University of California, Berkeley, United States.
University of California, Berkeley, United States.
J Behav Ther Exp Psychiatry. 2020 Dec;69:101579. doi: 10.1016/j.jbtep.2020.101579. Epub 2020 May 4.
Client memory and learning is limited for psychological treatment contents. This study investigated different approaches to support client memory and learning of treatment contents and the relationship between memory and learning of treatment contents and outcome.
Adult participants (n = 428) were recruited through Amazon's Mechanical Turk and randomized to complete one of three versions of a one-session procrastination intervention. Two versions of the intervention included different amounts of memory support strategy types from the Memory Support Intervention. A control version did not include any types of memory support. Memory and learning of treatment contents were assessed immediately after the intervention and one week later. Procrastination and two mechanisms of procrastination (impulsiveness and self-efficacy) were assessed at baseline and one week after the intervention.
Contrary to the hypotheses, a version of the intervention with multiple types of memory support strategies was not associated with better memory and learning of treatment contents than a version of the intervention with only one type of memory support strategy or the control intervention. Greater memory and learning of treatment contents predicted improvement in mechanisms of procrastination, but not procrastination itself.
The mean level of procrastination in this study was lower than in other treatment studies of procrastination.
Results partially support the rationale for the Memory Support Intervention that improving client memory and learning of treatment contents can improve outcome. Findings suggest that the Memory Support Intervention may be simplified to include fewer strategies without compromising efficacy.
客户对心理治疗内容的记忆和学习能力有限。本研究探讨了支持客户记忆和学习治疗内容的不同方法，以及治疗内容的记忆和学习与结果之间的关系。
通过 Amazon 的 Mechanical Turk 招募成年参与者（n=428），并将他们随机分配到一个包含三种不同版本的单次拖延干预措施的组中。其中两个版本的干预措施包含来自记忆支持干预的不同数量的记忆支持策略类型。一个控制版本不包含任何类型的记忆支持。在干预后立即和一周后评估治疗内容的记忆和学习情况。在干预前和干预后一周评估拖延和拖延的两个机制（冲动性和自我效能感）。
与假设相反，包含多种记忆支持策略类型的干预版本与仅包含一种记忆支持策略类型的干预版本或控制干预相比，并未导致更好的治疗内容记忆和学习。治疗内容的记忆和学习能力的提高预测了拖延机制的改善，但不能预测拖延本身。
本研究中拖延的平均水平低于其他拖延治疗研究。
结果部分支持记忆支持干预的原理，即提高客户对治疗内容的记忆和学习能力可以改善结果。研究结果表明，记忆支持干预可以简化，减少策略数量而不影响疗效。
