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相关概念视频

Blind Procedures02:07

Blind Procedures

10.6K
Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which...
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Blinding01:11

Blinding

2.4K
Blinding is a commonly used method of not telling participants which treatment a subject is receiving. Blinding is a critical part of a randomized control trial or RCT. It reduces the bias that affects the results. In an RCT, blinding is used in the form of a placebo. A placebo effect occurs when untreated subjects falsely believe they have received the treatment and report improved symptoms. A placebo or a dummy treatment is administered to subjects to negate the bias caused by such an effect.
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相关实验视频

Updated: Jun 20, 2025

Reducing State Anxiety Using Working Memory Maintenance
08:17

Reducing State Anxiety Using Working Memory Maintenance

Published on: July 19, 2017

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基于网络的解释偏差培训,以减少焦虑:一个连续的,多重分配的随机试验.

Jeremy W Eberle1, Katharine E Daniel1, Sonia Baee2

  • 1University of Virginia, Department of Psychology.

Journal of consulting and clinical psychology
|July 18, 2024
PubMed
概括
此摘要是机器生成的。

基于网络的认知偏差修改解释 (CBM-I) 有效地减少了解释偏差和焦虑症状. 然而,CBM-I显示了比精神教育更高的学率,并且增加远程教学并没有改善结果.

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科学领域:

  • 心理学 心理学 心理学
  • 临床心理学 临床心理学
  • 数字健康数字健康

背景情况:

  • 基于网络的解释认知偏差修改 (CBM-I) 是一种对焦虑的有前途的干预措施.
  • 高退学率是数字心理健康干预措施的重大挑战,如CBM-I.
  • 补充支持的有效性,如远程教练,在减轻学和增强CBM-I有效性需要进一步调查.

研究的目的:

  • 为了评估基于网络的CBM-I的有效性,与积极的精神教育控制条件相比.
  • 检查增加低强度远程教练到CBM-I对学风险较高的参与者的影响.
  • 评估CBM-I和远程教练对解释偏见和焦虑症状的影响.

主要方法:

  • 进行了一项连续的多项随机试验,涉及1,234名焦虑的成年人.
  • 参与者被随机分配到CBM-I或精神教育,高风险的CBM-I完成者然后随机分配到接受远程辅导或没有辅导.
  • 结果包括解释偏差 (识别评分,简短的身体感觉解释问卷) 和焦虑症状 (整体焦虑严重程度和障碍量表,抑郁焦虑压力量表-简短形式).

主要成果:

  • 在改善解释偏见和焦虑症状方面,CBM-I显著优于精神教育,其效果在2个月的随访中保持不变.
  • 与预期相反,CBM-I的中断率明显高于精神教育.
  • 添加远程教练并没有显著提高效率或减少学率,部分原因是参与者与教练的参与度较低.

结论:

  • 基于网络的CBM-I是减少解释偏见和焦虑症状的有效干预措施.
  • 额外的低强度远程教学似乎无法有效地缓解基于网络的CBM-I中的学挑战.
  • 未来的研究应该探索替代策略,以提高参与度,减少在数字心理健康干预中学.