bluuebunny/crossref_metadata_2025_split huggingface dataset:
Development of treatments for memory disordorders: The necessary meeting of basic and everyday memory research
Authors: Crook Thomas H. , Youngjohn James R. 
Published: June 2007

AbstractA number of intriguing strategies for treating memory disorders have emerged from basic research in recent years. In many cases, these strategies have been tested in animal behavioural models, but the appropriate test of drug efficacy is obviously a clinical trial and such trials require expertise gained through everyday memory research. We provide two examples of recent clinical trials in which assessment techniques and knowledge gained through everyday memory research were employed to test hypotheses developed by preclinical investigators. We conclude that only a close collaboration between scientists in basic and everyday memory research can lead to the development of effective treatments for memory disorders.
Computer‐based instruction and the practical aspects of memory
Authors: Shlechter Theodore M. 
Published: June 2007

AbstractThis article examines the relationship between basic memory research and computer‐based instruction (CBI). The results of basic memory research have helped determine the current directions of computer‐assisted instruction (CAI) research and development. These directions have included examining the utility of such learning systems for facilitating memory outcomes and developing CBI systems based on cognitive instructional principles. Examples of such systems include the emerging generation of hypermedia and artificial tutoring systems. Inconclusive results, however, have been found regarding CBI's effects on memroy phenomena. The CBI literature has thus not established the utility of any memory theory for naturally occurring phenomena. Several plausible reasons for this “null finding” are discussed.
Implications of external memory for investigations of mind
Authors: Hertel Paula T. 
Published: June 2007

AbstractExternal memory–records of experiences that are maintained in repositories that are external to their users–provides context for many everyday cognitive acts. Some initial research has shown that such context influences learning, remembering, and judgements of knowing. The scope of both basic and applied memory research should be broadened in ways that address issues about the interaction of external memory and mind.
Commercial cognitive/memory systems: A case study
Authors: Leirer Von O. , Tanke Elizabeth Decker , Morrow Daniel G. 
Published: June 2007

AbstractCommercial cognitive/memory systems are products that enhance human cognition and memory. Using one of our own product developments as a case study, we describe three phases of commercial systems development and evaluation. We review published examples of Phase One research, report two quasi‐experimental investigations that are representative of successful Phase Two research, and provide some measures used to assess the product's success in the early stages of Phase Three. Finally, we discuss the use of theories and findings from basic research in cognitive psychology to develop products of value to individuals and society.
Understanding a corporate symbol
Authors: Green David , Loveluck Valerie 
Published: June 2007

AbstractAfter discussing the nature of corporate symbols and the factors involved in understanding them, this paper reports two studies. We test various conjectures about the process of comprehension using a single, complex corporate symbol. Three sources of information are shown to contribute to an individual's understanding of the symbol: (1) the purpose ofthe communication; (2) the properties of the symbol–graphical and referential; and (3) the context in which the symbol is seen. We also show that the process is constrained in predictable ways. We consider these studies to be a step in the development of a psychological theory to inform the process of designing symbols.
Consequentiality and eyewitness person identification
Authors: Foster Rachel Ann , Libkuman Terry M. , Schooler Jonathan W. , Loftus Elizabeth F. 
Published: June 2007

AbstractThe role of consequentiality in eyewitness person identification was examined. Subjects viewed a videotape depicting a simulated bank robbery and were then asked to identify the robber from a photographic lineup. Consequentiality was induced by leading some subjects to believe that the video tape was of an actual bank robbery, and that performance on the identification task would be influential in the suspected robber's court trial. The following manipulations were included to determine the interaction of consequentiality with commonly investigated eyewitness variables: lineup instructions, accountability and suspect presence in the lineup. In addition, the data were analysed for sex differences. Analyses of identification attempts and hits revealed interactions indicating that men were more influenced by consequentiality and lineup instructions than women. The results suggest that consequentiality does play a role in certain eyewitness identification situations.
Cognitive influences on perceived change in social support, motivation, and symptoms of depression
Authors: Foster David A. , Caplan Robert D. 
Published: June 2007

AbstractIn settings ranging from informal conversation to medical interviews and surveys, people are often asked to judge changes in subjective states that are important to them, such as perceived social support, motivation to cope with a negative life event, and symptoms of depression. How accurate are such reports, and are there theories of cognitive processes that can predict the most likely types of misperception? To address these questions, self‐report survey data were collected from 224 recently unemployed adults. The measures assessed current subjective states of self and social environment at two times, separated by 4 months. Among the results, persons with high self‐esteem were particularly likely to underestimate changes for the worse between the two survey waves–evidence of an optimistic response bias. When the dimension being judged was unstable and ambiguous, people were more likely to overestimate improvement–evidence of an optimistic response style. The findings were evaluated in terms of alternate theories of cognitive bias and in terms of implications for subsequent studies and application.
Hiding valuables: A questionnaire study of mnemonically risky behavior
Authors: Brown Alan S. , Rahhal Tamara A. 
Published: June 2007

