bluuebunny/crossref_metadata_2025_split huggingface dataset:
Commercial memory aids
Authors: Herrmann Douglas J. , Petro Susan J. 
Published: June 2007

AbstractThis article examines the psychological properties of commercial memory aids, i. e. products whose primary purpose is either to facilitate performance (a memory prosthetic), correct memory errors (a memory‐failure corrective device) or perform a memory task (a memory‐task robot). An analysis of 74 kinds of commerical memory aids indicated that they help memory in a specific manner, i. e. by assisting performance of a particular task (e. g. remembering what to buy, when to meet someone) which arises in a certain context (e. g. shopping, making phone calls, keeping obligations) and which involves a certain type of content (e. g. knowledge, event, intention, location, possession). Thus, commercial memory aids apear to vary in effectiveness according to the appropriateness of an aid for the task and content to which the aid is applied. It remains for clinical observation and validity tests to determine whether the effectiveness of these aids is broader or narrower than what advertisements claim for them.
The use of verbal report methods in the development and testing of survey questionnaires
Authors: Willis Gordon B. , Royston Patricia , Bercini Deborah 
Published: June 2007

AbstractIncreasingly, verbal report techniques are being used in the development and testing of survey questions. The present investigation examined the cognitive processes involved in responding to health survey questionnaires by conducting laboratory interviews which collected verbal reports. Analysis of these reports identified problems with questions that relate to the compre‐hension, recall, and decision processes the subjects used to answer those questions. This paper describes how questionnaire problems have been detected in the laboratory, and how these have been classified according to a cognitive model. We conclude that the laboratory verbal‐report techniques appear to be useful in detecting a variety of questionnaire flaws that are related to the operation of cognitive processes.
Retrieval from memory of dietary information
Authors: Smith Albert F. , Jobe Jared B. , Mingay David J. 
Published: June 2007

AbstractTwo experiments investigated the accuracy with which subjects report their dietary intake for specified periods. In Experiment 1, subjects recorded their diets for 2 or 4 weeks, and returned 0, 2, 4, or 6 weeks after the end of the recording period for a memory test which required that they attempt to report all items that they had eaten or drunk during the recording period. The reported items were scored against the recorded ones. Overall memory performance deteriorated as retention interval increased. In addition, the intrusion rates of subjects who reported for 2 weeks increased steeply as a function of retention interval length, whereas those of subjects who reported for 4 weeks were roughly constant across retention interval length, whereas those of subjects who reported for 4 weeks were roughly constant across retention intervals. Encouraging subjects to report by food groups elevated intrusion rates, relative to other instructions, without increasing the proportion of targets that was reported. In Experiment 2, subjects recorded their dietary intake for two separate periods, and reported for both periods at the end of the second. The items reported for the second period better matched the record for that period than the record for the first period, but there was no such difference for the items reported for the first period. Taken together, the results of the two experiments suggest that subjects rely on generic memory about their own diets when they attempt to report their intake for extended or remote periods.
Learning sound/symbol correspondences: Transfer effects of pattern detection and phonics instruction
Authors: Gelzheiser Lynn M. 
Published: June 2007

AbstractThis study tested predictions derived from Gibson and Levin (1975) and Gough and Hillinger (1980) regarding the effects of different forms of reading instruction on a test of ‘far generalization’, where students were asked read nonsense words containing untaught sound/symbol correspondences. Two instructional methods were compared, pattern detection training and a synthetic phonics lesson which taught the specific correspondences used on a first post‐test. A control group received no treatment. The transfer effects of pattern detection training were demonstrated on a first post‐test and with a measure of correspondence induction at the end of testing. A first and second post‐test revealed that specific correspondence training increased decoding scores but did not transfer to novel correspondences. On a second post‐test, pattern detection and specific correspondence groups did not differ in decoding score; apparently the induction skill of the pattern detection group was balanced by the knowledge base of the specific correspondence group. It is concluded that pattern detection training more readily fosters those abilities that allow students to independently induce sound/symbol correspondences than the traditional approach of direct teaching of specific correspondences.
Memory anxiety and memory performance in adulthood
Authors: Davidson H. A. , Dixon R. A. , Hultsch D. F. 
Published: June 2007

