bluuebunny/crossref_metadata_2025 huggingface dataset:
Asymmetrische Plurizentrizität und Sprachbewusstsein / Asymmetric Pluricentricity and Language Awareness: The Swiss Germans' Attitudes towards Standard German
Authors: Scharloth Joachim
Published: May 2007

The paper examines the language attitudes in non-dominating language communities of pluricentric languages. It asks in what way the fact of being a speaker of a non-dominating language community influences the perception of the own competence and of the evaluation of the different standard varieties of the pluricentric language. By examining the attitudes towards Swiss Standard German in German-speaking Switzerland it argues that speakers of non-dominating language communities often have the notion that their own standard variety being deficient combined with a feeling of lingual inferiority towards the speakers of the dominating community. Thus, the standard variety of the dominating community serves as a prestigious variety. In Switzerland these attitudes strongly correlate with the age of the acquisition of Standard German and the negative attitudes towards Germans. Finally the paper raises the question whether the concept of pluricentricity can adequately be used when there ist no awareness of pluricentricity among the speakers. The data presented derives from two empirical studies conducted in Switzerland in the summer of 2003: a survey on language attitudes and a subjective evaluation test.
Texte in Sprachforschung und Sprachunterricht. Neue Wege der italienisch-deutschen Kooperation. Tagung an der Universität Pisa, 21.-23. Oktober 2004 / Texts in language research and language instruction. New directions of Italian-German cooperation; Conference at the University of Pisa, 21-23 October 2004
Authors: Blühdorn Hardarik
Published: May 2007

An der Universität Pisa fand mit Unterstützung des Deutschen Akademischen Austauschdienstes und der Alexander-von-Humboldt-Stiftung vom 21. bis 23. Oktober 2004 eine Fachtagung zum Thema
Gestörte Wechselbezüge? Zum Verhältnis von Strafrechtswissenschaft und Rechtsprechung
Authors: Radtke Henning
Published: May 2007

I. Einleitung

„Es gibt nur wenige Staaten, in denen der fachliche Kontakt zwischen Rechtswissenschaft und Rechtsprechung so eng ist wie in der Bundesrepublik Deutschland. Das gilt auch für den Bereich des Strafrechts. In den höchstrichterlichen Entscheidungen wird das einschlägige Schrifttum regelmäßig herangezogen und zitiert. Auf der andere Seite findet in der wissenschaftlichen Literatur die höchstrichterliche Judikatur eingehende Beachtung”.
Der abgelehnte vorbefasste Privatgutachter – zweierlei Maß im Strafprozess?
Authors: Brammsen Joerg
Published: May 2007

Einführung

Wie zahllose andere Lebensbereiche der modernen Informations- und Dienstleistungsgesellschaft (z. B. Gesundheitswesen, Telekommunikation, Umweltschutz), sehen sich auch Behörden und Gerichte immer öfter hochkomplexen Fragestellungen etwa zur Schadensursächlichkeit ausgesetzt, die ohne Hinzuziehung fachkundiger Experten thematisch kaum näher konkretisiert, geschweige dann inhaltlich geklärt werden können. Einhergehend mit einem ungebrochen starken Trend zur Verwissenschaftlichung kommt es jedoch häufig zu persönlichen Akzeptanzkonflikten, die sich nur selten ohne Austausch missliebiger Beratungskräfte auflösen lassen. Zur Initiierung derartiger Austauschprozesse stellt das Prozessrecht involvierten Kreisen (Parteien und sonstigen Verfahrensbeteiligten wie Staatsanwaltschaft, Angeklagter, Verteidiger/Anwalt, Privat- und Nebenkläger, gesetzliche Vertreter u. a. m.) die Gutachterablehnung zur Verfügung, um bei vermuteter Voreingenommenheit den betreffenden Sachverständigen wegen Besorgnis der Befangenheit zurückzuweisen. Mit der Stattgabe des Antrages steht dieser Gutachter nicht mehr für das Verfahren zur Verfügung: Er darf selbst dann nicht vernommen, seine Ausführungen nicht verwertet werden, wenn er allein die zur Ausfertigung der Begutachtung notwendige Sachkunde besitzt.
Beyond the Charter: Peace Security and the Role of Justice: Bericht über die dritte Jahreskonferenz der Hague Academic Coalition
Authors: Rabbat Paul , Knust Nandor
Published: May 2007