AbstractA survey investigated incidences where individuals intentionally hid objects but later forgot the item's location. Surveys from 111 younger and 99 older adults yielded the following prototypical scenario: the person hid the valuable 1 year ago to prevent theft, and waited 1 month before an initial 30‐minute search, which included looking in dresser drawers plus 1.5 other locations. The person made three additional searches (total searches = 4) for the missing valuable over a 2 week period. Three‐quarters of the hidden valuables were eventually found (usually by accident) about 1 month after hiding the object. About half of the time, the person had already searched the hiding area. Older adults typically hid jewellery from thieves, while younger adults hid money from friends and relatives. Older adults searched more often for longer periods of time for the hidden object, and took longer to eventually find the object, compared with younger adults.
Construction of activity duration and time management potential
Authors: Burt Christopher D. B. , Kemp Simon 
Published: June 2007

AbstractTwo experiments examined the estimation of event duration. In Experiment 1 subjects estimated the expected duration of five everyday activities, performed the activities, and then made retrospective estimates of the duration of the activities. Expected and retrospective estimates were positively correlated, even when actual duration was taken into account suggesting both estimates may have been constructed partly from general knowledge of activity duration. Experiment 2 examined the ability to predict activity duration within a time management framework. Results indicated that subjects' accuracy in predicting the duration of a series of events was not related to time management ability as measured by the Time Structure Questionnaire (TSQ). Subjects generally made overestimations, and this tendency may be a strategy that gives a feeling of control over time and helps avoid stress caused by an inability to complete tasks in the allocated time. No relationship was found between expected duration estimation ability and academic performance.
Visual–perceptual and cognitive differences between expert, intermediate, and novice snooker players
Authors: Abernethy Bruce , Neal Robert J. , Koning Paul 
Published: June 2007

AbstractThe performance of seven expert, seven intermediate, and 15 novice snooker players was compared on a range of general visual tests and sport‐specific perceptual and cognitive tests in an attempt to determine the locus of the expert advantage. No significant expert‐novice differences were apparent on standard optometric tests of acuity, ocular muscle balance, colour vision, and depth perception, nor on the relative frequency of unilateral and cros‐lateral eye‐hand dominances. Experts, however, were found to be superior in their ability to both recall and recognize rapidly‐presented slides depicting normal game situations, but were no better than novices in recalling information from slides in which the balls were arranged randomly on the table. The expert group's superiority on the perceptual recall and recognition tasks was consistent with a deeper level of encoding for structured (meaningful) material. Experts were also shown, through the use of thinking‐aloud and evaluation paradigms, to use a greater depth of forward planning in choosing appropriate shot options and to evaluate existing situations with greater accuracy, discriminability, and prospective planing than did novices. The cognitive advantage is shown to be a potential contributor but not a total explanation of the superior performance of the experts on the perceptual tasks. The findings of this study are consistent with existing works on expertise in board games and ‘open’ skill sports in indicating that the expert's advantage is not a general but a specific one, arising not from physical capacities but from acquired processing strategies.
The development of beliefs about spelling and their relationship to spelling performance
Authors: Rankin Joan L. , Bruning Roger H. , Timme Vicky L. 
Published: June 2007

AbstractThis study examined relations among spelling performance and students' beliefs about spelling, including self‐efficacy for spelling ability, outcome expectancy for spelling, and attributions for good spelling across grades 4, 7, and 10. Spelling self‐efficacy remained relatively constant across grades. Spelling outcome expectancies for adult life and school declined across grades, as did effort and ability attributions for spelling success, with a disproportional decrease in ability attributions between grades 4 and 7. Self‐efficacy was the strongest predictor of spelling performance at all grade levels; attribution for ability entered into the regression for grade 4 students, while outcome expectancies for school and writing were more important in grades 7 and 10. Cluster analyses on the grade 10 sample showed that students with high efficacy as spellers and high outcome expectancy of spelling for writing were the best spellers, with the highest performance reserved for those who attributed good spelling more to effort than ability. The impact of spelling instruction on developing beliefs is discussed.
David, Goliath, and reverend Bayes: Prior beliefs about defendants' status in personal injury cases
Authors: Bornstein Brian H. 
Published: June 2007