AbstractThe present study examined the contribution of general and domain‐specific anxiety to the prediction of memory performance in a sample of 350 young, middle‐aged and old adults. In a preliminary stage of this investigation, psychometric analyses revealed that the predictive validity of the Anxiety scale of the Metamemory in Adulthood questionnaire, used to assess memory‐related anxiety, could be improved by using an abbreviated version of the scale. This Memory Anxiety subscale predicted level of state anxiety experienced by middle‐aged and older subjects in anticipation of a memory‐demanding task. It was superior to the general state measures in predicting actual memory performance, but only for the oldest age group. Results thus provide support for domain‐ and age‐specificity in the assessment of anxiety performance relationships.
A brief history of applied cognitive psychology
Authors: Hoffman Robert R. , Deffenbacher Kenneth A. 
Published: June 2007

AbstractCurrently, applied cognitive psychology seems to be a ‘hot topic’. What are the origins of this area of specialization? In this article we survey the history of applied cognitive psychology, beginning with the earliest applied psychological research of the late 1800s, through the impact on psychology of the World Wars, through the advent of the information processing view of the 1950s, and up to the recent flurry of work on topics in cognitive science, such as human–computer interaction. We also consider recent changes in the structure of American professional societies, economic changes and funding patterns, and other factors that have contributed to the advent of this new field. Although our discussion is largely descriptive, we point to some of the influences on applied psychology, such as the practical concerns that have arisen outside the laboratory. Our discussion is best characterized as a historically contextualized cautionary tale that asserts the values of neofunctionalism for applied cognitive psychology.
Children's memory for a personally experienced event: Implications for testimony
Authors: Ornstein Peter A. , Gordon Betty N. , Larus Deanna M. 
Published: June 2007

AbstractThis study was prompted by an interest in children's abilities to testify in legal settings. Based on the fundamental premise that children cannot provide accurate testimony about events that cannot be remembered, this investigation focused on 3‐ and 6‐year‐olds' memory of a salient, personally experienced event. The event selected was that of a visit to the doctor for a physical examination. Children at both ages remembered most of the features of the check‐up at an immediate memory test, although the older children performed somewhat better than younger children. In addition, the performance of the 3‐year‐olds decreased over delay intervals of 1 and 3 weeks, whereas that of the 6‐year‐olds remained constant over this period. Moreover, at all assessment points the older children provided more information in response to open‐ended general questions than did the younger children. Both groups of children were quite good at giving accurate responses to misleading questions, although the 3‐year‐olds performed below the level of 6‐year‐olds. The need for further controlled studies of children's memory capabilities is discussed.
Visuospatial and articulatory interference in chess players' information intake
Authors: Saariluoma Pertti 
Published: June 2007

AbstractModularity of the human information processing system has been widely accepted. Research based on this theoretical construction has been successful in many areas of cognitive psychology. Surprisingly little work has, however, been done towards understanding the consequences of modularity in thinking skills. In this paper the functions of visuospatial and articulatory processing will be compared in the context of chess skill to obtain information concerning the cognitive resources needed in this skill. Two experiments on chess players' information intake will be made, in which the effects of visuospatial and an articulatory secondary tasks will be compared. In both experiments a visuospatial secondary task causes strong interference, while an articulatory task has no effect on processing. So chess is a highly visual task but articulation, contrary to some pre‐theoretical beliefs, has no real significance.
Recognition memory performance and residential burglary
Authors: Logie Robert , Wright Richard , Decker Scott 
Published: June 2007

AbstractThis paper reports two studies of recognition memory performance in groups of juvenile residential burglars. Memory performance of the burglars was compared in Experiment 1 with police officers and a group of adult householders. In Experiment 2 a second group of juvenile burglars was compared with a group of juvenile offenders who had no experience of housebreaking. All groups were asked first to identify houses in photographs that would be attractive or otherwise to burglars. Subsequently, subjects were given a surprise recognition test where, in some photographs, physical features had been changed. Recognition memory for information about physical features of houses was significantly better for the burglary group than for the police officers, who in turn were better than members of the law‐abiding public. In Experiment 2 the juvenile burglars' recognition memory performance was significantly better than the other offenders. These results are interpreted in terms of the burglary subjects possessing a level of expertise associated with their experience of offending. This is a finding with implications for criminology and for the application of cognitive psychology to crime prevention, an area of considerable practical importance.
Environmental context‐dependent eyewitness recognition
Authors: Smith Steven M. , Vela Edward 
Published: June 2007

