By Luciano L'Abate
This provocative quantity updates L' Abate's signature principles, focusing specifically at the options of concreteness and specificity as uncomplicated tenets of assessment and remedy. Noting society's becoming familiarity with expertise, present issues approximately therapy accessibility, and common curiosity in wellbeing advertising, he argues for remote-writing workouts distinctive to express buyer concerns and monitored via the clinician rather than hoping on conventional talk-based remedy. This recognition to concreteness and specificity in baseline review, post-treatment review, and follow-up, the writer asserts, is imperative to creating remedy replicable, much less topic to impasses or missteps, and extra specialist, with the possibility of altering how treatment is performed in addition to how clinicians are proficient and perform. The book's framework contains rationales, versions, empirical facts, and examples of prescriptive remote-writing routines.
Featured within the assurance:
- Online interventions: right here to stick and to grow.
- Verifiability in scientific psychology practices.
- Present prestige and destiny views for character and relations assessment.
- Practice with no theory/combining idea with practice.
- Toward a unifying framework of human relationships
- PIPES: Programmed Interactive perform workout and Prescriptions.
Concreteness and Specificity in scientific Psychology will carry a brand new point of debate and debate between medical psychology practitioners and practising psychotherapists in inner most perform and the general public sector.
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Extra info for Concreteness and Specificity in Clinical Psychology: Evaluations and Interventions
Results confirm a prediction based on the theory that adjective ordering is a function of the concreteness and specificity of adjective meaning (italics mine). Four experiments were conducted to investigate the effects of word concreteness (C), imagery (I), and specificity, and association value (AV) of nonsense syllables on stimulus–response (S–R) and R–S learning (Yarmey and OʼNeill 1969). Results indicated that both S–R and R–S PA learning were highly facilitated by stimuli C and I with paired nouns and nouns-high AV nonsense syllables as stimulus materials.
A naming method was adopted: Participants had first to evaluate what a specific icon pictured (pictorial transparency) and, directly after, they had to indicate the iconʼs meaning in the context of mobile communication (semantic transparency and comprehensibility). Results showed that the comprehensibility of icons mainly depend on two major characteristics, which can be regarded as culture unspecific. No matter which cultural background users have, the more details an icon contains and the more concrete an icon is, the more it is correctly interpreted (italics mine).
In two experiments, the authors investigated the influence of a sentence context on the processing of abstract and concrete words. In the first experiment, 17 college students completed a word-naming task in which abstract and concrete words were presented in either a meaningful or a neutral sentence context. Abstract words took longer to name than concrete words when presented in a neutral context, suggesting that concreteness effects occur early in the processing of words. In the second experiment, 21 college students judged whether abstract and concrete words were meaningful sentence completions; the words were presented in either a meaningful or a nonmeaningful context.
Concreteness and Specificity in Clinical Psychology: Evaluations and Interventions by Luciano L'Abate