bluuebunny/crossref_metadata_2025_split huggingface dataset:
What mediates the impact of response alternatives on frequency reports of mundane behaviors?
Authors: Schwarz Norbert , Bienias Julia 
Published: May 2007

AbstractPrevious research demonstrated that respondents assume that the range of precoded response alternatives reflects the researcher's knowledge of the distribution of opinions or behaviours in the population. This assumption may influence respondents' reports in two ways: respondents may either use the range of the response alternatives as a frame of reference in estimating their own behavioural frequencies, or they may be reluctant to report frequencies that appear extreme in the context of the scale. Three experiments using reports of mundane behaviours, namely watching TV and drinking beer, were conducted to differentiate between the frame of reference and the self‐presentation hypothesis. The results of all studies favour the frame of reference hypothesis, and suggest that the impact of response alternatives is the more pronounced the less episodic information about the behaviour is accessible in memory. Specifically, proxy‐reports were found to be more affected by the range of response alternatives than self‐reports (Experiments 1 and 2), and respondents with dispositionally low access to self‐related information were found to be more affected than respondents with dispositionally high access to self‐related information (Experiment 3). Implications for questionnaire construction are discussed.
How people give verbal instructions
Authors: Wright P. , Hull A. J. 
Published: May 2007

AbstractFour experiments examined the content and sequencing adopted when people gave verbal instructions about changes to be made to a typescript. Experiments 1 and 2 showed that only 30 per cent of instructions contained overviews, and that although most mentioned the general region where the change should occur, more detailed information was often omitted. Experiment 3 increased the need for precision, by enhancing the potential for ambiguity about locations specified in the text. This significantly reduced the omission of location details, although still present in over 50 per cent of instructions. Experience in carrying out similar procedures had no effect on the content or style of the instructions (experiment 4). The sequence in which information was given remained stable across the four experiments, with the action being specified between the general and the precise location. It is suggested that this reflects a compromise between sequences aiding comprehension and those helping people carry out the instructions. This suggestion was supported by an analysis of circumstances in which people disregarded experimental directions about the use of reference cues. It is concluded that giving verbal instructions is a linguistic skill that not all adults have perfected.
Effects of college students' learning styles and gender on their test preparation strategies
Authors: Speth Carol , Brown Robert 
Published: May 2007

AbstractThis study investigated the effects of approach to studying, gender and type of examination on test preparation strategies. Educational psychology students completed the Approaches to Studying Inventory (Entwistle and Ramsden, 1983) regarding their general learning characteristics, and thus were assigned to four approach groups. Students also answered questions about how they might study for either an essay or a multiple‐choice examination. Factor analysis of those items yielded several study strategy subscales. When scores on the time‐effort, integration, selection and cognitive monitoring subscales were used as dependent variables in a 4×2×2 (cluster × gender × type of test) MANCOVA, a significant three‐way interaction suggested that male and female students using different approaches react differently to multiple‐choice or essay tests, and the patterns differ by strategy.
Remembering science: The recall of factual information as a function of the presentation mode
Authors: Furnham Adrian , Gunter Barrie , Green Andrew 
Published: May 2007

AbstractTwo studies are reported on the recall of ‘scientific’ factual material as a function of the medium or channel of communication through which it was presented. Programmatic research by authors of this paper using widely different stimulus materials on different subject samples has indicated that, compared to information received through audiovisual or audio‐only channels, stimulus ‘material’ received through print is best remembered. In the first study subjects either saw part of an actual television science programme in the audiovisual medium, heard it in the audio‐only medium or read a transcript in the print medium. As predicted, subjects who read the transcript remembered most details in both cued and free recall. In the second study a ‘talking‐head’ video was made of the reading of a comparatively easy and difficult scientific extract of comparable length. Subjects randomly assigned to one of six groups either saw audiovisually, heard in audio‐only, or read the print extract of either extract, and were then tested on free and cued recall. Again, material that was read was recalled best, though there were also a number of interesting medium by content interactions. These results are discussed in terms of the literature on the comprehension and recall of factual material.
Distignuishing the source of memories reported during prior waking and hypnotic recall attempts
Authors: Whitehouse Wayne G. , Orne Emily Carota , Orne Martin T. , Dinges David F. 
Published: May 2007