Vom 5. bis 7. April 2006 fand in Den Haag die dritte Jahreskonferenz der Hague Academic Coalition mit dem Titel ,Beyond the Charter: Peace Security and the Role of Justice' statt. Die Eröffnungszeremonie wurde durch eine Ansprache von Luis Moreno-Ocampo, dem Chefankläger des Internationalen Strafgerichtshofs, eingeleitet; er veranschaulichte die Schwierigkeit, das Bedürfnis nach „Frieden” mit dem Bedürfnis nach „Gerechtigkeit” als teilweise konkurrierende Ziele innerhalb des Völkerstrafrechts in Einklang zu bringen. Die offizielle Eröffnung der Konferenz oblag Prinzessin Margriet, die das Hague Justice Portal einweihte. Dieses Internetportal wurde durch die sechs Mitglieder der Hague Academic Coalition initiiert und umfasst die aktuellen Themen des Völkerrechts. Im Anschluss an die Eröffnung folgten die Vorträge der einzelnen Referenten. Abgeschlossen wurde der Konferenztag mit einer Podiumsdiskussion.
Corrosion of Low-Carbon Steels in Sulfuric Acid
Authors: Hosseini S. M. A. , Tajbakhsh S.
Published: May 2007

The corrosion behavior of some low-carbon steels in different concentrations of inhibitor in 0.5 M sulfuric acid solution were studied by potentiodynamic polarization measurements with a scan rate of 1mVs-1 at various temperatures (293–323 ± 1K). It was found that the inhibitor is adsorbed on the steel surface and the experimental results are in agreement with Temkin isotherm. Negative values of the free energy of adsorption were obtained indicating the spontaneity of adsorption process. The formation of insoluble complexes as a result of interaction between metal cations and inhibitor is also discussed and some corrosion parameters such as cathodic Tafel slope, corrosion potential, corrosion current, passivation potential, passivation current, surface coverage and inhibition efficiency were calculated.
Hydrophobic Interactions of Xenon by Monte Carlo Simulations
Authors: Coskuner Orkid , Deiters Ulrich K.
Published: May 2007

Hydrophobic interactions of xenon atoms dissolved in liquid water were studied by NpT Monte Carlo simulations in the temperature range 298.15 to 333K and at ambient pressure. Structural properties of dilute xenon solutions were calculated and compared to those of bulk water in order to show the influence of the hydrophobic solute. It was found that the xenon atoms tend to aggregate with increasing temperature. At low temperatures the aggregates are predominantly solvent-separated pairs; at higher temperatures the quota of contact pairs increases. Furthermore, the residual chemical potentials of xenon and water were calculated with different methods; it was found that the Widom insertion methods works best for this system. For the thermodynamic conditions of this work, the residual chemical potential of water in the presence of xenon was found to be a linear function of temperature.
Investigations on the Structure of Fluid Methane by Neutron Diffraction Experiments
Authors: Kreitmeir Markus , Bertagnolli Helmut , Tödheide Klaus , Soper Alan K.
Published: May 2007

High pressure neutron diffraction experiments on a mixture of CH4 and CD4 as well as on pure deuterated methane CD4 were performed at three supercritical states. The structure factor was determined at three different densities at a temperature of T = 370K. The intra- and intermolecular structure was determined from the structure factor. The results from pure CD4 are in very good agreement with former neutron diffraction experiments. The experiments on the isotopic mixture allowed the direct determination of the pair correlation function of the molecular centres. The results of the diffraction experiments are presented in this paper.
The Relationship Between Estimated and Registered Natural Head Position
Authors: Jiang Jiuhui , Xu Tianmin , Lin Jiuxiang
Published: May 2007

Objective: To study the inherent relationship between registered and estimated natural head position and further explore the nature of natural head position.

Materials and Methods: Thirty-one pretreated patients were included in this study. Both registered natural head position (RNHP) and estimated natural head position (ENHP) were obtained. For RNHP, mirror orientation was used to help to adjust the subject's head position. For ENHP, two approved standard photographs were studied by the assessors before estimation. Correlation analysis was used to analyze the relationship between two angles: Rphoto/Rxray and Ephoto/ Eray.

Results: A significant correlation was found between RNHP and ENHP, both on the photographs and on the cephalograms.

Conclusion: There is a strong correlation between RNHP and ENHP. RNHP is the subjective perception of the subject and gets some objective meaning by mirror orientation. ENHP is the subjective perception of assessors and gets objective meaning by a standardization session in advance. The mirror orientation of RNHP and the advance standard study of ENHP are crucial for validity and accuracy of NHP as an extracranial reference plane.
Enamel Surfaces Following Interproximal Reduction with Different Methods
Authors: Danesh Gholamreza , Hellak Andreas , Lippold Carsten , Ziebura Thomas , Schafer Edgar
Published: May 2007

Objective: To assess the surface roughness resulting after application of currently available interproximal polishing.

Materials and Methods: The analysis was carried out by means of digital subtraction radiography, profilometry, and scanning electron microscopy. The roughness of natural untreated enamel served as the reference. Five enamel reduction methods were tested (Profin, New Metal Strips, O-Drive D30, Air Rotor, and the Ortho-Strips) and were applied in accordance with their manufacturers' recommendations. Fifty-five teeth were treated by randomly chosen methods, all of which were applied by one person. One proximal surface was only ground and left unpolished while the other received the finishing and polish recommended by the manufacturer.