AbstractTwo experiments were performed to ascertain the effect of the extra‐legal factor of defendants' status on subjects' judgements in a simulated jury task. In support of the ‘deep‐pocket’ hypothesis, high‐status defendants were perceived as less sympathetic and were more likely to lose their case, even though the factual evidence was identical, than low‐status defendants. There was a spillover effect, such that plaintiffs (Davids) suing high‐status defendants (Goliaths) were themselves viewed as more sympathetic. The effect of defendants' status was mediated by the sentiments that it aroused toward both litigants; it was negligible with sympathy partialled out. Contrary to the deep‐pocket hypothesis, high‐status defendants did not have to pay more for the same injury; subjects are able to ignore status in awarding compensation when compensatory and punitive damages are clearly separated. In treating defendants differently depending on their status, subjects relied on relevant prior beliefs about the relationship of defendants' status to wealth, propensity to cause harm, and standards of accountability. The results are discussed in terms of the sometimes conflicting norms between an optimal decision‐making model like Bayes' Theorem and legal guidelines for judgements of liability and compensation.
Self‐instruction training following neurological injury
Authors: Hux Karen , Reid Robert , Lugert Meredith 
Published: June 2007

AbstractThe teaching of cognitive strategies is a potentially effective intervention technique for some students with acquired neurological injuries; however, educators have only infrequently reported on the systematic application of cognitive strategies to the academic challenges of this population. This study represents such an attempt by investigating the effects of a self‐instruction strategy on the academic performance of a student with acquired neurological damage. The intervention programme pertained to performing 2‐digit by 1‐digit multiplication problems and consisted of: (1) a six‐step multiplication procedure; (2) self‐instruction cues; and (3) procedural prompts. The intervention package resulted in improved performance on the multiplication task with levels being maintained despite fading of procedural prompts and self‐instruction cues. Results are discussed in terms of implications for training and future research.
‘Memory work’: A royal road to false memories?
Authors: Ceci Stephen J. , Loftus Elizabeth F. 
Published: June 2007

AbstractIn this reaction to Lindsay and Read, we raise three unanswered questions, and rebut three unquestioned answers. Specifically, we ask: (1) how compelling is the evidence for repression as a mechanism, as opposed to simple forgetting, infantile amnesia, or motivated foregetting? (2) are trauma memories subject to the same type of alteration and nontraumatic memories?; and (3) should memory work techniques be used even in they entail some reliability risk, because to forsake them will result in unrecovered memories?. The three unquestioned answers we address are: (1) painful, but nonsexual, genital experiences (e.g., vaginal catheterizations), do not get recovered in therapy because they are societally sanctioned, and therefore do not rise to the level of trauma that is associated with sexual abuse by a trusted loved one; (2) it is acceptable for therapists to pursue repressed memories if their ‘index of suspicion’ is raised by the presence of multiple symptoms of childhood abuse; and 3) the problem with incest resolution therapists has been overblown, by focusing on a few bad apples.
Cognitive perspectives on memory recovery
Authors: Morton John 
Published: June 2007

AbstractThere are strong parallels between recovered memories and multiple personality disorder, both are associated with child sexual abuse and both involve dense amnesia of one kind of another. Recovered memory is inherently unstable. Since it is relatively stable, the properties of multiple personality disorder have been investigated experimentally in one or two cases. This enables psychology modelling to be carried out with more confidence. The Headed Records Model (Morton, Hammersley and Bekerian, 1985) is used to develop a concept of self which provides leverage in understanding, M.P.D. Recovered memories can be understood in a similar way. False memories are only slightly, though significantly different. There is no bar to this coexistence.
In a dim light: Admissibility of child sexual abuse memories
Authors: Sales Bruce D. , Shuman Daniel W. , O'Connor Maureen 
Published: June 2007

AbstractThe scientific basis for recovering repressed memories of child sexual abuse raises important but different concerns for both clinical practice and expert testimony in the courts. This article identifies these concerns, particularly focusing upon the admissibility of expert witnesses in litigation. After considering the different standards for the admissibility of scientific evidence and the policies underlying these standards, the issue of the courts employing a lower threshold for admitting mental health professional testimony about the same or similar information (i.e. recovered repressed memories) that could not be pxesented by a scientist is confronted. Two solutions are proposed.
Where did I park? A naturalistic study of spatial memory
Authors: Lutz John , Means Larry W. , Long Thomas E. 
Published: June 2007