AbstractSubjects attempted to identify the occasion on which they first reported particular responses to questions that were asked twice during an experiment on hyphosis and memory 1 week earlier. During this earlier experiment, subjects of high and low hypnotizability had been randomly allocatd to one of two recall test sequences: wake‐hypnosis ro wake‐wake. Recall improved from the first (R1) to the second test (R2) in a comparable manner for both test sequences, indicating a failure of hypnosis to enhance memory. It is noteworthy that, when later queried about the origins of specific recollections, the majority of subjects exhibited a bias to attribute their responses to R1, regardless of whether hypnosis was used during R2. Moreover, low hypnotizables exposed to the hypnotic procedure and, to a lesser extent, high hypnotizables who recalled both times in the waking condition displayed and exaggerated tendency to overattribute recollections to R1. These data indicate that individuals cannot distinguish between memories retrieved prior to hypnosis and those that occured during hypnosis. Implications for implementing judicial standards regarding hypnosis are discussed.
The effect of subject‐generated and experimentersupplied code words on the phonetic mnemonic system
Authors: Patton G. W. R. , D'agaro W. R. , Gaudette M. D. 
Published: May 2007

AbstractThe hypothesis tested proposed that subjects using the phonetic mnemonic system who were supplied code words by the experimenter would recall more numbers than either subjects generating their own code words or a control group. In Experiment 1,36 undergraduate subjects serving in a 3 × (3) mixed‐factorial design confirmed the hypothesis, but the possibility existed that the superiority of the experimenter‐supplied group was attributable to the failure of the subject‐generated group to devise a complete set of code words. In Experiment 2 a new group of 12 self‐generated subjects was tested with a modified procedure designed to maximize number of correct code words. However, the experimenter‐supplied group recalled significantly more numbers than this group, too. In Experiment 3 the possibility was tested that the superiority of the experimenter‐supplied subjects was an artifact based on insufficient training in the phonetic method of subjects creating code words. Accordingly, all 28 subjects received extended training before recall of a subject‐generated group was tested against that of an experimenter‐supplied group in a 2 × (2) factorial design. Once again the experimentersupplied group recalled significantly more numbers, confirming the hypothesis. These results represent an exception to the general finding that subject‐generated mnemonics are superior to those supplied by the experimenter. The data suggest that the relative efficacy of the two sources interacts with the difficulty of the mnemonic.
On‐line consultation of definitions and examples: Implications for the design of interactive dictionaries
Authors: Black Alison 
Published: May 2007

AbstractThe paper discusses how dictionary consultation during text comprehension varies according to dictionary users' prior knowledge of a word and of the concept it represents. Four types of consultation are isolated: the construction, extension, confirmation, and recognition of word meaning. Two experiments (one using an interactive electronic dictionary and the second a pencil‐and‐paper task) show that people's use of definitions and examples varies with type of consultation. The findings suggest that dictionary entries giving definitions as the primary source of information are appropriate for construction, extension, and confirmation tasks but that examples should be the primary information for recognition tasks. The implications of the findings for the design of interactive dictionaries are discussed.
The impact of administration mode on response effects in survey measurement
Authors: Schwarz Norbert , Strack Fritz , Hippler Hans‐J. , Bishop George 
Published: May 2007

AbstractThe major differences between face‐to‐face and telephone interviews as well as self‐administered questionnaires are reviewed and are related to the cognitive and communicative processes assumed to underlie the process of question answering. Based on these considerations the impact of administration mode on the emergence of well‐known response effects in survey measurement is discussed, and relevant experimental evidence is reported. It is concluded that administration mode affects the emergence of question order and context effects; the emergence of response order effects; the validity of retrospective reports; and the degree of socially desirable responding. The emergence of question wording and question form effects, on the other hand, appears to be relatively independent of administration mode.
Voice identification of an abductor
Authors: Yarmey A. Daniel , Matthys Eva 
Published: May 2007

AbstractA total of 288 male and 288 female undergraduate students heard a taped voice of a mock abductor for a total of 18 seconds, 36 seconds, 120 seconds, or 6 minutes. One‐third of all subjects heard the voice for one massed trial, one‐third for two equal periods separated by a 5‐minute inter‐trial interval, and the remainder for three equal periods separated by 5‐minute intervals. Voice identification and confidence of response were tested immediately after observation, or 24 hours later, or 1 week later. Hit rates were significantly greater with longer voice‐sample durations, and were superior with two distributed exposures to the suspect's voice in contrast to one massed exposure or three distributed exposures. However, the false alarm rate in the suspect‐present line‐up differed significantly as a function of voice‐ sample durations and retention intervals, and voice‐sample durations and frequency of distributed exposures. False alarms in the suspect‐absent line‐up were consistently high (overall M = .58) and exceeded the overall hit rate (M = .40). Confidence of response was negatively correlated with suspect identification in the 18‐second voice‐sample condition, but was positively correlated with voice‐sample durations of 120 seconds and 6 minutes.
Memory complaint and memory performance in the elderly: The effects of memory‐skills training and expectancy change
Authors: Best Deborah L. , Hamlett Kim W. , Davis Stephen W. 
Published: May 2007

