成人日常问题解决的老化研究

日常问题解决能力是近十几年来老年心理学中研究比较活跃的一个领域。本文介绍了有关日常问题解决研究的四种理论,即心理测量的智力内隐理论、形式后思维的辨证思维理论、信息加工理论和社会认知与智慧理论,及其初步的研究成果,并进一步指出在理论上整合和在实践中开展干预的研究方向。     

The role of affect in suicidal thoughts and behaviors

Risk factors, theoretical explanations, and treatment suggestions for suicidal behaviors have historically focused largely on cognitions, but a more comprehensive picture may be provided by examining the role of affect in suicidal thoughts and behaviors. In the current study the link between affect and suicide within the theoretical framework of the circumplex model was examined empirically. Data from 104 participants demonstrated that both positive and negative affect are related to suicidal thoughts and behaviors, and that affect provided additional information about suicidality over and above the cognitive variable of hopelessness. The findings support that suicidal risk assessment may be enhanced by evaluating both hopelessness and affect, and that negative affect, in particular, is important to address in the treatment of suicidal individuals.     

Can intelligence be estimated from drawings of a man?

There has been some disagreement as to whether intelligence can be estimated reliably and validly from the Goodenough-Harris Draw-A-Man Test (DAM). In order to assess the DAM, 21 graduate students in psychology administered the Harris DAM and either the WISC or Stanford-Binet (S-B) to 158 “normal” children. Discrepancy scores between the DAM and the S-B or WISC indicated that the DAM IQ tends to be below, at times considerably, IQs obtained from individual scales. Moreover, the DAM seemed to be virtually useless in making discriminations among children of average and superior intelligence. The Harris scoring system was not found to be more discriminating than the original Goodenough, and the results provided little encouragement for the practice of estimating intelligence from a child's DAM.     

Reviewing Videotape in Supervision: A Developmental Approach

The authors review the extant literature on the use of videotape technology in supervision and, on the basis of an empirically supported developmental model of supervision, offer guidelines to supervisors on the use of videotape feedback. Suggestions are also offered for future research in this area.