The Unreal Child1

Unrepresented mental states lead to an impaired ability to feel emotions and trust in oneself, one’s history and in the world. The article explores the question of how representations of oneself and the relevant other, the mother, become possible in the course of therapy when dissociative processes previously made this impossible, and what role unconscious communication plays in the analytic realm. This question will be explored by examining the theories of André Green, Philip Bromberg, and Howard Levine.     

Effect sizes in ANCOVA and difference-in-differences designs

It is common practice in both randomized and quasi-experiments to adjust for baseline characteristics when estimating the average effect of an intervention. The inclusion of a pre-test, for example, can reduce both the standard error of this estimate and—in non-randomized designs—its bias. At the same time, it is also standard to report the effect of an intervention in standardized effect size units, thereby making it comparable to other interventions and studies. Curiously, the estimation of this effect size, including covariate adjustment, has received little attention. In this article, we provide a framework for defining effect sizes in designs with a pre-test (e.g., difference-in-differences and analysis of covariance) and propose estimators of those effect sizes. The estimators and approximations to their sampling distributions are evaluated using a simulation study and then demonstrated using an example from published data.     

工作记忆负荷对无意注意的影响

通过探讨工作记忆负荷对无意注意的影响,考察工作记忆的认知控制功能对选择性注意的作用机制。为了避免工作记忆和选择注意的目标或者干扰子之间的知觉注意资源的竞争,采用言语工作记忆任务和视觉空间位置辨别任务,同时视觉干扰刺激采用被试无法识别的韩语。结果发现,在高负荷条件下,干扰效应显著;而在低和中负荷条件下,没有观察到干扰效应。说明在高负荷条件下,被试没有额外的资源来抑制干扰加工,从而出现了显著的干扰效应。由此,本研究支持负荷理论的观点：工作记忆在选择性注意中执行认知控制功能。     

多元宇宙样分析：简介及应用

选择性分析和报告是造成心理科学研究可重复性危机的一个重要因素。近年来研究者提出用多元宇宙样分析的方法,囊括多种数据分析策略,减少分析过程中的主观选择性和随意性,并进行稳健性检验以提高结果的可靠性。以手机使用与手机压力的关系为例,介绍该方法和操作步骤。该方法已在心理学和认知神经科学等领域得到一定的应用。未来研究应继续发展和完善该方法的统计推断,使之运用到更多的数据类型和更广的研究领域中。     

指向三级预防的婚姻教育

以实证研究为基础的婚姻教育是一种预防取向的心理教育模式, 近40年来被广泛研究和全面推动。婚姻教育在形成和发展时期主要面向婚前阶段中产阶级高功能伴侣, 是一种广泛性预防。针对贫穷等处境不利伴侣的选择性预防和处于抑郁早期伴侣的指导性预防是当前研究的重点。基于三级预防模型的婚姻教育在理论基础、研究方法等方面还存在诸多不足, 未来婚姻教育的进一步发展应从理论与研究、项目设计与实施等方面展开深入研究。     

Infant’s gaze in a teasing task with an experimenter or parent: A naturalistic approach

We assessed infant’s gaze in a teasing task in New York City public spaces. The task was administered to two different groups of 5- to 13-month-old infants. We used a between participants design across two studies. In Study 1 an experimenter administered the task to these infants (n = 79), whereas a parent did so in Study 2 (n = 79). The adult engaged the infant with a toy and then pulled it away to one side by counting to 7. A second trial to the other side was repeated. Infants passed the teasing task if they looked to the adult’s face within the first 5 seconds after removing the toy in at least one trial. In Study 1, we found that infants looked to the experimenter’s face after teasing by 7 months of age. In Study 2, infants did not show any significant gazes to the parent’s face after teasing at any age. Most trained parents successfully administered the teasing task to their infant. A teasing game played by an adult stranger (e.g., experimenter) may be optimal to elicit infant’s gaze in a naturalistic setting. Implications for developing cost-effective social-cognitive milestone measures in non-laboratory settings are discussed.     

