bluuebunny/crossref_metadata_2025_split huggingface dataset:
Intensional and extensional analogy items: Differences in performance as a function of academic major and sex
Authors: Chaffin Roger , Peirce Leslie , Bejar Isaac 
Published: June 2007

AbstractIs there a relationship between academic field and ability to use different types of semantic relation? Performance on two types of analogy item in the Graduate Record Examination (GRE) General Test was compared. Intensional relations are inherent in the meanings of the words and are based on shared or contrasting properties (e. g.farmer:person, breeze:gale, alive: dead, beggar: poor). Extensional relations reflect empirical relations between things in the world and are based on contiguity or causality (e. g.farmer:tractor, road:sidewalk, flu:headache). Performance on the two kinds of analogy items was compared for a single administration of the GRE for English and History majors (verbal group,n= 2238) and electrical engineering, computer science, and mathematics majors (practical group,n= 2143). The verbal group did better on intensional, and the practical group did better on extensional analogies. The difference was not explained by a correlated gender difference by which women did better on intensional and men did better on extensional items. Thus differences in the ability to use intensional and extensional relations was related to academic training, although the direction of this relationship was not established.
Children's sensitivity to traffic hazard in peripheral vision
Authors: David Siriol S. J. , Foot Hugh C. , Chapman Antony J. 
Published: June 2007

AbstractAlthough children and adults have poorer peripheral vision than foveal vision there is contradictory evidence about the developmental changes that occur in peripheral sensitivity. Previous research on detections of traffic hazard has not, however, provided any evidence that peripheral vision is implicated in the particualr vulnerability of children to pedestrain accidents. In the absence of differences in peripheral detections it was hypothesized that children may nevertheless be less efficient than adults in utilizing information presented in the periphery. Road traffic scenes depicting vehicles in potentially hazardous and non‐hazardous positions for road crossings were presented to adults and to childre, aged 7, 9, and 11. Results confirmed that children were relatively no poorer than adults at hazard detection in peripheral vision than in foveal vision, but indicated that they were marginally poorer at utilizing information presented in the periphery, as measured by a vehicle recognition test. Against expectd developmental trends 9‐year‐olds were as fast as adults at hazard detection, but no different from the other groups of children in recognition performance. Evidence that information detected and assimilated in peripheral vision does not contribute to the high pedestrian accident rates of children comes from the absence of any sex differences favouring girls. Since girls have considerably lower accident rates than boys, it would have been expected that both their detection and recognition performance would have been higher.
An experimental approach to the design of cartographic symbols
Authors: Phillips Richard J. , Coe Brain , Kono Eiichi , Knapp John , Barrett Stephen , Wiseman Graham , Eveleigh Piers 
Published: June 2007

AbstractGraphic designers and an experimental psychologist worked together to improve the design of two map symbols which are frequently confused: the symbols for cuttings and embankments on topographic maps. The problem was analysed in terms of the function of the symbols and their likely cognitive representations. Tests were developed to evaluate alternative designs, including an intervisibility task which requirred users to visualize the landform from the symbols viewed in the context of a map. Tests were given to schoolchildren and to experienced map users in order to compare the standard symbols with five alternative designs. Children's performance was strongly affected by the symbols they used, but experienced users were much less affected. After some refinement of the symbols a further experiment demonstrated the superiority of a number of alternative designs over the existing symbols on a range of test: scores were almost double on the intervisibility task. The paper makes recommendations to cartographers and argues for greater consideration of the inexperienced map user in the design process.
Cognition and survey measurement: History and overview
Authors: Jobe Jared B. , Mingay David J. 
Published: June 2007

AbstractIn 1978 a small group of cognitive psychologists and survey methodologists initiated research in a new and exciting interdisciplinary field. This research applies the methods and theories of cognitive science to the study of respondents' answers to autobiographical and attitude surveys. This article describes the events that led up to the initiation of research, describes the history of the field, and overviews the cutting edge of research. Finally, the article offers perspectives on the benefits of collaborative research to both cognitive science and survey research, and the prospects for future research.
When personal history repeats itself: Decomposing memories for recurring events
Authors: Means Barbara , Loftus Elizabeth F. 
Published: June 2007