Results: Loss of tooth substance, as measured by subtraction radiography, was significantly lower (P < .05) for the group treated with Ortho-Strips. Profilometric analysis of enamel roughness showed that the use of Ortho-Strips, O-Drive D30, and New Metal Strips in the grinding mode produced equally rough surfaces (P > .05). The Air Rotor and Profin system in the grinding mode produced the significantly (P < .05) roughest surfaces. A significant (P < .05) reduction of the mean roughness values was registered in all groups when treatment was followed by polishing. The Profin system and Ortho-Strips achieved the significantly smoothest surfaces (P < .05) with polishing.

Conclusions: In general, interproximal enamel reduction should be followed by thorough polishing. Furthermore, oscillating systems seem to be advantageous.
The Power of Feedback
Authors: Hattie John , Timperley Helen
Published: May 2007

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
Understanding charts and graphs
Authors: Kosslyn Stephen M.
Published: May 2007

Many charts and graphs do not convey information effectively. This article develops a way of analysing the information in charts and graphs that reveals the design flaws in the display. The analytic scheme requires isolating four types of constituents in a display, and specifying their structure and interrelations at a syntactic, semantic, and pragmatic level of analysis. As the description is constructed, one checks for violations of ‘acceptability principles’, which are derived from facts about human visual information processing and from an analysis of the nature of symbols. Violations of these principles reveal the source of potential difficulties in using a display.
Errors in the quantification of uncertainty: A product of heuristics or minimal probability knowledge base?
Authors: Gebotys R. J. , Claxton‐Oldfield S. P.
Published: May 2007

The use of intuitive heuristics (e. g. representativeness and availability) has been put forward as an explanation for people's assignment of probabilities (Tversky and Kahneman, 1971). This phenomenon is seen as robust since experts as defined by education (professional psychologists), despite advanced training in statistics and methodology, rely on the same heuristics as novices (lay people). Both experts and novices as defined by education were studied in a series of experiments and further classified as experts and novices according to their probability knowledge base, prior to receiving (or not) a brief (15‐minute) training session. Immediately following training, subjects completed a probability test which consisted of ten Tversky and Kahneman (e. g. 1974) problems. The training significantly increased the number of problems correctly solved on the probability test and eliminated the expert/novice education classification. The results of a follow‐up test 5 weeks after the experiment indicated that the training group maintained its superior performance. It is proposed that failure to use proper methods of probability assignment may not be due to intrinsic human inference biases or heuristics, but is a result of a minimal probability knowledge base.
Using statistical risk information to assess oral contraceptive safety
Authors: Halpern Diane F. , Blackman Sonia , Salzman Billie
Published: May 2007

The effect of variations in the presentation of oral contraceptive risk information on perceived safety was investigated. Four tests of the hypothesis that consumers focus on the absolute value of the numbers presented when assessing risk probabilities were performed with the following results: (1) when base rates are given, risks are perceived as less likely than when base rates are not given; (2) risks seem smaller when the information provided focuses on the number that willnotdie than when the number of expected deaths is presented; (3) contrary to our expectation, respondents do not focus on foreground numbers when risk was represented in an ‘X out of Y occurrences’ format; (4) respondents judged a risk of ‘4.15 times greater’ as less likely than when the information was presented as ‘415% greater risk’. We concluded that consumers convert statistical risk information into judgements about the magnitude of the number presented (small or large number) and utilize this more meaningful information when making risk judgements.
Analogical transfer in young children: Analogies as tools for communication and exposition
Authors: Brown Ann L. , Kane Mary Jo , Long Carolyn
Published: May 2007

Children's ability to transfer what they learn in one situation to analogous problems was examined in a series of four studies. Subjects ranged in age from 3 to 10 years. The problems involved novel uses of familiar tools or simple biological themes such as mimicry as a method of defence. The data suggest that the apparent transfer reluctance shown by children in previous studies is the result of what they have been required to learn and the conditions under which they have been required to learn it. In the present studies, children as young as 3 years transferred readily if the problem domain was one they understood and engaged in, and if the traditional laboratory paradigm was modified so as to promote transfer rather than just to test for its spontaneous occurrence.
The memory of concentration camp survivors
Authors: Wagenaar Willem A. , Groeneweg Jop
Published: May 2007

This study is concerned with the question whether extremely emotional experiences, such as being the victim of Nazi concentration camps, leave traces in memory that cannot be extinguished. Relevant data were obtained from testimony by 78 witnesses in a case against Marinus De Rijke, who was accused of Nazi crimes in Camp Erika in The Netherlands. The testimonies were collected in the periods 1943–1947 and 1984–1987. A comparison between these two periods reveals the amount of forgetting that occurred in 40 years. Results show that camp experiences were generally well‐remembered, although specific but essential details were forgotten. Among these were forgetting being maltreated, forgetting names and appearance of the torturers, and forgetting being a witness to murder. Apparently intensity of experiences is not a sufficient safeguard against forgetting. This conclusion has consequences for the forensic use of testimony by witnesses who were victims of violent crimes.
Improving eyewitness recall for licence plates
Authors: MacKinnon David P. , O'Reilly Kim E. , Geiselman R. Edward
Published: May 2007

