Background: Cognitive behaviour therapy (CBT) employs a variety of psychological techniques and procedures with the aim of achieving cognitive change, such as in the strength of belief in dysfunctional cognitions. The present study aimed to investigate whether analogues of two commonly used CBT information presentation styles, Socratic Method, and didactic psychoeducation, differentially impacted upon the strength of a commonly held irrational belief. Method: Sixty-nine participants were recruited to participate in the online experimental study. Participants were allocated to one of the three conditions and presented with a 15-min intervention: an analogue of the Socratic Method, didactic psychoeducation, or non-relevant reading (the control condition). Measures of belief, anxiety, and behaviour relating to the target cognition were analysed preand post-intervention. Results: Results indicated significant change occurred in strength of belief from pre-to-post intervention across all three conditions. The Socratic analogue condition resulted in significantly greater belief change than the control condition, but did not display significantly greater belief change than the didactic psychoeducation condition. In contrast, the didactic psychoeducation condition did not display significantly different belief change than the control condition. Conclusions: The results of the study do not provide evidence of a clear superiority of an analogue of the Socratic Method relative to didactic psychoeducation, with regards to magnitude of belief change following a brief intervention. Despite a number of methodological limitations, the results of the present study do suggest that the impact of the Socratic Method on belief change warrants further investigation.

中文翻译：

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信息呈现方式对信念改变的影响：苏格拉底方法模拟的实验研究

背景：认知行为疗法 (CBT) 采用多种心理技术和程序，旨在实现认知改变，例如对功能障碍认知的信念强度。本研究旨在调查两种常用的 CBT 信息呈现方式、苏格拉底方法和教学心理教育的类似物是否对普遍持有的非理性信念的强度产生不同的影响。方法：招募了 69 名参与者参与在线实验研究。参与者被分配到三个条件之一，并进行 15 分钟的干预：苏格拉底方法的类似物、教学心理教育或非相关阅读（控制条件）。信念、焦虑、并在干预前和干预后分析与目标认知相关的行为。结果：结果表明，在所有三种情况下，干预前后的信念强度发生了显着变化。苏格拉底模拟条件导致比控制条件显着更大的信念变化，但没有显示出比教学心理教育条件显着更大的信念变化。相比之下，教学心理教育条件与控制条件没有显着不同的信念变化。结论：该研究的结果并没有提供证据证明苏格拉底式方法的类似物相对于说教式心理教育在短暂干预后信念改变的程度方面具有明显优势。尽管存在许多方法上的限制，