AbstractRetrospective reports of personal events constitute the principal data source for much applied social science research. Such reports are known to be subject to biases and errors of inference. In health surveys, for example, events associated with chronic conditions are particularly likely to be under‐reported (Jabine, 1987). In this series of studies we apply perspectives and tools from psychological studies of memory to the problem of understanding and improving reports of past untilization of health care. In two studies we found that subjects report using different strategies to answer questions about how often they have seen a doctor over the past 12 months, depending on the type of doctor's visit and its frequency. A third study, in which subjects' recall was checked against medical records, provided evidence that individual health events within a group of recurring, similar events are much less likely than non‐recurring events to be recalled. In Experiment 4 we tested the efficacy of cognitively oriented intervention techniques designed to (1) help subjects decompose their molar memories of groups of similar events into individual events and (2) place all remembered health events into a personal timeline. The intervention more than doubled the proportion of recurring events on the medical record that was recalled. In addition, the proportion of events that could be dated, and the accuracy of dates provided, both rose.
Autobiographical memory in natural discourse
Authors: Dritschel B. H. 
Published: June 2007

AbstractThis paper discusses the methodological issues involved in studying autobiographical memory in natural discourse. A method is developed herein that is sufficiently versatile to be used to probe various other research questions. The analysis of four equal‐length transcripts using this method demonstrates that autobiographical memory units can be reliably distinguished from other personal memory and non‐memory idea units. Further, the reliability of subdividing the autobiographical memories into classes is also shown. There is a discussion of how this type of work relates to relevant research in autobiographical memory. The potential application of these results is also described.
Improving lecture comprehension: Effects of a metacognitive strategy
Authors: King Alison 
Published: June 2007

AbstractIn previous research self‐questioning strategies have been found to significantly improve reading comprehension, presumably because of the metacognitive nature of the self‐questioning process. The purpose of the present study was to determine whether this metacognitive strategy also enhances lecture comprehension, that is, comprehension of non‐text, orally presented material. In a self‐questioning combined with reciprocal peer‐questioning condition, ninthgraders were trained to pose questions for themselves during classroom lectures; following the lectures, they used their questions to engage in reciprocal peer‐questioning and responding. Students in a self‐questioning only condition also engaged in self‐questioning during the lectures and then answered their own questions; in a review condition, students discussed the lecture material in small cooperative groups; and in a control group students reviewed the lecture material independently. On post‐practice and 10‐day maintenance tests participants in the self‐questioning with reciprocal peer‐questioning and the self‐questioning only strategy groups showed lecture comprehension superior to that of participants in both the discussion review and control groups. These results suggest that: use of a self‐questioning strategy can improve high school students' comprehension of lectures; students can maintain this strategy when external prompts are removed; and this metacognitive strategy can be readily taught to high school students and incorporated into their real‐world classroom learning environment.
As time goes by: Sixth graders remember a kindergarten experience
Authors: Hudson Judith A. , Fivush Robyn 
Published: June 2007

AbstractIn this research we compared kindergarten children's immediate recall of a class field trip to a museum of archaeology on the same day of the trip to their recall 6 weeks later, 1 year later and 6 years later. Not surprisingly, children remembered less about this event over time. However, what children did recall was recalled as accurately and in as much detail 6 years after the trip as immediately after the trip. Most striking were the effects of cueing on memory over time. Without specific cues the event was forgotten by almost all of the children after 1 year, but with cues, 87 per cent of the children could recall details of the event even after 6 years. The set of ‘core’ activities which all children tended to recall on all recall trials were those activities that made this particular event distinctive. However, with increasing time since experiencing the event, children's recall tended to become more reconstructive and inferential. Thus, forgetting in autobiographic memory seems to involve three processes: decreases in amount recalled, changes in accessibility, and changes in memory content.
A Maturing of Research on the Behaviour of Eyewitnesses
Authors: Deffenbacher Kenneth A. 
Published: June 2007

AbstractMore than a decade of sustained, vigorous research has resulted in an applied cognitive psychology of eyewitness behvaviour that is a rapidly maturing body of knowledge. Several developments now would police forces to increase the sensitivity, reliability, and fairness of eyewitness memory retrieval. The juror's task of estimating the effects of certain variables on the accuracy of eyewitness report can now be a much more informed one, the relevant research literature now being relatively clear and consistent. Across studies the effect size of a number of these variables is moderate or greater. Equally important has been the consistent failure to document several results that would be predicted from the common‐sense intuition of juror and jurist alike.
Selective encoding in the interpretation of topographic maps
Authors: Eley Malcolm G. 
Published: June 2007