Two methods for maximizing the completeness and accuracy of eyewitness recall for licence plates were evaluated in this research: (1) asking questions derived from generally accepted principles of memory retrieval enhancement (Geiselman, Fisher, Firstenberg, Hutton, Sullivan, Avetissian and Prosk, 1984; Geiselman, Fisher, MacKinnon and Holland, 1985, 1986) and (2) providing subjects with a licence plate simulation device to view and interchange alphanumeric characters. Undergraduate subjects viewed a series of slides portraying a young man, placing a television set in a car and driving down the street. With a seven‐character California plate in Experiment 1 (n = 151), subjects in the condition with the simulation device and cognitive interviewing had a significant 22 per cent increase in correct licence plate recall. The results were replicated in Experiment 2 (n = 108) with an 18 per cent increase in correct information using a six‐character plate. Errors appeared to be those letters adjacent in the alphabet to the licence plate letters.
Response scales as frames of reference: The impact of frequency range on diagnostic judgements
Authors: Schwarz Norbert , Bless Herbert , Bohner Gerd , Harlacher Uwe , Kellenbenz Margit
Published: May 2007

In social and psychological research, respondents are often asked to report the frequency of a behaviour by checking the appropriate alternative from a list of response categories provided to them. Previous research indicated that respondents extract comparison information from the range of the response alternatives, assuming that the average respondent is represented by values in the middle range of the scale, and that the extremes of the scale represent the extremes of the distribution. Extending this line of research, the present studies demonstrate that the users of a respondent's report are also likely to use the range of the response alternatives as a frame of reference in evaluating the implications of the report. Specifically, subjects are found to draw different conclusions about the respondent's personality (Experiment l ), or the severity of his or her medical condition (Experiment 21, from the same absolute frequency report, depending upon the range of the response scale on which the frequency was checked. Moreover, experienced medical doctors were as likely to be influenced by scale range as first‐year medical students, suggesting that the phenomenon is of considerable applied importance. Implications for the use of response alternatives in psychological research and diagnostic judgement are discussed.
Displaying proportions and percentages
Authors: Spence Ian , Lewandowsky Stephan
Published: May 2007

Pie and bar charts are commonly used to display percentage or proportional data, but professional data analysts have frowned on the use of the pie chart on the grounds that judgements of area are less accurate than judgements of lenth. Thus the bar chart has been favoured. When the amount of data to be communicated is small, some authorities have advocated the use of properly constructed tables, as another option. The series of experiments reported here suggests that there is little to choose between the pie and the bar chart, with the former enjoying a slight advantage if the required judgement is a complicated one, but that both forms of chart are superior to the table. Thus our results do not support the commonly expressed opinion that pie charts are inferior. An analysis of the nature of the task and a review of the psychophysical literature suggest that the traditional prejudice against the pie chart is misguided.
Analysis of cycling skill: A cognitive approach
Authors: Wierda M. , Brookhuis K. A.
Published: May 2007

Riding a bicycle can be considered as a combination of perceptual‐motor and cognitive tasks. The task is divided into three functional levels: control, manoeuvring and strategic. Relevant (cognitive) abilities at the first two levels must be acquired and automatized through extensive experience. The processes which are not yet automatized may claim attention and will, therefore, interfere with other processes demanding attention. In this experiment, subjects of various ages and bicycling experience participated. The hypothesis was verified that novice cyclists cannot accomplish traffic‐relevant cognitive tasks while they ride a bicycle; possible countermeasures were discussed.
Characteristics of interval‐based estimates of autobiographical frequencies
Authors: Blair Edward A. , Ganesh Gopala K.
Published: May 2007

Estimates of autobiographical frequencies can be obtained through various types of questions. This paper focuses on interval‐based measures, where frequency is imputed from reports of the length of time between events (e. g. 7 days between events implies 52 events per year). We find that interval‐based measures tend to produce higher estimates than other types of frequency measures, and that differences among measures may be attributable to a variety of cognitive factors.
Relations between approaches to studying and note‐taking behaviour in lectures
Authors: Wilding John , Hayes Sonia
Published: May 2007

Copies of notes taken during a lecture were obtained from first‐year psychology students, and the relations examined between measures derived from these (the number of points recorded, the number of words written, and the number of words per point) and a number of variables measuring personality and approach to studying. Three variables were found to be related to the measures derived from the notes: older students, those scoring high on strategic learning (strategy component) and those scoring high on surface learning (motivational component), both measured by questions derived from Biggs (1979), produced longer notes and recorded more of the important points in the lecture. The results suggest that relations between approaches to studying and specific study behaviour are not straightforward and require more detailed investigation.
Factors predicting success and failure in the first‐year examinations of medical and dental courses
Authors: Wilding John , Valentine Elizabeth
Published: May 2007