AbstractWhile the incidence of memory complaint has always been high among the elderly, recent research has demonstrated that there is often a discrepancy between subjective memory complaint and actual memory performance in this population. Four experimental groups were established to examine the relationship and the factors that may affect changes in memory complaint and memory performance. The groups consisted of a memory training condition, an expectancy change condition, an art discussion control condition, and an evaluation control condition. It was hypothesized that memory training sessions would be the most effective in increasing memory performance scores, and that the expectancy change sessions would significantly reduce the incidence of memory complaint. The findings provide support for these predictions and indicate that memory training programmes should teach strategies to facilitate memory while addressing older adults' expectations about memory performance.
Scripts and episodes: The development of event memory
Authors: Hudson Judith A. , Fivush Robyn , Kuebli Janet 
Published: May 2007

AbstractThis article reviews recent research on how children organize general script knowledge and memories of specific episodes in memory. First, we discuss developmental issues concerning how children represent single episodes during the initial stages of script acquisition. Research indicates that even very young children quickly grasp the role of variation and invariance in recurring experiences. After only a few varying experiences, children come to expect more variation, but if the initial experiences are invariant they expect that all future occurrences will be the same. However, there are developmental differences in children's ability to ‘sort out’ a standard script from its variations if a single experience is different from all others during the initial four or five exposures with an event. In the second section we focus on how typical and atypical episodes are remembered after a script is established. Here, there are few developmental differences. Very young children up to adults are better able to recall deviation episodes than episodes that closely follow a script. However, cueing plays an important role in remembering both routine and deviation episodes. In the last section we discuss explanations for developmental differences in children's memory for specific episodes during the initial phases of script acquisition and suggest areas for future research.
How slips result in traffic conflicts and accidents
Authors: Kruysse Herman W. 
Published: May 2007

AbstractIn this study subjects kept diaries about unintentional acts during driving. They were asked to record errors at skill‐based level: slips and lapses. They also recorded the circumstances preceding these errors and the consequences for road safety. It was demonstrated how insight into the nature and antecedents of these ‘human errors’ contributes considerably to the understanding of road safety. By focusing on the conditions which control the occurrence of unintentional acts the study shows how these errors or their consequences can be controlled. A relationship was established between the specific conditions that evoke these slips and generic classes of condition that are conducive to errors: latent failure types. It is argued that in conditions controlled by latent failures cognitive processes produce not only skill‐based errors but also rule‐ and knowledge‐based errors. It is claimed that strategies to increase safety should be directed at these latent failures, rather than at the errors that follow from them.
The importance of ‘mass’ in line drawings of faces
Authors: Bruce Vicki , Hanna Elias , Dench Neal , Healey Pat , Burton Mike 
Published: May 2007

AbstractPrevious research (Davies, Ellis and Shepherd, 1978; Rhodes, Brennan and Carey, 1987) has shown that accurate line drawings of familiar faces are identified rather poorly. However, artists can produce lifelike portraits with pen and ink, and Pearson and Robinson (1985) described an automatic method for producing computer‐drawn sketches (‘cartoons’) of faces which appear very similar to those produced by a human artist. In this paper we show that subjects can identify famous faces depicted in such computer‐drawn ‘cartoons’ almost as well as full grey‐scale images. The cartoon algorithm comprises two components. One component draws lines at the locations of intensity changes corresponding to luminance valleys and edges (the ‘valledge’ detector). The other component applies a ‘threshold’ to the original intensity distribution, and replaces any area darker than threshold with black. Thus the full cartoon contains both ‘line’ and ‘mass’. Neither the valledges nor the threshold components alone were as well identified as full cartoons containing both components. The results suggest that the addition of the threshold component adds significantly to the identifiability of line drawings of faces.
The differential susceptibility of topographic map interpretation to influence from training
Authors: Eley Malcolm G. 
Published: May 2007

