The Embodied Experience of Microaggressions: Implications for Clinical Practice

Ongoing scholarship in multicultural counseling practice has established the significance of microaggressions in the lived experience of clients and in the client–counselor dyad. Grounded in new research into the embodied experience of oppression, this article reviews key concepts in nonverbal communication and traumatology to illustrate how the body is implicated in the transmission of microaggressions and how counselors can become more attentive, informed, and responsive to how social power differences manifest in the body. Las investigaciones actuales sobre la práctica de la consejería multicultural han establecido la importancia de las microagresiones en la experiencia vital de los clientes y en la díada cliente–consejero. Fundamentado en nuevas investigaciones sobre la experiencia corporal de la opresión, este artículo revisa conceptos clave de la comunicación no verbal y la traumatología para ilustrar cómo el cuerpo está involucrado en la transmisión de microagresiones y cómo los consejeros pueden tornarse más atentos, informados y sensibles a cómo las diferencias de poder social se manifiestan en el cuerpo.     

功能性近红外光谱技术在社会互动脑机制研究中的应用

功能性近红外光谱技术是一种以大脑组织中的血容和血氧为信息载体,通过测量大脑皮层中血容和血氧的分布和变化情况来了解局部脑活动的技术手段。近年来该技术在双脑研究非言语互动、言语互动、混合互动等社会互动脑机制领域做出了重要贡献。为了更清晰地揭示自然情境中社会互动的神经机制,未来尚需进一步改进近红外光谱技术本身,开发有效的数据分析方法,细化互动任务类型,丰富完善实验范式,促进多种脑成像技术的融合。     

The association of motor information and verbal information: a new perspective on the mechanism of the SPT effect

Current perspectives on the mechanism underlying the Subject Performed Task (SPT) effect have not yet reached a consensus. This study investigated whether the association between motor and verbal information is a key factor that explains the SPT effect. Experiment 1 and 2 tested whether motor and verbal retrieval memory performance were different when the association level was varied. Results showed that when subjects used low association learning materials, memory performance in either motor or verbal retrieval condition was significantly better than performance in the combined retrieval condition. Experiment 3 examined whether the level of association between motor and verbal information affects the SPT effect. Results revealed that the SPT effect disappeared when low association learning materials were used. Our findings imply that the high association level between motor and verbal information enables mutual activation of the two information types, leading to improved memory performance.     

The chameleon effect,the temporal aspects of mimicry and their impact on service measurement

BackgroundIn an experiment conducted in a natural setting, we test the link between mimicry, the amount of time during which the mimicry behavior takes place, and its impact on service quality.MethodsCable TV clients (n = 120) were randomly assigned to six experimental conditions (2 mimicry conditions: verbal mimicry vs. no mimicry x 3 interaction time: 5 vs. 10 vs. 15 minutes). Perceived service quality served as the dependent measurement.ResultsA main effect of mimicry was found on service quality: a cable TV representative was perceived more favorably when he mimicked the customer. Importantly, it was shown that even small portions of mimicry are beneficial, meaning that practitioners do not have to mimic someone for a long time to achieve benefits.ConclusionThe paper shows new benefits for the mimicker: more positive judgments by the mimickee regarding the impact on several different levels of service quality.     

“热”执行对注意缺陷多动障碍和阅读障碍儿童言语工作记忆的影响

ADHD儿童在与背外侧前额叶(DLPFC)相关的"冷"执行功能上的缺陷已大量证实,但在与眼眶和中前额叶皮层(OMPFC)相关的"热"执行功能上,ADHD儿童是否存在缺陷则未可知。与儿童赌博任务实验范式(该任务中"热"启动对"冷"执行起到抑制作用)不同,本研究考察趣味言语N-back任务是否对ADHD和阅读障碍儿童的成绩有促进作用。枯燥N-back任务考察的是言语工作记忆的纯认知特征,而趣味任务则卷入了"热"执行对"冷"执行的影响。结果表明,在枯燥任务上,ADHD和阅读障碍儿童的成绩均明显低于正常儿童,二者之间差异不显著,在趣味任务成绩上,ADHD儿童与正常儿童的成绩没有显著差异,而阅读障碍儿童成绩落后于正常控制组和ADHD组,在成绩变化的趋势上,ADHD儿童在趣味任务上成绩明显提高,而阅读障碍儿童则无明显改善。结果说明ADHD和阅读障碍儿童的言语工作记忆均存在明显的缺陷,但是机制不同,"热"执行对提高ADHD的言语工作记忆有明显的促进作用,ADHD的"冷"执行缺陷能够通过"热"执行的调节得到改善。     