Entrants to medical and dental courses in London University were given questionnaires covering aspects of study organization, attitudes towards the course, and approach to studying. Two factors were identified with a significant relation to examination performance at the end of the first year, a general study organization factor and performance at the GCE advanced level examination. The first was a stronger predictor than the second. However these factors only demonstrated a limited ability to identify students who failed the first year of the course, so can at best enable a modest improvement in selecting students who will pass, or in identifying students in need of counselling during the course. Some differences were found between results for the two samples and possible reasons for these are discussed.
Single‐word reading in college dyslexics
Authors: Watson Frances L. , Brown Gordon D. A.
Published: May 2007

Recent studies of single‐word processing in dyslexic populations have focused on the differential predictions made by ‘delay’ and ‘deviance’ models. Many experiments in this area have sought to determine whether the reading process in dyslexia is idiosyncratic or similar to processing in younger non‐dyslexic readers. Most relevant research has, however, failed to take account of recent developments in theoretical models of reading. Furthermore, relatively little research has examined the reading behaviour of ‘highly compensated’ subjects, who achieve high‐level academic qualifications despite their developmental dyslexia. The present paper examines such a population, and concludes that its single‐word reading is governed by the same spelling‐to‐sound word characteristics as reading by other groups. The implications of the results for the deviance/delay hypothesis and for models of word naming are discussed.
Video training of imagery for mature adults
Authors: West Robin L. , Crook Thomas H.
Published: May 2007

To examine the effectiveness of videotaped memory training, two groups of middle‐aged and older adults were given imagery training that included videotaped presentation of interactive imagery for object location recall and linking items on a list, and the image‐name match method for name recall. The training group performed significantly better than the waiting list on the initial post‐test, and the two groups were comparable after both groups had received training. Evidence for both maintenance and generalization was found. Videotaped presentation of imagery training is effective for mature adults as a self‐paced at‐home intervention, and has cost‐saving advantages over the predominant training methodology.
Age differences in skill acquisition and transfer in an implicit learning paradigm
Authors: Myers Carole , Conner Mark
Published: May 2007

Age differences in learning a complex cognitive skill are examined. The type of knowledge gained and levels of performance and transfer achieved, under different practice conditions, were compared in younger and older groups of trainees. The development of verbalizable knowledge about the task but not task performance itself varied as a function of age and practice condition. All trainees achieved transfer to novel versions of the task but older subjects appeared restricted to tasks drawn from the same semantic domain. The implications of these findings for developing training programmes for older workers are discussed.
Suggestiveness in photospread line‐ups: Similarity induces distinctiveness
Authors: Wogalter Michael S. , Marwitz D. Bradley , Leonard David C.
Published: May 2007

The present research examined whether line‐ups based on target (‘suspect’) face similarity are biased or suggestive. Four experiments are described in which subjects constructed photographic line‐ups by selecting foils similar in appearance to a target. Later, another group of subjects who had not seen the faces before (mock witnesses) were asked to pick out the targets from the line‐ups. All four experiments showed that mock witnesses selected the target significantly more often than expected by chance, thereby demonstrating suggestiveness. Three alternative line‐up construction methods were also evaluated. In these methods, foil selection was based not only on target similarity but also on similarity with one or more of the other line‐up faces. Results showed that alternative line‐up targets were not selected significantly more often than chance, suggesting that bias was reduced. An overall analysis showed that the alternative line‐ups were significantly less suggestive than target‐based line‐ups. The results indicate that foil selection procedures that incorporate foil‐to‐foil similarity produce fairer line‐ups than those exclusively based on target similarity.
Remembering intentions: A critical review of existing experimental paradigms
Authors: Kvavilashvili Lia
Published: May 2007

Remembering that one intends to do something is distinguished from remembering what one intends to do, and crucial design requirements for research on the former are elucidated. All of the few published studies on remembering intentions are classified into four possible research paradigms and are reviewed for design adequacy in the light of these crucial requirements. It is concluded that the best, but perhaps most difficult to implement, studies in the domain are those conducted under laboratory control in which one must remember to perform a single, repeated or multiple instances of natural‐seeming behaviour that one perceives to be entirely irrelevant to the purposes of the study in which one is engaged.
PI and RI in serial learning as a function of environmental context
Authors: Kanak N. Jack , Stevens Rick
Published: May 2007