AbstractThe present study helped resolve the apparent conflict between many laboratory list‐learning studies, which have not found environmental context‐dependent recognition memory, and staged field studies (e.g. Malpass and Devine, 1981), whose results with ‘guided memory’ techniques suggest that eyewitness face recognition should depend upon environmental context reinstatement. It was found in two different experiments that, relative to testing in a new place, returning participants to the environment where a live staged event had occurred improved performance on identification of a confederate's face (i.e., hit rate). Although physical reinstatement improved identification performance in Experiment 1, mental reinstatement instructions to subjects tested in a new environment did not improve identification performance over an uninstructed group. The environmental reinstatement effect did not interact with test delay or confederate. In Experiment 2 it was found that environmental reinstatement improved accuracy (hit rate and foil identification rate) when the correct target was present in the test line‐up, and that false identifications were not significantly affected by contextual manipulations when the correct target was absent from the line‐up. The results provide an empirical basis for the hypothesis that returning to the scene of an event improves eyewitness face recognition.
How accurate are time‐use reports? Effects of cognitive enhancement and cultural differences on recall accuracy
Authors: Engle Patrice L. , Lumpkin J. Bradley 
Published: June 2007

AbstractIn order to assess the accuracy of time‐use reports, 80 young adults were observed for 2‐hour periods, and were interviewed about their activities by a different person the following day. Two experiments were performed. In the first, three different levels of cognitive enhancement were used to improve recall accuracy. Subjects were 60 California college students, 20 per group. In the second study the maximum enhancement condition was replicated with 20 Guatemalan subjects, similar in age, sex and level of education to the California subjects. Both the accuracy of their recall of specific activities, and the accuracy of their time‐duration estimates were calculated. Results indicated that the enhancement conditions in Study 1 significantly increased both the number of activities recalled accurately (from 40 to 63 per cent) and the amount of time accurately recalled (from 58 to 70 per cent). In Study 2 the Guatemalans recalled 60 per cent of their activities accurately, and recalled as much time accurately as the Californians. The Guatemalans were significantly more likely to underestimate their time. In other words, when they made errors, these were almost always underestimations. Most of the recall error could be accounted for by forgetting an activity altogether, rather than by estimating its time inaccurately.
The effect of expectation on the identification of known and unknown persons
Authors: Kerstholt José H. , Raaijmakers Jeroen G. W. , Valeton J. Mathieu 
Published: June 2007

AbstractIn this experiment we investigated the influence of expectation, exposure time and jacket hood positioning on person identification. Thirty subjects, all employees of the TNO Institute for Perception, participated in the experiment. They were presented with slides showing known and unknown persons who were photographed under bad lighting conditions. Limited viewing conditions considerably deteriorated subjects' performance and under these circumstances all experimental manipulations significantly affected identification accuracy. Contrary to what was expected longer exposure times impaired performance. The results are discussed in light of recent research on face recognition (Bruce and Young, 1986; Read, Vokey, and Hammersley, 1990).
Becoming a bartender: The role of external memory cues in a work‐directed educational activity
Authors: Beach King 
Published: June 2007

AbstractTwo kinds of external mnemonic cues are distinguished within the activity of becoming a bartender. Verbal mnemonic symbols (VMS) are materially arbitrary with respect to their referents. Material mnemonic symbols (MMS) bear a direct material relation to their referents. Both sets of cues are socially constituted. Combined ethnographic and experimental analyses indicate that external mnemonic cue use shifts from VMS, to MMS, to the use of neither with increasing experience. These shifts are interpreted within an activity theory framework as they occur in relation to the changing goals of becoming a bartender.
An observational study of skilled memory in waitresses
Authors: Stevens Joy 
Published: June 2007

AbstractA two‐phase observational study was done on skilled waitresses as they served lunch orders in a Manhattan restaurant. Three months of participant observation provided a job description which characterized the skilled use of memory by waitresses. A second set of observations tracked the handling of orders for five confederate customers, and looked at ways in which waitresses had to reorganize information in order to do their job quickly and accurately. The date revealed that waitresses sort‐order information into different organizational configurations to match locations in the restaurant, and that they adaptively utilized these configurations in the flow of their activity.
Very long‐term retention of a novel
Authors: Stanhope Nicola , Cohen Gillian , Conway Martin 
Published: June 2007

