Sistemas diagnósticos e classificação de transtornos
GRE Subject Test · GRE Psychology Tópico 8 3:34 Narração em inglês · Legendas em inglês + 中文 gravadas
Capítulos
Transcrição
The recorded teaching names DSM-5-TR; the historical ETS practice form is not authority for every current diagnostic criterion.
录音教学引用的是DSM-5-TR。 历史上的ETS练习形式并非当前所有诊断标准的权威依据。
A diagnosis requires its complete pattern and exclusions under the applicable manual.
诊断需要符合适用手册中的完整模式及排除标准。
Duration is one piece of evidence, never a sufficient decision rule.
持续时间只是证据之一，绝非充分的判定规则。
Predisposition and stress are risk concepts: neither a family history nor an adverse event makes an outcome inevitable.
易感性和压力是风险概念。 家族史或不良事件均不能使结果成为必然。
Avoid classifying real people in classroom practice.
课堂实践中应避免对真实人物进行分类。
The recorded framework is DSM-5-TR.
记录框架为DSM-5-TR。
Clinical classification describes patterns; a category does not establish the cause of a presentation.
临床分类描述的是模式，类别本身并不能确立表现的病因。
Historical ETS items must be interpreted against their recorded source version.
历史ETS题目必须根据其记录的源版本进行解读。
Symptoms, duration, clinically significant distress or impairment, context and exclusions must be considered together.
症状、持续时间、临床显著痛苦或功能损害、背景及排除标准必须综合考量。
A short duration does not by itself establish acute stress disorder or any other diagnosis.
仅持续时间短这一项，并不足以确诊急性应激障碍或其他任何诊断。
The diathesis-stress model examines how vulnerability and environmental stress jointly affect risk.
素质-压力模型考察易感性与环境压力如何共同影响风险。
Neither a family history nor a later event establishes an inevitable outcome or a universal necessity/sufficiency rule.
家族史或后续事件均不能确立必然结果，也不存在普适的必要-充分条件规则。
Common educational distinctions include added experiences versus reduced functions in symptom descriptions, and episodic presentations versus enduring patterns.
常见的教育区分包括症状描述中的附加体验与功能减退，以及发作性表现与持久模式。
Full current criteria require an authenticated manual; the available GRE practice book is not that manual.
完整的现行标准需以经认证的指南为准；现成的GRE练习册并非该指南。
A fictional vignette supplies a recent adverse event and two symptoms but omits impairment, exclusions and a full assessment.
一个虚构案例提供了近期不良事件和两个症状，但省略了功能损害、排除标准及全面评估。
What conclusion is justified?
能得出什么合理结论？
The vignette identifies relevant evidence and missing information.
该案例指出了相关证据与缺失信息。
It cannot establish a diagnosis.
它无法确立诊断。
A duration threshold alone cannot turn a short account into an alternative disorder.
仅凭持续时间阈值不能将简短描述转化为另一种障碍。
The correct educational response is to name the missing criterion domains and source/version, not supply personal advice.
正确的教育性回应是指出缺失的标准领域及来源版本，而非提供个人建议。
Educational evidence domains: an incomplete vignette does not establish a diagnosis.
教育证据领域：不完整的案例描述无法确立诊断。
Keep the claim within the source example.
请将主张限定在原始示例范围内。
Two fictional people share a family risk factor; only one has a later stressor and difficulty.
两个虚构人物共享一个家族风险因素。 只有一人存在后续压力源和困难。
Explain the diathesis-stress interpretation and its limit.
请解释易感-应激模型及其局限性。
Pause before the model.
请先暂停，完成这道原创练习再继续。
The shared factor represents a possible vulnerability; the later event represents possible stress.
共享因素代表一种可能的易感性。 后续事件代表可能的压力。
An interaction account proposes that vulnerability and environment jointly affect risk.
交互理论提出，易感性与环境共同影响风险。
This comparison is consistent with the model, but cannot prove causation, necessity or sufficiency.
这种比较与模型一致，但无法证明因果关系、必要性或充分性。
Other exposures and protective factors may differ.
其他暴露因素和保护因素可能不同。
Do not infer a diagnosis from duration or a few symptoms, or offer personal treatment advice.
不要根据病程或少数症状推断诊断，也不要提供个人治疗建议。
State the source and the limits.
请说明信息来源及其局限性。
A vignette gives symptoms without duration, impairment or alternative explanations.
案例仅给出症状，未提及持续时间、功能损害或替代性解释。
What can responsibly be concluded?
能负责任地得出什么结论？
Pause and write a justified answer.
请先暂停，完成这道原创练习再继续。