Assessing deictic relational responding in psychosis using the implicit relational assessment procedure

The current study sought to investigate perspective-taking in a group of individuals diagnosed with psychosis. The Psychosis Implicit Relational Assessment Procedure (Psychosis-IRAP) contrasted statements and questions referring to 'psychotic' and 'non-psychotic' experiences. The IRAP and a Faux-pas (Theory of Mind) test were presented to two groups of participants: a clinical group with a diagnosis of psychosis and a control group. IRAP effects for each group were in the predicted direction and a ROC analysis showed that the IRAP correctly classified 80% of the individuals with psychosis with a sensitivity level of 84.2% and a specificity level of 27.8%. The IRAP was thus successfully used to correctly classify the population of clinical individuals. However, the study also demonstrated that the two groups were similar with regard to their level of competency on the perspective-taking IRAP. The article also discusses the relationship between the data and recent developments in RFT, in terms of relational flexibility

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Assessing deictic relational responding in social anxiety using the implicit relational assessment procedure

The current study sought to investigate perspective-taking in a group of individuals diagnosed with psychosis. The Social Anxiety Implicit Relational Assessment Procedure (SA-IRAP) contrasted statements and questions referring to 'anxious' and 'non-anxious' experiences. The SA-IRAP and a Faux-pas (Theory of Mind) test were presented to two groups of participants: a clinical group with a diagnosis of social anxiety and a group of controls. IRAP effects for each group were in the predicted direction and a ROC analysis showed that the IRAP correctly classified 77% of the individuals with social anxiety with a sensitivity level of 97% and a specificity level of 36%. The IRAP was thus successfully used to correctly classify the sample of clinical individuals. However, the study also demonstrated that the two groups were similar with regard to their level of competency on the perspective-taking IRAP. The article also discusses the relationship between the data and recent developments in RFT

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Celeration of Executive Functioning while Solving the Tower of Hanoi: Two Single Case Studies Using Protocol Analysis

The present study was designed to systematically explore individual learning abilities by an in depth analysis of the performances of two single participants on the five disk Tower of Hanoi. Verbal protocols were obtained to provide us with a detailed picture of strategy development and learning. Correct and incorrect responses were plotted on a Standard Celeration Chart in order to analyze the growth of learning across time (i.e., celeration). Protocol analysis revealed that both participants formulated rules, indicating the presence of previously learned problem-solving strategies or “schemas,” but also showed a substantial difference in adequately adapting these rules to modify their executive behaviour. Furthermore, celeration trends indicated a markedly increase of speed and accuracy level for performances of participant A, whereas performances of participant B showed no (significant) changes in behaviour accuracy. We concluded that a systematic investigation of the actual processes that underlie the acquisition of strategies using protocol analysis, can provide us with a detailed picture of individual differences on EF. Additionally, the Standard Celeration Chart proved to be a good assessment method to monitor behavioural changes and individual learning. On the critical side, further investigation of the differential effects of age, gender and pathology on individual performance seems to be warranted (AU)

El presente estudio se diseñó para explorar sistemáticamente habilidades de aprendizaje individual mediante un profundo análisis de las ejecuciones de dos participantes en los cinco discos de la Torre de Hanoi. Se obtuvieron protocolos verbales para proporcionar una detallada imagen del desarrollo de estrategias y aprendizaje. Las respuestas correctas e incorrectas se dispusieron sobre un gráfico de aceleración en order a analizar el creci- miento del apredizaje a lo largo del tiempo. El análisis del protocolo reveló que ambos participantes formularon reglas, indicando la presencia de estrategias de solución de problemas previamente aprendidas o “esquemas”, pero también mostraron una diferencia sustancial en adaptar adecuadamente estas reglas para modificar su ejecución. Además, las tendencias de aceleración indican un marcado incremento de la velocidad y del nivel de precisión en las ejecuciones del participante A, mientras que las ejecuciones del participante B no mostraron cambios significativos en la precisión. Se concluye que la investigación sistemática de los procesos que subyacen la adquisición de estrategias usando análisis de protocolos, puede proporcionar una imagen detallada de las diferencias individuales en funcionamiento ejecutivo. Adicionalmente, el empleo de la Standard Celeration Chart prueba ser un buen método de evaluación para observar los cambios conductuales y el aprendizaje individual. Son necesarios nuevos estudios sobre los efectos diferenciales de la edad, el sexo y la presencia de patologías (AU)