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相关概念视频

Cognitive Therapy01:25

Cognitive Therapy

18
Cognitive therapy, pioneered by Aaron T. Beck in the 1960s, is a structured approach to addressing psychological distress by focusing on the influence of thoughts on emotions and behaviors. All cognitive therapies involve the basic assumption that human beings have control over their feelings, and that how individuals feel about something depends on how they think about it. Unlike psychoanalytic methods that delve into unconscious processes or humanistic approaches emphasizing...
18
Cognitive Learning01:21

Cognitive Learning

93
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
93
Modeling in Therapy01:26

Modeling in Therapy

26
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
26
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

21
Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...
21
Rational Emotive Behavior Therapy01:24

Rational Emotive Behavior Therapy

20
Cognitive-behavioral therapies (CBTs) are grounded in the belief that our thoughts profoundly influence our emotions and actions. Advocates of CBT emphasize three core assumptions: first, that cognitions are identifiable and measurable; second, that they are central to psychological functioning; and third, that irrational or maladaptive beliefs can be replaced with rational and adaptive ones. This transformative approach to therapy has paved the way for specific models such as Albert...
20
Beck's Cognitive Therapy01:25

Beck's Cognitive Therapy

20
Cognitive therapy is a psychological approach designed to address distortions in thinking, which can lead to negative emotions and unrealistic beliefs. These cognitive distortions often influence how individuals interpret and respond to situations, exacerbating emotional distress. Below are some prevalent cognitive distortions, their characteristics, and examples of how they manifest in thought processes.
Arbitrary Inference
Arbitrary inference involves making conclusions without sufficient...
20

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相关实验视频

Updated: May 10, 2025

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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学习培训作为一种认知重组干预措施.

Agnes Norbury1, Quentin Dercon1, Tobias U Hauser2

  • 1Applied Computational Psychiatry Lab, Max Planck Centre for Computational Psychiatry and Ageing Research, Queen Square Institute of Neurology and Mental Health Neuroscience Department, Division of Psychiatry, University College London, London, UK.

Biological psychiatry. Cognitive neuroscience and neuroimaging
|April 27, 2025
PubMed
概括
此摘要是机器生成的。

认知治疗培训改善了个人如何解释事件,减少了消极的信念,并促进了自我提升的归因. 这种学习方法显示了对理解事件原因的好处,表明了个性化治疗支持的潜力.

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科学领域:

  • 认知心理学 认知心理学
  • 临床心理学 临床心理学
  • 计算精神病学是一种计算精神病学.

背景情况:

  • 抑郁情绪的认知疗法涉及挑战负面信念.
  • 更好地识别负面信念和偏见的解释作为症状变化的机制的作用仍然不清楚.

研究的目的:

  • 调查学习任务和认知重组干预对因果归因倾向的影响.
  • 为了确定是否提高识别自我增强解释的能力会影响症状的变化.

主要方法:

  • 在线随机对照实验设计与两个研究 (N=200和N=164).
  • 参与者完成了学习任务 (识别自我增强的解释) 和认知重组干预.
  • 数据使用层次化的贝叶斯模型进行分析.

主要成果:

  • 学习培训和认知重组都减少了无助的归因,增加了自我提升的归因.
  • 归因趋势的变化与学习培训期间的更高的学习率相关.
  • 没有证据表明认知重组后更快的学习与归因变化有关;较高的学习率表明对任务的理解更好.

结论:

  • 从计算模型获得反的个性化培训可能会增加治疗效果.
  • 这种方法可以作为学习支持工具,用于治疗低情绪的治疗干预.