AbstractA naturalistic study of spatial memory having temporary utility was conducted using 32 faculty and staff of a university, who park in non‐reserved parking spaces, as subjects. The subjects, who were unaware of the study until interviewed, were asked to indicate on a map the exact location where they had parked their car on that day and on each of the three preceding days. Whereas retention accuracy decreased significantly across days, the recency effect was weak and overall retention proved to be very accurate. Of the subjects who varied their parking location, 88 per cent were able to indicate within three spaces where they parked on the day of the interview, and 58 per cent on the most remote day. Younger females made significantly larger retention errors across the four days than older females and younger and older males. Subjects' overall retention accuracy correlated with their overall confidence in their recollections (γ = .72). Daily ratings of ‘how busy on the job’, reported times left campus each day, parking location variability, particular parking lot used, and number of parking spaces in the distinct locations used were not significantly correlated with retention errors. In follow‐up interviews, subjects reported preferring a behavioural, ‘park in a favourite spot’ strategy, with several types of imagery‐based cognitive strategies being cited less frequently, and verbal encoding being the least often cited strategy.
Using elaborative interrogation to facilitate acquisition of factual information in cooperative learning settings: One good strategy deserves another
Authors: Kahl Barbara , Woloshyn Vera E. 
Published: June 2007

AbstractThe primary purpose of this study was to determine whether providing 6th‐grade students with cooperative elaborative interrogation instruction would facilitate learning relative to providing them with cooperative learning, elaborative interrogation or reading‐for‐under‐standing instructions. All students were presented with 36 factual statements about six animals. Cooperative elaborative interrogation students were instructed to work collaboratively and use their prior knowledge to state why each fact is true. Cooperative learning students were told to work collaboratively to learn target materials, while elaborative interrogation students were instructed to generate answers to the why questions on their own. Reading‐control students were also on their own and instructed to read the animal facts for understanding. For immediate free recall and immediate associative matching tests, students in the experimental conditions outperformed those in the control condition. Cooperative elaborative interrogation and elaborative interrogation students maintained this advantage on a 30‐day follow‐up associative matching test, with elaborative interrogation students maintaining a significant advantage relative to reading controls on a 60‐day associative matching follow‐up. (There was also a strong trend favouring the cooperative elaborative interrogation condition on this 60‐day measure.) The quality of the ‘why’ answer affected learning: Generating and listening to scientifically correct answers that used relevant prior knowledge to clarify target information was associated with better memory for facts than were other types of study responses. Students in this study learned the most when they were explicitly directed to activate relevant prior knowledge that supports and clarifies new information–processing that occurs following either small‐group or individual elaborative interrogation instruction.
How much is ‘quite a bit’? Mapping between numerical values and vague quantifiers
Authors: Wright Daniel B. , Gaskell George D. , O'Muircheartaigh Colm A. 
Published: June 2007

AbstractVague quantifiers, terms like “quite a bit” and “hardly ever”, are often used in the response scales of psychology and social science questionnaires to measure the frequency of certain behaviours. However, responses to such questions arc confounded because people differ in their interpretations of vague quantifiers. We propose that people interpret vague quantifiers by constructing a notion of how most people behave. Examining a critical topic for media researchers–estimating the amount of television walched–we conducted two split‐ballot experiments in national surveys. Our first study (n = 1028) demonstrates that the amount people think other people watch varies according to how much television they watch themselves and the behaviour of their social group. Our second experiment (n = 1106) extends this result to the interpretation of vague quantifiers. These findings shed light on the psychological processes involved when interpreting vague quantifiers, and bring into question the validity of many survey results.
Errors in everyday routefinding: A classification of types and possible causes
Authors: Williamson Janis , Barrow Corinne 
Published: June 2007

AbstractA diary study is reported in which volunteers kept records of naturally occurring lapses in the efficiency of everyday travel throughout the environment. Forty‐nine volunteers kept structured diaries over a 4‐week period, in which they supplied a free written description of each error, its possible cause and other standardized information relating to the error. The resulting data were classified into nine distinct categories of error, which occurred with varying degrees of frequency, and which ranged from wrong turnings to return route problems. The proposed causes of errors were then classified independently, resulting in five categories, which can be described under two major headings: environmental causes and cognitive causes. Finally, the error types and their causes were mapped together to provide an overall indication of their distribution. The data provide a descriptive classification of naturally occurring errors in routefinding, along with possible causes. The findings are consistent with the general finding within the cognitive mapping literature that humans possess a heuristic representation of the environment that mostly allows for efficient navigation, and that errors are more likely to occur through inattention or environmental factors rather than deficiencies within the cognitive map itself.