Personalidad, psicología clínica y anormal
GRE Subject Test · GRE Psychology Tema 5 3:11 Narración en inglés · Subtítulos en inglés + 中文 quemados en pantalla
Capítulos
Transcripción
Trait descriptions summarize relatively stable patterns; behavioural accounts examine learned contingencies; cognitive accounts examine interpretations; psychodynamic accounts emphasize unconscious processes; humanistic accounts emphasize experience and growth.
特质描述总结了相对稳定的模式。 行为解释考察习得的条件关系。
Compare the mechanism and evidence, rather than treating these as interchangeable names.
认知解释考察解读方式。 精神动力论强调无意识过程。
Clinical categories summarize patterns under a specified diagnostic framework.
人本主义强调体验与成长。 请比较其机制与证据，而非将其视为可互换的名称。
Their boundaries do not establish causes.
临床分类是在特定诊断框架下对模式的总结。
CL.1, CL.2 and EP.1 provide educational classification and outcome interpretation.
其边界并不能确立病因。 CL.1、CL.2 和 EP.1 提供教育分类及结果解释。
Trait theories describe relatively stable dimensions; other personality theories emphasise learning, cognition or internal dynamics.
特质理论描述相对稳定的维度。 其他人格理论强调学习、认知或内部动力。
Clinical classification uses patterns, impairment, context and differential explanations.
临床分类使用模式、功能损害、情境和鉴别解释。
A symptom alone is insufficient.
仅凭单一症状是不够的。
Therapies differ in proposed mechanisms.
不同疗法在假设机制上存在差异。
Cognitive approaches examine thoughts; behavioural approaches change learning contingencies.
认知取向关注思维，行为取向改变学习条件。
Treatment studies need suitable comparison groups and defined outcomes.
治疗研究需要合适的对照组和明确的结局指标。
These lessons teach academic concepts, not self-diagnosis or treatment advice.
本课讲授学术概念，而非自我诊断或治疗建议。
A pupil's self-report scores are stable across weeks but change when a teacher is present.
学生的自评分数在数周内保持稳定，但在教师在场时发生变化。
What does this suggest about assessment?
这说明了什么关于评估的问题？
Stable scores can show repeatability under similar conditions.
稳定的分数可以显示在相似条件下的可重复性。
The teacher's presence may change social desirability or perceived consequences, so interpretation also depends on setting.
教师的在场可能会改变社会期许或感知的后果，因此解释也取决于情境。
Use appropriate multiple methods and contexts; consistency alone neither validates a trait interpretation nor supplies a diagnosis.
请使用适当的多种方法和情境。 仅凭一致性既不能验证特质解释，也不能提供诊断。
Bandura's reciprocal determinism: person, behaviour and environment influence one another.
班杜拉的交互决定论：个人、行为和环境相互影响。
Read the labels before drawing a conclusion.
先读清标签，再下结论。
An uncontrolled support programme reports large improvement among people selected for unusually high initial scores.
一个无对照的支持项目报告称，在因初始得分异常高而被选中的人群中出现了显著改善。
Give two alternatives to a treatment effect and one useful comparison.
请给出两种治疗效果的替代解释以及一个有用的比较方法。
Pause before the model.
请先暂停，完成这道原创练习再继续。
Regression toward the mean and natural change can reduce extreme scores; expectancy can also contribute.
均值回归和自然变化可能降低极端分数。 期望效应也可能产生贡献。
An ethically appropriate randomized comparison with a defined outcome and follow-up helps estimate a programme effect.
一个符合伦理的随机对照研究，具有明确的结局指标和随访，有助于估计项目效果。
Consider attrition and uncertainty.
需考虑脱落率和不确定性。
A classroom case cannot justify personal treatment advice.
课堂案例不能为个人治疗建议提供依据。
Do not diagnose yourself or classmates from a multiple-choice description.
请勿根据多项选择题的描述对自己或同学进行诊断。
Actual assessment belongs to qualified clinicians.
实际评估应由合格的专业人员完成。
State the source and the limits.
请注明信息来源及其局限性。
A personality questionnaire correlates with distress.
人格问卷与心理困扰相关。
Why does that neither establish a disorder nor identify its cause?
但这为何既不能确立障碍，也不能确定其成因？
Pause and write a justified answer.
请先暂停，完成这道原创练习再继续。