bluuebunny/crossref_metadata_2025_split huggingface dataset:
Analogical transfer in young children: Analogies as tools for communication and exposition
Authors: Brown Ann L. , Kane Mary Jo , Long Carolyn 
Published: May 2007

AbstractChildren'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

AbstractThis 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

AbstractTwo 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

AbstractIn 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

AbstractPie 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

AbstractRiding 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

AbstractEstimates 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

AbstractCopies 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

AbstractEntrants 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

AbstractRecent 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

AbstractTo 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

AbstractAge 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

AbstractThe 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

AbstractRemembering 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

AbstractThe 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

AbstractA 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

AbstractSelf‐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

AbstractThe 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

AbstractViewers 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

AbstractThis 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

AbstractThis 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

AbstractThe 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.