AbstractIn two experiments, practised adult map users compared three‐dimensional landsurface drawings against previously and separately studied contour maps. In the first experiment, adding extra contour levels, or marked drainage patterns, led to increased map study and decreased judgement times, whereas adding both led to no further increase or decrease respectively. In the second experiment, removing minor surface details from the drawings produced no overall variation in judgement times. These findings were taken as suggesting that map users selectively encode features from the map in task‐determined fashion.
The instructional enhancement of the flexibility and originality scores of divergent thinking tests
Authors: Runco M. A. , Okuda S. M. 
Published: June 2007

AbstractThis investigation was conducted to examine the effects of insturctions designed to enhance ideational origianlity and flexibility, and to test the prediction that flexibility is functionally related to originality. Twenty‐nine adolescents received three divergent thinking tests with conventional (inexplicit) instructions, one test with explicit originality instructions, and one test with explicit flexbility instructions. Contrary to expection, results indicated that originality scores were low when the adolescents were given the explicit flexiibility instructions. This suggests that flexibility does not facilitate originality. However, the explicit originality instructions did elicit the highest originality scores, and the explicit flexibility instructions elicited the highest flexibility scores.
Memory complaints in younger and older adults
Authors: Devolder Patricia A. , Pressley Michael 
Published: June 2007

AbstractTwo samples of older and younger subjects were administered a series of memory tasks and questionnaires tapping their perceptions about their own memory functioning. As in previous research, memory performance was usually better in the younger than in the older sample. In contrast, perceptions about memory varied little as a function of age, and these subjective reports were not related to objective memory performances. These results are relevant to theories that metacognition plays an important role in mediating performance declines with advancing age. If metacognition is implicated in age‐related memory differences, it is some aspect of metacognition other than long‐term beliefs about memory functioning (e. g. short‐term perceptions that occur while attempting to perform memory tasks).
Mood‐related self‐schemata and mood‐congruity effects in autobiographical memory: A study of women with premenstrual syndrome
Authors: Barclay C. R. , Petitto A. , Labrum A. H. , Carter‐Jessop L. 
Published: June 2007

AbstractEveryday autobiographical memory and mood interactions were explored in a small clinical sample of women with premenstrual syndrome (PMS) and a matched control group. Subjects kept daily records of memorable events for two consecutive menstrual cycles. Two recognition memory tests were given after a one‐cycle delay. Mood, or affect, was self‐assessed retrospectively over a week, at the end of each day during data collection and at testing, and when events occurred. Women with PMS were more depressed and more negative (angry) than positive (experiencing bursts of energy) in their daily moods than controls. Memory accuracy was poorer overall for PMS than control subjects, although no direct effects of menstrual cycle phase on memory were found. Instead, mood affected memory indirectly through moodrelated self‐schemata which subsequently mediated mood‐congruity effects. Memory accuracy for events experienced in negative mood states and associated with negative affective reactions was higher for PMS subjects when tested in negative mood states than for controls. No group differences were found on events associated with positive affect or positive daily moods when mood state at the time of testing was also positive. Women with PMS processed information selectively from negative events and events experienced in negative moods compared to controls. Negative events and negative moods appeared to interfere with remembering for control subjects. Women in the control group appeared to be biased towards selectively remembering positive events and events experienced on days when their mood states were relatively positive.
Effects of stress on recall
Authors: Kramer T. H. , Buckhout R. , Fox P. , Widman E. , Tusche B. 
Published: June 2007

AbstractSubjects in experimental conditions were exposed to a traumatic autopsy colour slide (labelled either as of New York Police Department (NYPD) or MGM studio origin) embedded in a neutral series of travel scenes, while control subjects saw a neutral target. Subjects in the high‐stress condition showed a significant decrease in memory for neutral slides which followed the NYPD‐labelled traumatic stimulus (p < 0.001). Results support evidence in the eyewitness memory field which indicate reduced recall under elevated levels of stress.
An independent replication of the effectiveness of the cognitive interview
Authors: Aschermann E. , Mantwill M. , Köhnken G. 
Published: June 2007