AbstractThis study investigated the very long‐term retention of a full‐length novel originally studied as part of a university undergraduate course. One hundred and forty former students completed three tests designed to assess retention of Charles Dickens' Hard Times. Retention intervals ranged from 3 to 39 months. Subjects' responses when they were asked to report their most vivid and enduring memory of the novel were consistent with story grammar models which claim that components of a story which are higher in a hierarchy are remembered better than those lower in the hierarchy. A free recall test of the names and roles of the characters in the novel found that retention of both declined rapidly in the first few months following acquisition, that names were forgotten more quickly than roles, and that retention of both had stabilized above baseline before the longest retention interval. These data are interpreted in terms of a schema account of memory retention, in which retention of schematic knowledge (roles), but not non‐schematic knowledge (names) can be mediated by abstract knowledge structures. The results of a fact verification test showed that memory for events of high importance in the novel was better than memory for events of low importance, consistent with models that suggest that texts and stories are represented hierarchically in memory. Confidence ratings also declined over time and showed that subjects generally assessed the accuracy of their responses correctly. The significant predictors of memory for the novel were retention interval and the mark obtained on a coursework essay on Hard Times.
Interrelationships among students' study activities, self‐concept of academic ability, and achievement as a function of characteristics of high‐school biology courses
Authors: Thomas John W. , Bol Linda , Warkentin Robert W. , Wilson Mark , Strage Amy , Rohwer William D. 
Published: June 2007

AbstractThis investigation focused on the interrelationships among students' study activities, students' self‐concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self‐concept of academic ability ratings, and achievement were measured with experimenter‐developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi‐level relationships between course features and student variables. Results at the student level indicated that self‐concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self‐concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi‐level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self‐concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self‐concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship.
Perception of clusters in statistical maps
Authors: Lewandowsky Stephan , Herrmann Douglas J. , Behrens John T. , Li Shu‐Chen , Pickle Linda , Jobe Jared B. 
Published: June 2007

AbstractTwo experiments observed performance on a cluster identification task across a variety of common statistical maps. Stimulus maps displayed mortality rates for several diseases and subjects had to identify regions of the map that were perceived to form a cluster of particularly high (or low) mortality. Subjects marked the perceived centroid of each cluster, and analyses focused on the dispersion of centroid location across subjects. Under these circumstances, monochrome classed choropleth maps were found to minimize dispersion, compared to a two opposing colours scheme, a dot density map, a pie map, and a categorical (hue‐based) colour scheme. Maps using a familiar geographical unit (i. e. a U. S. state) supported better recall of the information than maps using less familiar and smaller geographical units. The results were found to be interpretable within current cognitive theory.
The need to expand the horizons of the practical aspects of memory movement
Authors: Herrmann Douglas , Gruneberg Michael 
Published: June 2007

AbstractThe Practical Aspects of Memory movement began as a forum for applied memory research and as and acid test for basic memory theory. Contrary to initial expectations, the movement has attracted far fewer applied researchers and, instead, has primarily drawn researchers concerned with the ecological validity of basic research. The purpose of this special issue is to demonstrate to practical memory researchers the rewards of giving more consideration to applied memory research in government, industry, education, and consulting. This article explains that the Practical Aspects of Memory movement needs to give more consideration to applied research that does not emanate from basic theory, because such research may identify phenomena that basic research should investigate. It is argued here that an examination of the potential contributions of applied memory research will facilitate communication among basic, ecological, and applied researchers, thereby strengthening the movement's ability to contribute to the solution of societal problems.
Contributions of survey research to the understanding of memory
Authors: Jobe Jared B. , Tourangeau Roger , Smith Albert F. 
Published: June 2007

AbstractThis article reviews the results of survey methodological research that illustrate phenomena of potential interest to investigators of memory, and also reviews psychological research designed to explore some of these phenomena under controlled laboratory conditions. We classify the phenomena reviewed into broad categories of remembering what events occurred, remembering when events occurred, and estimation and reconstruction processes used in reporting recurring events. We delineate the contributions of this research for our understanding of memory phenomena and show where this research has revealed gaps in our existing theories and knowledge. These findings present challenges for future collaboration between cognitive psychologists and survey methodologists.