The generality of selective observing

Four rats obtained food pellets by poking a key and 5-s presentations of the discriminative stimuli by pressing a lever. Every 1 or 2 min, the prevailing schedule of reinforcement for key poking alternated between rich (either variable-interval [VI] 30 s or VI 60 s) and lean (either VI 240 s, VI 480 s, or extinction) components. While the key was dark (mixed-schedule stimulus), no exteroceptive stimulus indicated the prevailing schedule. A lever press (i.e., an observing response), however, illuminated the key for 5 s with either a steady light (S+), signaling the rich reinforcement schedule, or a blinking light (S-), signaling the lean reinforcement schedule. One goal was to determine whether rats would engage in selective observing (i.e., a pattern of responding that maintains contact with S+ and decreases contact with S-). Such a pattern was found, in that a 5-s presentation of S+ was followed relatively quickly by another observing response (which likely produced another 5-s period of S+), whereas exposure to S- resulted in extended breaks from observing. Additional conditions demonstrated that the rate of observing remained high when lever presses were effective only when the rich reinforcement schedule was in effect (S+ only condition), but decreased to a low level when lever presses were effective only during the lean reinforcement component (S- only condition) or when lever presses had no effect (in removing the mixed stimulus or presenting the multiple-schedule stimuli). These findings are consistent with relativistic conceptualizations of conditioned reinforcement and extend the generality of selective observing to procedures in which the experimenter controls the duration of stimulus presentations, the schedule components both offer intermittent food reinforcement, and rats serve as subjects.     

对学生学习成绩与社会行为的交叉滞后分析

采用二元交叉滞后回归分析法考察小学四、五年级学生和初中一、二年级学生在21个月中的学校适应与学习成绩之间的关系。结果发现,在同时性测量中,由教师评价获得的中小学生的社交领导能力、定向耐挫能力、果敢性社交技能得分和同伴积极提名分数与他们的学习成绩之间均存在正相关关系,而他们的攻击破坏得分、学习适应不良得分以及小学生的同伴消极提名分均与他们的学习成绩有显著的负相关关系。二元交叉滞后回归分析结果表明,小学生在前测中的社交领导能力得分、攻击破坏得分、定向耐挫得分、学习适应不良得分、果敢性社交技能得分同伴积极和消极提名得分均可以预测21个月后的学习成绩。对中学生来说,这种预测关系只在攻击破坏行为、定向耐挫行为中存在。中小学生的害羞抑制得分和焦虑抑郁得分与他们的学习成绩之间既没有同时性的相关关系,也没有滞后性的预测关系。     

连续和同时线索化条件下的返回抑制容量

利用线索-靶子模式进行了返回抑制容量的两个实验。实验一对外周数个位置连续线索化,实验二对外周数个位置同时线索化。结果表明：(1)在连续线索化条件下,当线索化位置是相邻时,返回抑制容量可以达到4个,当线索化位置是间隔时,返回抑制容量只有1个。(2)在同时线索化条件下．当线索化位置是相邻时,返回抑制容量可以达到3个,当线索化位置是间隔时．返回抑制容量只有1个。结果支持认为存在着两种不同的返回抑制的观点,即一种是弥散性的,其容量较大;另一种是集中性的,其容量只有一个。     

快速命名对汉语阅读的选择性预测作用

本研究采用分层回归的分析方法,考察了不同阅读能力组中快速命名(Rapid Automatized Naming,RAN)、汉字阅读和快速阅读之间的关系。为了控制IQ和年龄的作用,分层回归中IQ和年龄被放入回归方程的第一层。通过变换自变量进入方程的顺序,本研究分别考察了不同阅读水平组的RAN和汉字阅读对快速阅读的相对重要性。研究结果表明,RAN对阅读障碍组的汉字阅读的解释率更大,对于快速阅读的预测,结果表明RAN对不同阅读能力和不同的阅读过程具有选择性的预测作用。