AbstractThe cognitive interview developed by Geiselman and co‐workers is a set of memory retrieval aids to enhance recall in memory tasks such as eyewitness reports. This research is a replication of the study of Geiselman, Fischer, Firstenberg, Hutton, Sullivan, Avetissian and Prosk (1984) with a German version of the cognitive interview. Twenty‐nine subjects participated and saw a short film in an incidental learning situation. Approximately 6 days later the participants were questioned about one scene of the film. Fourteen subjects received the cognitive interview instructions and 15 were questioned without special instructions. First, subjects gave a written free report of the scene and subsequently answered more specific questions concerning details. The results clearly indicate that the cognitive interview enhances memory retrieval in free recall conditions but this effect is reduced to specific questions. The effects are discussed in terms of a possible underlying memory organization and the use of retrieval strategies.
Estimating the frequency of everyday events
Authors: Thompson Charles P. , Mingay David 
Published: June 2007

AbstractIn two experiments, subjects recorded the frequency of occurrence of 12 classes of events each week for 3 months. During a final test they estimated frequency of occurrence of events either under time restrictions (Experiment 1) or difference priming instructions (Experiment 2). They also made (metamemory) estimates of the accuracy of their estimates. Time restrictions during an initial estimate did not affect the accuracy of frequency or metamemory estimation but a second estimate did increase accuracy. Priming instructions affected accuracy of metamemory estimates as well as the accuracy of estimates for high‐frequency events. Metamemory error increased with event frequency.
Memory for discourse: Loci mnemonics and the oral presentation effect
Authors: Cornoldi Cesare , De Beni Rossana 
Published: June 2007

AbstractThe help given by loci mnemonics in memorizing isolated items is widely known, whereas there is no doubt as to whether mnemonics are useful for learning meaningful passages. In the present research it is argued that past failures to find a loci effect with text may have been due to the limited range of conditions explored during analysis of the problem. In the present research the modality of presentation of the text was hypothesized to be particularly relevant. In two experiments groups of trained and non‐trained students were asked to memorize two different passages, either using loci mnemonics or not. Loci mnemonics facilitated memory of passages, the increase being greater for oral presentation of text than after private study of a written text.
Multiple effects of visual format on TV news learning
Authors: Berry Colin , Brosius Hans‐Bernd 
Published: June 2007

AbstractTwo experiments were conducted on edited TV newscast sequences to clarify effects of film accompaniment on learning from heard news text. In Experiment 1,150 British subjects viewed a sequence with either film format throughout or alternating film and ‘talking head’ format between items. Those items that were presented by ‘talking heads’ in the mixed sequence were learned better with film format, in which the heard text was accompanied by appropriate moving pictures. However, no effect of uniform context was found on the remaining items. In Experiment 2, 91 German subjects viewed one of four versions of a bulletin, one with ‘talking head’, one with film throughout, the other two having complementary mixed‐format patterns. Besides confirming a beneficial effect of film presentation over ‘talking head’ which accords with the findings of all studies of learning from material in the form of national network newscasts, the results showed an impairing effect of uniform visual format. This can explain ‘contradictory’ findings, notably with atypical test material.
The effects of social support on children's eyewitness testimony
Authors: Moston Stephen , Engelberg Terry 
Published: June 2007

AbstractChild witnesses often give only short accounts of witnessed events. Part of the reason for this failing centres on the stress present during an interview. The most obvious means of reducing stress in children, through the provision of social support, has typically been neglected in eyewitness research, presumably because of fears over children's excessive suggestibility. Social support is also believed to inhibit children during interviews. However, these fears appear to stem more from general suspicions about children's competencies rather than empirical findings. Studies are described which show that child witnesses express a strong desire for social support, and that support may be provided in a number of different ways, from peers as well as adults. It is argued that social support is one of the most unfairly neglected issues in eyewitness research, and the minimal evidence available suggests that allowing support may have a facilitative effect on task performance, including free‐recall memory.
Who remembers best? Individual differences in memory for events that occurred in a science museum
Authors: Loftus Elizabeth F. , Levidow Bjorn , Duensing Sally 
Published: June 2007

AbstractIndividual differences in memory and suggestibility were assessed in an experiment involving 1989 people who attended the Exploratorium, a science museum located in San Francisco. Subjects watched a brief film clip of an assault and later answered questions about it. Approximately half received misinformation about some critical items. Four demographic variables (gender, educational level, age, and occupation) were examined to determine their impact on memory performance. The principle of discrepancy detection predicts that, compared to individuals with a good memory, people who have poor memory to begin with will be relatively suggestible (that is susceptible to misinformation). Some of our findings were consistent with this principle. For example, children (5–10 years) and elderly (over 65) were relatively inaccurate and also relatively suggestible. Other findings were not consistent with the principle, for example the finding that artists and architects were relatively accurate, but they were also highly suggestible.