Department of Psychology, University of California, Berkeley
Department of Psychology, University of California, Berkeley.
Perspect Psychol Sci. 2014 Mar;9(2):161-79. doi: 10.1177/1745691614521781.
Mental disorders are prevalent and can lead to significant impairment. Some progress has been made toward establishing treatments; however, effect sizes are small to moderate, gains may not persist, and many patients derive no benefit. Our goal is to highlight the potential for empirically supported psychosocial treatments to be improved by incorporating insights from cognitive psychology and research on education. Our central question is: If it were possible to improve memory for the content of sessions of psychosocial treatments, would outcome substantially improve? We leverage insights from scientific knowledge on learning and memory to derive strategies for transdiagnostic and transtreatment cognitive support interventions. These strategies can be applied within and between sessions and to interventions delivered via computer, the Internet, and text message. Additional novel pathways to improving memory include improving sleep, engaging in exercise, and using imagery. Given that memory processes change across the lifespan, services to children and older adults may benefit from different types and amounts of cognitive support.
精神障碍普遍存在，并可能导致显著的损伤。虽然已经在建立治疗方法方面取得了一些进展；但是，效果大小较小到中等，收益可能不会持续，而且许多患者没有受益。我们的目标是强调通过将认知心理学和教育研究的见解纳入其中，可以提高经验支持的心理社会治疗的潜力。我们的核心问题是：如果有可能改善心理社会治疗课程内容的记忆，那么结果会有实质性的改善吗？我们利用关于学习和记忆的科学知识来得出跨诊断和跨治疗认知支持干预的策略。这些策略可以在治疗过程中、治疗之间以及通过计算机、互联网和短信进行的干预中应用。改善记忆的其他新途径包括改善睡眠、进行锻炼和使用图像。鉴于记忆过程会随着年龄的增长而变化，针对儿童和老年人的服务可能需要不同类型和数量的认知支持。