The influence of the environmental context upon serial learning was investigated in a PI design in Experiment 1 and an RI design in Experiment 2. Either one or four lists learned either before or after the critical list were used to manipulate PI or RI, respectively. Learning the critical list in the same room as the interference‐inducing lists or in a different room provided the first context manipulation. The second context factor involved relearning the critical list in the same room as it was learned 24 hours earlier, or in a different one. In the PI study the early and middle thirds of the list were affected by context in original learning. In relearning, correct responses over the first two trials differed both as a function of number of prior lists learned and of original learning context. With RI, fewer trials to relearn were required by a condition involving facilitating context manipulations, relative to a neutral context, and a competing context condition was inferior. The results are largely consistent with predictions derived from the interference theory of forgetting and traditional associative learning theory.
Causal attributions and strategy use in relation to memory performance differences in younger and older adults
Authors: Devolder Patricia A. , Pressley Michael
Published: May 2007

A metacognitive hypothesis to explain age differences in adult memory is explored here–that younger and older adults differ in beliefs about memory and strategic processing. The motivational beliefs that adults make for their own memory performances were examined across tests of recall, recognition, face–name learning, and appointment‐keeping. Forty‐eight older and 48 younger community‐living adults were required to report the factors they believed influenced their performance and the memory strategies used for each task. A final questionnaire required subjects to rank order the importance of a list of causal factors. There were significantly more younger adults as compared to older adults who attributed performance to controllable factors (i.e. strategy use), although age differences in beliefs on a more familiar memory task were smaller than on other tasks. Moreover, within age groups, attributions to controllable factors were associated with increased memory performance compared to when memory was attributed to uncontrollable factors (i.e. ability, age). Believing that memory is uncontrollable may undermine the efficient use of effort in cognition, consistent with current metacognitive theory.
Reconstructive processing of memory content for high versus low test scores and grades
Authors: Bahrick Harry P. , Hall Lynda K. , Dunlosky John
Published: May 2007

Self‐reported SAT and ACT scores and grades in college‐level mathematics and related courses were verified for 494 individuals. Correct responses decline for 2 years and then stabilize. The percentage of correct responses is approximately twice as high for individuals whose grades are in the upper tercile than for those whose grades are in the lowest tercile. Given that an incorrect report is made, the proportion of those overstating grades or test scores is approximately 0.50 for those in the upper tercile of the distribution, and 0.90 and 0.75 for those in the lowest tercile of the grade and test score distribution. The inflated reports of grades and test scores by individuals with low scores are interpreted as reconstructions of memory content based on failure experiences and the affective context of these experiences.
The cognitive interview technique: Reviving the issues
Authors: Bekerian D. A. , Dennett J. L.
Published: May 2007

The cognitive interview technique (CI) has received considerable attention as one of the most succssful interview techniques applied to real‐life investigations, particularly police investigations. Although the general effects of CI are well documented, there are grounds for critical assessment. In this paper the theoretical principles behind the cognitive components of CI are provided. Variables that have been manipulated will be reviewed, as will conditions under which CI has been studied. The intention is to generalize across the major studies of CI and explore what patterns are present in the data. Issues are introduced that attempt to refine the theoretical underpinnings of CI, and provide direction for research.
Stimulus complexity and information integration in the spontaneous interpretations of line graphs
Authors: Carswell C. Melody , Emery Cathy , Lonon Andrea M.
Published: May 2007

Viewers of a graph will readily interpret its contents, even when given no explicit instructions regarding what information to extract. However, little is known about the strategies that subjects adopt when making such spontaneous interpretations. In the present experiments, subjects studied single‐function line graphs for self‐determined periods. They provided written interpretations immediately following examination of each graph. The structural complexity of stimulus graphs was varied by eliminating symmetry, and by adding data points, departures from linearity, and trend reversals. Across two experiments, number of trend reversals was the main determinant of comprehension difficulty as measured by study times. An increased number of reversals also resulted in more local, detail‐oriented content in interpretations. By contrast, the presence of such emergent features as symmetry and linearity led to increases in the amount of integrative, global content in interpretations, usually at the expense of local detail. Surprisingly, increases in the number of data points led to similar increases in the grain of subjects' interpretations. The last finding may reflect a shift from point‐by‐point to integrative study strategies necessitated by capacity limitations in working memory.
Hands up! A study of witnesses' emotional reactions and memories associated with bank robberies
Authors: Christianson Sven‐Åke , Hübinette Birgitta
Published: May 2007

This article presents some empirical findings concerning memory for violent real‐life events. Witnesses who had observed a bank robbery, either as a victim or a bystander, were interviewed and studied with respect to emotional reactions and memory for detailed information about the robbery. The consistency of the witnesses' accounts was measured by a comparison of information gathered in the police reports and the recollection given in a research interview. Overall, the results showed relatively high accuracy rates after an extended time interval with respect to specific details about the robbery (e. g. action, weapon, clothing). For some details, however, the witnesses showed a rather low performance (e. g. colour of eyes and hair, and details of the surrounding circumstances). There was no significant relationship between rated degree of emotion and the number of details remembered. These findings contradict the negative relationship between stress and memory that many experts on eyewitness testimony believe in (Kassin, Ellsworth, and Smith, 1989). Points of commonality in findings from real‐life studies and simulation studies are discussed.
Stereotypes and recognition memory for faces and voices of good guys and bad guys
Authors: Yarmey A. Daniel
Published: May 2007

