通过五个写作规则,提高了书面神经发育报告的可读性
Hampus Bejnö1, Alexandra Sonning2, Anna Backman3
1Department of Special Education, Stockholm University, Stockholm, Sweden.
Scandinavian journal of psychology
|July 31, 2024
概括
五个写作规则显著提高了教师学生临床神经心理学报告的可读性和理解性. 这些指导方针使报告对家长和教育工作者更容易获得,有助于了解儿童的需求.
科学领域:
- 神经心理学 神经心理学
- 临床心理学 临床心理学
- 教育心理学教育心理学
背景情况:
- 神经心理学评估的临床报告往往很难让家长和老师理解.
- 改善报告的可访问性对于儿童的有效治疗和支持至关重要.
研究的目的:
- 评估五个具体的写作规则,旨在提高临床神经心理学报告的可读性和可访问性.
- 确定这些规则是否有助于提高评估信息的理解和回忆.
主要方法:
- 一项随机对照研究,涉及100名教师学生.
- 参与者要么阅读一个标准的临床报告,要么阅读一个经过修订的临床报告,其中包含五个特定的写作规则.
- 使用可读性评级和理解测试来评估写作规则的影响.
主要成果:
- 经过五种写作规则修订的报告显示可读性评级明显更高.
- 经过修订的报告的读者在阅读后立即回忆起更多的信息.
- 观察到的写作规则的影响在规模上是中等到大.
结论:
- 实施的写作规则有效地提高了神经心理学报告的清晰度和可访问性.
- 这些发现表明,一种实际的方法可以加强临床医生和非临床利益相关者之间的沟通.
- 需要进一步的研究来与家长验证这些发现,并探索心理学家的培训方法.
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