The evolution of psychotheroapy training: reflections on manual-based learning and future alternatives.

Although psychotherapists-in-training may rely significantly on their clinical intuitions when first beginning to practice therapy, they quickly discover that much more is required to conduct effective treatment. Increasingly over the past two decades, training manuals have been used to impart explicit guidelines to beginning psychotherapists. In addition, manuals offer a means for helping more experienced therapists to learn new approaches, while also allowing careful research on the relative efficacy of different psychotherapies. In some instances, manuals have been designed specifically to address troublesome transference and countertransference issues (e.g., Time-Limited Dynamic Psychotherapy; Strupp & Binder, 1984). But even manualized treatments that target hostile interactions between therapist and patient are sometimes of limited use in teaching therapists to work with difficult patients, as illustrated by the Vanderbilt II Psychotherapy Research Project. Experimental research on the distinctions between implicit learning and explicit learning (e.g., Lee & Vakoch, 1996) helps explain the constraints of manualized treatments. By relying on explicit, clearly articulated guidelines, treatments conducted in accordance with manuals may interfere with tacit reasoning processes. As a consequence of the strong emphasis that manuals place on explicit rules for treatment, this type of training can hinder the development of complex clinical judgments. Future generations of novice psychotherapists may benefit from training experiences that are designed to promote an integration of implicit and explicit learning.

Transfer and retention of implicit and explicit learning.

Two parallel tasks involving rule learning were used to assess implicit and explicit learning. The complex task (occurring in the complex rule-line condition) involves predominantly implicit learning, and the simple task (occurring in the simple rule-number condition) requires primarily explicit learning. Implicit learning clearly showed negative transfer from previous implicit learning experience, whereas explicit learning showed strong positive transfer. Subjects' explicit knowledge declined and implicit knowledge remained at the same level when retested one week later. The results are discussed in terms of principles guiding the learning and transfer of explicit and implicit knowledge. This is consistent with the assertion that implicit and explicit learning involve two functionally different learning systems.

Tone perception in Cantonese and Mandarin: a cross-linguistic comparison.

This study investigated the effects of linguistic experience on tone perception. Both Cantonese (in Experiment 1) and Mandarin (in Experiment 2) tones, including both lexical and nonlexical tones, were presented to three groups of subjects: Cantonese, Mandarin, and English native speakers. Subjects were asked to determine whether two auditorily presented tones were the same or different. The interval between the presentation of the two tones, and the level of interference during this interval, were manipulated. Native speakers did better at discriminating tones from their own languages than the other two groups of subjects, for both lexical and nonlexical tones. Subjects did worst when they were required to count backward during the interstimulus interval. Cantonese speakers were better than both Mandarin and English speakers at discriminating Cantonese tones, and there was no difference between Mandarin and English speakers, except in one condition. Mandarin speakers did better than both Cantonese and English speakers, and Cantonese speakers did better than English speakers, at discriminating Mandarin tones. Results are discussed in terms of the effects of language background, differences between Cantonese and Mandarin tones, and the nature of encoding in short-term memory.