This study tested first whether 240 undergraduate students share high consensual agreement in their selection of faces and voices which fit criminal and non‐criminal ‘occupations’ second, whether there are significant relationships between trait impressions and voice characteristics for persons selected as exemplars of criminals and non‐criminals; and third, whether categorization of targets into ‘good guys’ and ‘bad guys’ influences recognition memory. Subjects' selections of exemplars of criminals and non‐criminals from video recordings of the face and voice, or face‐only, or voice‐only of 15 white men were done with high confidence in a significantly non‐random manner. Significant correlations were found between trait impressions and vocal characteristics in all three presentation modes which differentiated good guys from bad guys. Recognition memory for target voices was significantly inferior to the recognition of face and voice targets, and face‐only targets. Recognition confidence scores were significantly higher for good guys over bad guys, especially in the voice‐only condition. The results were discussed in terms of the probability that stereotyping of faces and voices can influence decision‐making in the legal process.
Teaching a thinking strategy: Transfer across domains and self learning versus class‐like setting
Authors: Zohar Anat
Published: May 2007

The purpose of this study is to investigate two issues related to the teaching of thinking skills: (1) transfer across domains; and (2) comparison between individual learning of a thinking strategy and ‘class‐like’ setting, which consists of a didactic intervention that takes place in small groups. A microgenetic design was used, in which community college students engaged in investigation of problems (each student participated in 20 sessions). It was found that: (1) the control of variables strategy that was taught in the context of a problem in one domain transferred fully to a new problem in the same domain, hut transferred less well to an isomorphous problem in a different domain; (2) the ‘class‐like’ setting contributed to improved performance (as measured by the frequency of valid inferences), with the didactic intervention seeming to contribute to this improvement; and (3) the learning environment described in this study had a larger effect on ‘slower learners’ than on ‘faster learners’. It is proposed to teach for enhanced transfer by focusing explicitly on recognition of underlying logical structures of content‐rich contexts.
The process of learning from small‐scale maps
Authors: Rossano Matt J. , Hodgson Shannon L.
Published: May 2007

Two experiments are reported that test the general hypothesis that learning from a small scale map proceeds in a global to local fashion, structured by the spatial subdivisions present in the map. In Experiment 1, a fairly simple map depicting a single fictitious country containing provinces and cities was used as the to‐be‐learned stimulus. Evidence for a provincial to capital to city learning process was found, with map recall best when subjects used an imagery learning strategy. In Experiment 2, a more complex map containing multiple countries, with provincial and city elements present was used. The global to local learning process was replicated, as well as the beneficial effects of an imagery study strategy. Results are discussed in terms of progressive image differentiation and total information set size.
Phonemic effects in reading comprehension and text memory
Authors: McCutchen Deborah , Dibble Emily , Blount Martha M.
Published: May 2007

Two experiments investigated the role of phonemic information in adult reading comprehension and replicated the visual tongue‐twister effect in a new paradigm–a modified probe memory task. College students took longer to read sentences that repeated word initial consonants (tongue‐twisters) than matched control sentences. Equally important, subjects also took longer to respond to probe words from tongue‐twisters. Slower response times in both the sentence reading task and the probe memory task indicate that the tongue‐twister effect is indeed phonemic in nature and that phonemic information is used in memory during comprehension.
Television distraction and the performance of introverts and extroverts
Authors: Furnham Adrian , Gunter Barrie , Peterson Emma
Published: May 2007

An experiment was run to test the effect on reading comprehension of distraction by a television programme, which was presented while reading took place. Respondents, classified in terms of extroversion or introversion, carried out two reading comprehension tests in silence and in the presence of a television drama programme. As predicted, extroverts and introverts both performed better in silence, but there was a significant interaction that showed that extroverts performed better than introverts in the presence of television distraction. The findings are discussed in relation to previous research on this subject.
The self and recollective experience
Authors: Conway Martin A. , Dewhurst Stephen A.
Published: May 2007

Three experiments investigated the hypothesis that self‐reference at encoding increases the probability of recollective experience in recognition memory. In all three experiments separate groups of subjects studied words naming personality traits. One group judged the self‐relevance of the traits, the other groups performed orientating tasks low in self‐reference. In a recognition test subjects first identified old items and then indicated which of these were accompanied by recollective experience ('remember' responses) and which were recognized on some other basis ('know' responses). No reliable differences in overall recognition performance between self‐referent and semantic encoding tasks were observed. However, subjects who encoded trait adjectives with reference to the self produced reliably more remember responses and few know responses than subjects who had encoded the items in the low self‐referent tasks. Experiment 1 demonstrated a self‐reference effect in recognition accompanied by recollective experience after 1‐hour retention interval, while Experiment 2 found this effect to persist over a 24‐hour retention interval. Experiment 3 demonstrated that this self‐reference effect is obtained under incidental as well as under intentional learning conditions. Taken together these findings demonstrate the importance of self‐reference as a factor in determining the likelihood that recognition judgements will be accompanied by recollective experience.
Mental models in word problem‐solving: A comparison between American and Korean sixth‐grade students
Authors: Hong Eunsook
Published: May 2007