行为表现与言语报告:3～5岁儿童的一级观点采择(英文)

为考察3~5岁儿童一级观点采择的行为表现与言语报告之间的潜在差异,本研究采用"单面镜"范式设计了两个实验。实验1中,54名儿童成对与实验者一起完成观点采择游戏,逻辑回归分析结果表明3-5岁儿童的行为表现不存在显著差异(B=?0.225,Wald=0.38,p=0.541)。方差分析也没有发现儿童的行为表现和言语报告存在差异。由于实验1中的编码系统存在一些局限,并且缺少对儿童偏好的控制,因此在实验2中进行了改进。实验2选择了另外60名3~5岁儿童完成藏玩具游戏。方差分析发现了实验范式类型(行为表现或言语报告)、年龄和性别的三因素交互作用(F(2,48)=3.55,p=0.037,η2=0.13)。结果表明随着年龄增加,男孩与女孩一级观点采择的行为表现都显著提高,而男孩言语报告的提高程度显著低于女孩。总体而言,考察儿童一级观点采择时,行为表现可能比言语报告提供更多信息。     

言语记忆对视觉选择的影响:基于维度的自动注意引导

两个实验分别考察外显和内隐言语记忆中的特征维度信息对基于维度的视觉选择性注意的自动引导作用。实验一要求被试在言语工作记忆(外显言语记忆)保持阶段完成一个视觉注意任务,结果发现了显著的一致性效应,即记忆任务相关维度和注意任务相关维度不一致条件下的注意任务反应时要显著慢于两者一致条件下的反应时;实验二采用go/no-go任务以考察内隐言语记忆对视觉选择的影响,结果也发现了类似的一致性效应。这些结果表明外显和内隐言语记忆中的抽象维度信息自动引导注意选择视场中与之匹配的视觉维度,而不管该维度是否为当前注意任务的相关维度。     

Matching in an undisturbed natural human environment

Data from the Oregon Youth Study, consisting of the verbal behavior of 210 adolescent boys determined to be at risk for delinquency (targets) and 210 of their friends (peers), were analyzed for their conformance to the complete family of matching theory equations in light of recent findings from the basic science, and using recently developed analytic techniques. Equations of the classic and modern theories of matching were fitted as ensembles to rates and time allocations of the boys' rule-break and normative talk obtained from conversations between pairs of boys. The verbal behavior of each boy in a conversation was presumed to be reinforced by positive social responses from the other boy. Consistent with recent findings from the basic science, the boys' verbal behavior was accurately described by the modern but not the classic theory of matching. These findings also add support to the assertion that basic principles and processes that are known to govern behavior in laboratory experiments also govern human social behavior in undisturbed natural environments.     

Is there a memory profit after repeated learning of subject‐performed actions? Comparing direct and long‐term memory performance level as a function of age

Schatz, T.R., Spranger, T. & Knopf, M. (2010). Is there a memory profit after repeated learning of subject‐performed actions? Comparing direct and long‐term memory performance level as a function of age. Scandinavian Journal of Psychology 51, 465–472. The present two studies investigated the possibility for improvement and maintenance of episodic memory in young and older adults. In a first study, the performance‐enhancing effect of two separate as well as combined learning devices, enactive encoding and repeated learning, was tested. With a time lag of one week, four different series of 30 action phrases were encoded either verbally or by enacting them symbolically. Memory was assessed in four immediate free recall tests. In a second study, the maintenance of the memory profit was tested in an unexpected fifth session half a year later. As expected, there was a steady improvement of memory performance as a function of repeated learning in study one. This holds true regardless of age. In addition, enactive encoding led to a better memory performance than verbal encoding in both age groups. Moreover, younger adults outperformed the elderly regardless of type of encoding. The combination of the two learning devices was not efficient enough to eliminate aging effects in episodic memory. However, memory flexibility is demonstrated also in the elderly. In the long‐term follow‐up, maintenance of learning and memory could be found in all participant groups.