AbstractPerformances on standardized map to landsurface matching tasks were compared following one of three training conditions. Subjects were explicitly instructed to represent the mapped landsurfaces as mental imagery arrays of selected features, and they were presented with sequences of landsurface drawings described as modelling image manipulation processes. Alternatively, subjects were presented with these same sequences, but without explicit instructions that they should be taken as modelling mental processes, or that any particular representational form should be used. Finally, control subjects were presented with neither explicit instructions on processing and representational form nor the sequences of landsurface drawings. Performance differences across the three groups were interpreted in terms of the use of mental imagery being strongly task‐determined in such map matching tasks, but the choice of processing strategy being more susceptible to influence from training.
Football players' recall of helmet warning label information: Implications for behavioural compliance
Authors: Smith Ronald E. , Smoll Frank L. , Everett John J. 
Published: May 2007

AbstractFootball helmets contain a label designed to warn players of potentially catastrophic hazards associated with using the helmet as a point of contact. We assessed the effectiveness of the label in communicating this information to high‐school football players by asking them to reproduce the label's contents from memory under three conditions: pre‐season recall (n − 177), post‐season recall (n ‐ 60), and post‐season recall with verbal priming (n − 71). Only 26 per cent of the athletes assessed at pre‐season recalled both the potential consequences of injury and the behavioural guidelines. Thus, most subjects were unable to recall the elements specified in protection motivation theory as necessary for inducing behavioural compliance. Exposure to the label over the course of the season did not enhance recall of these elements. In the post‐season priming condition, verbal reference to a warning label produced a significant priming effect in recall of the injury consequences; it did not affect recall of the behavioural guidelines. Implications for enhancing the efficacy of helmet warning labels are discussed, and future research directions are identified.
Fallacies in memory for conversations: Reflections on Clarence Thomas, Anita Hill, and the Like
Authors: Pezdek Kathy , Prull Matthew 
Published: May 2007

AbstractThis study examines conditions that relate to fallacies in memory for conversations. This research tests a cognitive interpretation for why a conversation might be vividly memorable to one eyewitness but not to another. Specifically, a test of gist and verbatim memory for sexual versus non sexual material is presented. In addition, the relative memorability of sexual versus non sexual mateial is tested as a function of the consistency of the context in which it is presented. In two experiments participants heard a recorded conversation between a man and a woman that included four sexual and four non sexual target sentences. The conversation was framed as having been recorded in either a singles bar (the consistent context) or an office setting (the inconsistent context). Sexual items were recalled and recognized better than non sexual items, on both gist and verbatim memory tasks, and the difference in gist (but not verbatim) memory between sexual and non sexual items was greater in the inconsistent than in the consistent context. The discussion considers how this pattern of results might illuminate slippages in memory that may have occured during the Clarence Thomas‐Anita Hill hearing (U. S. Supreme Court appointment review; October 1991) as well as memory slippages more generally.
Contextual effects on the ability of divers to use decompression tables
Authors: Martin K. M. , Aggleton J. P. 
Published: May 2007

AbstractThe present study compared the ability of novice divers to apply decompression tables having learnt how to use them in either the same or a different environment. Those subjects who had learnt how to use the tables in a different environment (i. e. had learnt on dry land and were tested underwater or vice‐versa) performed on average 64 percent worse than those who had the same environment for both learning and test. This effect could not be ascribed to the disruption brought about by changing environments. The results show that contextual effects on memory extend beyond the recall of word lists (Godden and Baddeley, 1975) to the ability to implement potentially important instructions.
A longitudinal analysis of the role of task‐specific knowledge in the subjective impact and structure of performance
Authors: McCarthy John C. , Dunne Elizabeth A. 
Published: May 2007

AbstractIt is widely accepted that the structure of performance depends on the relationship between task demands and information processing resources. This relationship is affected by many factors including practice. For instance, it is claimed that while use of task‐specific knowledge, an information‐processing resource, may benefit performance in the long term, the costs of its use in the short term are quite high. It is dificult to find any studies which can be used to test this claim, as those which have been undertaken typically measure gross performance only, lack any measure of the subjective costs of resource investment, and are of relatively short duration. In this paper an experiment is reported which looks at the effects of task‐specific knowledge on gross and process performance, and on a number of subjective indices over a longitudinal time frame. The results are discussed in terms of the relationships between the context of performance, the perception of control, and strategies of resource management. Finally, the argument that the data suggest a need for the reconceptualization of demands and resources is mooted and some methodological implications are discussed.