Rumination, experiential avoidance, and dysfunctional thinking in eating disorders

The majority of research in eating disorders (ED) has investigated the content of disorder-specific thoughts, while few studies have addressed underlying cognitive-affective processes. A better understanding of processes underpinning ED may have important implications for treatment development. Two studies were conducted that investigated levels of rumination, beliefs about rumination, experiential avoidance, and aspects of schematic thinking in individuals with eating pathology. The latter was assessed with a newly designed ED-Sentence Completion Task (ED-SCT). Study 1 (N = 177) examined relations between ED psychopathology and these variables in a student population. Extending this, Study 2 (N = 26) assessed differences between patients with anorexia nervosa and healthy control participants. The results showed that ED psychopathology was related to disorder-specific cognitions, experiential avoidance as well as ruminative brooding but not reflection. A follow-up of anorexia nervosa patients indicated that changes in ED psychopathology were associated with changes in dysfunctional attitudes and maladaptive cognitive-affective processes. These findings highlight cognitive processes that may play an important role in the maintenance of eating pathology.     

语音信息对中国英语学习者语义加工的影响及其脑机制

本研究采用经典的句尾畸义词诱发N400的ERP实验范式探讨了中国英语学习者在进行英文阅读时语音的影响及其相关脑机制。实验包括两类畸义语句:1.同音畸义:句尾词有畸义,但语音和相应正常语义句尾词相同;2.非同音畸义:句尾词有畸义,且语音和相应正常语义句尾词不同。行为数据显示:在错误率上同音畸义显著地高于非同音畸义。ERP显示:无论在早期(N100)还是晚期(N400)脑电成份上,同音畸义和非同音畸义的ERP振幅都有明显差异。本研究从行为和脑电两个方面一致揭示中国英语学习者阅读英文时受到了语音的影响。     

PASS认知过程:能够解释RAN-阅读之间的关系吗?(英文)

本研究考察了计划、注意、同时性加工和继时性加工这些PASS认知技能,在多大程度上能够预测快速命名和单词阅读之间的共同变异量。84位说英语读三年级和四年级的加拿大儿童,接受了客体和颜色快速命名、单词确认、计划、注意、同时性加工和继时性加工任务的测量。结果表明,计划和继时性加工能够对快速命名和阅读之间的共同变异量做出显著的解释。这一结果表明,在探寻快速阅读与阅读密切关联的原因时,应充分考虑这两个认知过程。     

文本阅读过程中目标焦点的预期推理

探讨文本阅读过程中目标焦点是否引起即时的预期推理。采用移动窗口技术,让被试阅读16篇含有目标信息的记叙文。实验1和实验2探讨已进入长时记忆中的尚未实现的目标是否作为阅读的焦点对阅读目标行为进行预期推理。实验3探讨已经实现的目标是否作为阅读的焦点对阅读目标行为产生预期作用。实验结果表明,对目标的预期推理是可以即时发生的,在目标未实现的情况下,读者会对目标信息进行预期推理;在目标已经实现的情况下,读者对有关目标的信息不产生预期推理。     

An Experimental Analysis of the Effects of Reading Interventions in a Small Group Reading Instruction Context

The current study examined the effects of several combinations of instructional and motivational interventions on oral reading fluency in the context of small group reading instruction. A treatment package consisting of acquisition, fluency, and motivational components was examined and then dismantled. Results were evaluated individually for each participant using a multiple-probe design in order to identify the most effective, yet efficient reading intervention package for each member of the group. The results indicated that, although all potential combinations of the package were effective, the experimental analysis was able to identify an effective yet more efficient package that produced substantial increases in performance across all students. Results are discussed in terms of effective instructional components in small group instruction and how to adapt methods for the experimental analysis of behavior to make decisions about the effectiveness of small group instruction in reading.This study is based on a dissertation submitted by the first author in partial fulfillment of requirements for the doctoral degree.     

Improving Oral Reading Fluency Through Response Opportunities: A Comparison of Phrase Drill Error Correction with Repeated Readings

The purpose of this study was to compare two oral reading fluency treatments (repeated readings and phrase drill error correction) which differ in the way they prompt student responding. Repeated readings (RR) and phrase drill (PD) error correction were alternated with a baseline and a reward condition within an alternating treatments design with an 8-year old boy referred for reading difficulties. Results indicate that RR and PD improved the participant’s reading fluency equally well relative to both baseline and reward conditions. Results are discussed in terms of the types and relevance of response opportunities afforded by each intervention.     

From indirect aggression to invisible aggression: A conceptual view on bullying and peer group manipulation

Recent research has emphasized the importance of indirect aggression among children and has challenged the conception that aggressive children lack social–cognitive skills. In schools, victimization against non-provocative targets rarely involves just a dyad, but might not be simply the product of group processes either. This paper suggests that in most cases it results from the encounter between a skillful bully and a group that lacks true cohesiveness, through a process of normative social influence. Groups with low quality of friendships may be more likely than others to become instruments of aggression as victimization provides them with a common goal and an appearance of cohesion. We hypothesize that, in some cases, the manipulation of a healthy-functioning group is also possible but requires use of particularly subtle devices, and thus a higher level of social intelligence by the bully. We also suggest that in such a situation the aggressive act is not just indirect, but invisible and the influence exerted on the group might be informational and not normative. Implications for the characteristics of the victim and suggestions for future research are discussed.     

大学生阅读插图文章的眼动研究

选择33名视力正常的二年级大学生,用眼动仪记录他们阅读不同难度的无插图、黑白插图、彩色插图的文章时的眼动过程。结果发现:1、对于不同呈现方式文章的阅读,从阅读指标看:彩色插图组显著优于无插图组;从眼动指标看:在本研究中表现为彩色插图组的注视次数明显低于无插图组,而眼跳距离小于无插图组。2、材料难度对大学生的眼动模式有一定的影响,在本研究中主要表现为注视次数、回视次数有显著差异,阅读指标也表现出显著差异,都是易材料组优于难材料组。3、无论阅读指标还是眼动指标,在本研究中黑白插图的效果都不好。     

句子语境中汉语词汇形、音作用的眼动研究

采用眼动方法, 通过两个实验考查了句子语境中汉语词汇形、音的作用及其作用的时间进程。结果发现：(1)在高限制性句子语境中, 音同的凝视时间和总注视时间显著短于无关控制; (2)在低限制性句子语境中, 音同、形似的首视时间均显著短于无关控制; (3)词频效应出现在低限制性句子语境中。该结果表明, 句子语境影响词汇形、音的作用及作用的时间进程, 汉语词汇的意义可以由字形直接通达, 也可以由形和音两条路径得到通达。     

副中央凹中字N+2的预视对汉语阅读眼跳目标选择影响的眼动研究

采用边界范式, 在副中央凹呈现一个双字词或两个单字词, 操纵字N+2的预视(目标预视和假字预视), 来考察副中央凹中词汇特征是否影响读者随后的眼跳长度及注视位置。结果发现, 读者能够获得字N+2的预视; 双字词与两个单字词条件下注视位置没有显著地差异; 当副中央凹中为双字词时, 字N+2为目标预视时随后的眼跳长度显著地长于假字预视条件, 随后的注视位置距离词首更远; 当副中央凹中为两个单字词时, 两种预视条件下随后的眼跳长度及注视位置没有显著的差异。本研究结果提示：在汉语阅读中, 读者能够对字N+2进行预视加工, 这种加工的影响只发生在当副中央凹中为双字词时。