.研究从认知诊断的目标出发,根据认知诊断测验质量的评价标准,结合多选题的特点,探讨选项具有诊断信息的多选题认知诊断测验编制的原则.同时,结合多选题的特点和多选题采用称名计分方式的需要,对编制选项具有诊断信息的多选题提出两点要求.根据多选题认知诊断测验编制的原则和要求,给出具有可操作性的多选题认知诊断测验编制的步骤.模拟研究结果表明：根据所提出的原则和要求编制的多选题认知诊断测验具有较好的诊断效果,说明这些原则和要求合理、可行.由于这些原则、要求和步骤具有较强的可操作性,因此它对于编制多选题认知诊断测验具有一定的指导意义.     

Subjective cognitive complaint in healthy older adults: Identification of major domains and relation to objective performance

This study analyzed complaints across a range of memory domains in middle-aged and older adults, as well as assessed their relationship with objective cognitive performance and personal characteristics. A total of 115 community-dwelling, healthy adults between the ages of 45 and 87 completed the Self-Evaluation Questionnaire (QAM) and were tested with a comprehensive neuropsychological battery. A principal component analysis identified seven dimensions of complaint. Difficulty inhibiting internal and external sources of interference when learning or remembering something was the main area of complaint and it was correlated with word-list recall and Digit Symbol. We identified complaints related to a set of memory failures that appear to be more detrimental to autonomy and safety. These were correlated with a measure of functional autonomy and might, therefore, indicate more severe difficulties. Overall, this study provides indications regarding the main domains of memory complaints and identifies which complaints are most reflective of objective cognitive problems.     

At the verge of unthinkable anxiety: On the relevance of a neurophysiologically informed relational perspective on meaning-making in psychosis

Abstract

This article examines the relevance of relationally oriented psychoanalytic phenomenology as a frame of reference for understanding psychotic states in schizophrenia. The etiology and structural characteristics of such states are examined from both a neurophysiological, and a relational and interpersonal point of view. Many findings indicate organic abnormalities in schizophrenia, acquired through an exposure to physical risk factors and genetic predisposition, but relational traumas also seem to have an impact on the form and content of psychotic states. This may happen through interruptions in the “use-dependent” maturation of the brain in a relational milieu. In addition, at the level of meaning-making, we find that the emotional and relational contexts—both past and present—give the substance or “raw material” for hallucinations and delusions. In a psychotic state, the person also tries to handle basic affects and relational needs, and to make meaning in states of overwhelming chaos and anxiety. Donald W. Winnicott's theory of “a holding environment”, Stephen Mitchell's theory of the relational matrix, and Stolorow, Atwood, and Orange's concepts of a “shattered world” and annihilation anxiety are used as a framework in the analysis of the phenomenology of psychosis. Two case illustrations, one from child psychotherapy and one from therapy with an adult patient, are used to illuminate the theoretical points of view.     

Splitting,fragmenting, and mental agony: the clinical thinking of Sándor Ferenczi

Following a thorough study of the Clinical Diary (1932), the author aims to put forward Sándor Ferenczi's theoretical discoveries, which allow him to settle a very advanced clinical consideration. The main parameters of this consideration foreshadow those that, in the following decades, were to be at the centre of some of the most significant developments in psychoanalysis, in particular those of M. Klein, W. R. Bion and D. W. Winnicott.     

The Flynn effect,group differences,and g loadings

Flynn effect gains are predominantly driven by environmental factors. Might these factors also be responsible for group differences in intelligence? Group differences in intelligence have been clearly shown to strongly correlate with g loadings. The empirical studies on whether the pattern of Flynn effect gains is the same as the pattern of group differences yield conflicting findings. We present new evidence on the topic using a number of datasets from the US and the Netherlands. Score gains and g loadings showed a small negative average correlation. The general picture is now that there is a small, negative correlation between g loadings and Flynn effect gains. It appears that the Flynn effect and group differences have different causes.     

Thinking Styles and Academic Achievement Among Filipino Students

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to academic achievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.     

The Link Between Cerebellar Dominance and Skilled Hand Performance in 8–10-Year-Old Right-Handed Children

A focus of attention on the step-by-step control of a skill has been shown to be detrimental to experts' performance but to have no significant effect on novices' performance (e.g., S. L. Beilock, T. H. Carr, C. MacMahon, &; J. L. Starkes, 2002), contrary to the results of manipulations of the direction of attentional focus (e.g., G. Wulf, M. Hös, &; W. Prinz, 1998). In previous studies, researchers have not separated the focus of attention from the nature of the instruction provided or the skill level of the participants. In the present experiment, 10 skilled and 10 less skilled soccer players dribbled a ball after receiving instructions directing attention to an internal, skill-relevant feature (foot); an internal, skill-irrelevant feature (arm); or a skill-irrelevant task (word-monitoring). Performance was evaluated in relation to a no-attentional-focus control condition. For skilled performers, an internal focus on the arms and feet interfered with performance. For less skilled performers, an internal, yet skill-relevant, focus of attention (foot) did not degrade performance, whereas attention to the arms and word monitoring had a detrimental effect. No significant differences were observed across the three attentional manipulations when the skilled performers used the nondominant foot. The results generally supported the deautomization of skills hypothesis.     

Measurement Issues in High Stakes Testing

SUMMARY

Validity and reliability of the new high stakes testing systems initiated in school systems across the United States in recent years in response to the accountability features mandated in the No Child Left Behind Legislation largely depend on item response theory and new rules of measurement. Reliability and validity in item response theory and classical test theory are reviewed. Additionally, practices in the states are considered. The conclusion of the paper is that the new test technology is theoretically better suited to assess achievement than classical test theory, but has not been shown to be valid and reliable enough for use as the sole criterion for determination of what was learned in school. Further, there is no evidence that they will ever be found to be valid and reliable enough for that purpose. Areas of additional needed research are considered.     

Learning and teaching the theories of Melanie Klein

I shall attempt to bring together here thoughts of experienced clinicians and teachers who have taught Melanie Klein's theories to child psychotherapists. However, most of the contributors have also taught Klein to clinical trainees in adult psychoanalytic work and to different groups abroad and, in some cases, to already trained psychotherapists or psychoanalysts. Klein's theories are introduced at different stages in the different child psychotherapy programmes in London. For instance, the students at the Tavistock are introduced to Klein's theories before they are necessarily in their own psychoanalysis, while other trainings introduce her theories in the introductory years of the clinical training.

William Halton is one of the longest-running teachers of Klein in the Tavistock Child Psychotherapy Training and brings his 'framework' culled from many years of experience. Maria Rhode has taught the Narrative to students at the Tavistock for many years. Elizabeth Spillius, psychoanalyst, writer and teacher, brings her experiences teaching Klein to non-Kleinians. Karen Proner teaches at the Tavistock, in Italy and the United States.

TEACHING MELANIE KLEIN William Halton 10 Lincoln Road London N2 9DL     

Two ways of listening to the patient

This paper highlights the tension between, on the one hand, listening to the patient's associative flow with evenly suspended attention, and, on the other hand, the vigilance and alertness required of the analyst when interpreting the transference through the patient's projective identifications. With reference to the work of Christopher Bollas, it is held that there is a fundamental ambiguousness about analytic work which in fact is desired, but that work with free associations to a large extent has unfortunately become obsolete.