Mental model analysis was conducted in word problem solving using American (n = 42) and Korean (n = 44) sixth‐graders. Two levels of mental models–the problem model and the mathematical model–constructed in the process of word problem solving were investigated. Categories for correct and incorrect models were developed to be used in think‐aloud protocol analysis. The majority of students who constructed correct problem models classified the problems rapidly according to solution procedures as they read the problems, or restated the problems focusing on the specific words relating them to other statements in the problems. However, significant differences were found between American and Korean sixth‐graders' in some categories of problem and mathematical models. While many Korean sixth‐graders' problem‐solving process steps were proceduralized, this was not the case for American sixth‐graders, even for those who had a readily accessible knowledge base of basic mathematical facts.
Trace element distribution and species fractionation in Brassica napus plant
Authors: Mestek Oto , Polák Jan , Juříček Martin , Karvánková Pavla , Koplík Richard , Šantrûček Jiří , Kodíček Milan
Published: May 2007

Trace element status in the parts of the rape plant (roots, shoots, seeds) has been investigated. Roots are able to accumulate large amounts of metals: approximately 2000 mg kg−1 Fe; 120 mg kg−1 Mn; 30 mg kg−1 Zn; 2–8 mg kg−1 As, Cr, Ni, Cu and Pb; 0.3–1 mg kg−1 Co, Mo and Cd; and 0.1 mg kg−1 Ag and Tl (on a dry weight basis). However, the transfer of metals into shoots is limited. The ratios of element contents in shoots and roots are: 10–30% for Ag, Co, Cr, Fe, Mn, Ni and Pb; 50–100% for As, Cd, Cu and Zn; and > 110% for Tl and Mo. The transfer of elements into the seeds is even lower except for Cu, Zn, Mo and Tl. The ratios of element contents in seeds and roots are: < 20% for Ag, As, Cd, Co, Cr, Fe and Pb; 20–60% for Cu, Mn and Ni; 90% for Tl; and 180–190% for Mo and Zn. The soluble portion of Fe, As and Pb compounds in Tris–HCl buffer (pH = 7.5) represents < 10% of total content, whereas that of other elements ranges between 10 and 60%. Extracts of all three parts of plant were submitted to SEC/ICP‐MS analysis. While the majority of Co, Cu, Mo, Mn, Ni and Zn compounds is bound in a low‐molecular‐weight fraction (1–2 kDa), that of As, Ag, Cr, Tl and Pb is present as metal ions or labile complexes. There is one exception: Tl in seed extract is found in three regions of Mr approximately 80, 5 and 2 kDa, respectively. The recovery of chromatographic separation of Tl compounds is approximately 100%. The low‐molecular‐weight fraction of the seed extract was isolated on preparative‐scale SEC and refined by immobilized metal affinity chromatography. The isolated ligands contain large amounts of Cys, Asx, Glx and Gly. Moreover S‐carboxymethylcysteine was found. No phytochelatins were found by MALDI‐MS analysis. Copyright © 2007 John Wiley & Sons, Ltd.
Integrating MPEG‐7 into the Moving Image Collections portal
Authors: Agnew Grace , Kniesner Dan , Weber Mary Beth
Published: May 2007

This article discusses the implementation of MPEG‐7 within the Moving Image Collections (MIC) portal. MIC is a union catalog of the world's moving images, as well as a portal to information on the care, management, and use of moving images. The MIC Union Catalog utilizes a core registry schema that is designed to map readily to any metadata schema used to describe moving images. The MIC development team was particularly interested in supporting MPEG‐7 for future non textual digital video indexing applications. An MPEG‐7 application profile and Microsoft Access cataloging utility were developed in order to test MPEG‐7 within the MIC Union Catalog; 400 science digital videos in the Research Channel collection were cataloged in MPEG‐7. The MPEG‐7 records were mapped to MIC and ingested. Draft MPEG‐7 to MIC and MIC to MPEG‐7 maps were developed and are available at the MIC Web site. MPEG‐7 records are available for viewing for any record in the MIC database via a collections explore search within the Archivists' portal. The MPEG‐7 cataloging utility may be downloaded from the MIC project Web site (Moving Image Collections. MIC Cataloging Utility. http://gondolin.rutgers.edu/MIC/text/how/cataloging utility.htm). This article also discusses issues with MPEG‐7 as a descriptive metadata schema, as well as mapping and implementation issues identified in the project.