bluuebunny/crossref_metadata_2025_split huggingface dataset:
Daily‐life difficulties in person recognition reported by young and elderly subjects
Authors: Schweich M. , van der Linden M. , Bredart S. , Bruyer R. , Nelles B. , Schils J.‐P. 
Published: June 2007

AbstractElderly people frequently complain spontaneously about their inability to remember people and their names. Naturalistic methods such as diaries, checklists, etc. provide useful means to study and make more explicit the nature of such memory difficulties among the elderly, as well as to better understand normal memory functioning. We developed a checklist (inspired by a study by Young, Hay and Ellis, 1985) to explore normal young and elderly people's difficulties in person recognition. The checklist is composed of four parts, each one corresponding to a particular context in which the difficulty took place. Each part has the same structure and consists of precise questions about the type of incident, the circumstances, the persons involved, and the way the incident ended. Three groups of normal subjects kept records of their difficulties and errors in recognizing people for 1 month: young subjects with a bad memory for faces, young subjects without particular problems of face memory, and a group of elderly subjects. A total of 299 records were collected. They were classified with respect to the functional components presumably implied in the process breakdown. The elderly subjects experienced difficulties with retrieving names, first names, or nicknames (Name Codes), while the young subjects with a bad memory for faces reported overall the greatest number of incidents and were particularly impaired in access to Face Recognition Units. A characterization of these two kinds of difficulties is proposed. Young subjects without problems of face memory presented equal numbers of difficulties at all stages of person recognition. These patterns of results will be discussed in terms of current cognitive models of person recognition.
Elaborative interrogation and children's learning of unfamiliar facts
Authors: Symons Sonya , Greene Catherine 
Published: June 2007

AbstractIn two experiments, Canadian children in grades 6 and 7 processed facts about Canada and the U. S. under instructions to: (a) explain why the facts were true (elaborative interrogation); (b) read the facts with elaborations provided (provided elaborations); or (c) read the facts to remember (reading control). In Experiment 1, recall of Canadian facts was higher in the elaborative‐interrogation condition than in the elaboration‐provided condition. In Experiment 2 (Canadian and US facts), there were no significant differences in recall. Although only one comparison reached statistical significance, recall was descriptively greatest in the elaborative‐interrogation condition in both experiments with both Canadian and US facts. Across both experiments the average effect size of elaborative interrogation was 0.40 SD compared to the reading‐control and 0.56 SD compared to the elaboration‐provided condition. The quality of children's explanation in the elaborative‐interrogation condition was related to probability of recall. Inclusion of prior knowledge in the children's explanations was a better predictor of recall than was the adequacy of explanations.
Very long‐term retention of a first language without rehearsal: A case study
Authors: Power Des 
Published: June 2007

AbstractA case study is presented of an American sign language‐using deaf woman whose life circumstances were such that she had no opportunities to use her sign language over nearly 40 years, but whose recall of its lexicon and syntax were almost unimpaired when she resumed its use after that period. Implications for the role of memory in first language learning are compared with results for second languages, and the role of rehearsal and interference in remembering over very long periods is considered.
Visual information for categorizing facial expression of emotions
Authors: Yamada Hiroshi 
Published: June 2007

AbstractTwo experiments were conducted to reveal the visual information from the face utilized for the categorization of its expression of emotions. In Experiment 1 the subjects produced six schematic faces expressing six basic emotions by using a computer graphics system. By a series of factor analyses on the variables of displacements of feature points for deforming a neutral schematic face to produce the six expressional ones, two factors of ‘curvedness/openness’ and ‘slantedness’ of facial elements were obtained. In Experiment 2 another group of subjects made category judgements of emotions for 72 of the total 216 schematic faces produced in Experiment 1. The relationship between the displacements of feature points in Experiment 1 and subjects' categorical responses in Experiment 2 were examined by canonical discriminant analysis. It was found that the categorical judgements were well explained by two canonical variables whose structures were quite similar to those of factors obtained in Experiment 1. These results indicated that we extract the information of changes in curvedness/openness and slantedness of facial elements among other information on the face for categorizing its expressions of emotions. Lastly, the relationship between the dimensions of visual information obtained here and those of semantic affective meanings found in earlier research was discussed.
Learning from lectures: Effects of knowledge maps and cooperative review strategies
Authors: Lambiotte Judith G. , Skaggs Lisa P. , Dansereau Donald F. 
Published: June 2007

AbstractThe effects of knowledge maps versus list‐style lecture aids and cooperative versus individual review strategies were investigated. Eighty‐five undergraduates viewed either knowledge maps or lists while hearing a lecture on descriptive statistics, then reviewed the information alone or with a partner, using either maps or lists as review aids. Dependent measures were free recall and scores on a multiple‐choice test including factual versus application‐level items. Other measures included self‐reports of prior knowledge and confidence, and repeated‐measures ratings of comprehension and predicted test performance. Recall performance was influenced significantly by the interaction of format with confidence; that is, less confident students were helped by having maps while more confident students did better with lists. An analysis of notetaking behaviours revealed that map‐users annotated their handouts significantly less than list users. Also, the metacognitions of map‐users with regard to their comprehension and predicted performance were less accurate than list‐users, as shown by correlations between self‐ratings and test scores. Map‐users with low confidence had the least accurate metacognitions.
An empowerment model of memory training
Authors: Parente' Rick , Stapleton Mary 
Published: June 2007

AbstractThe authors outline an empowerment model of memory rehabilitation. Unlike conventional cognitive rehabilitation methods, clients' plan and control the treatment process from the earliest stages of therapy. The client identifies functional goals and the therapy is geared to achieve those goals. The empowerment model also emphasizes domain‐specific compensatory training. Memory strategies and prosthetic devices are chosen so as to maximize transfer of training in the workplace, training programme, or in the client's activities of daily living. Group therapy involves clients teaching their newly learned skills to other clients. The authors present research findings to document the efficacy of the empowerment model, describe its limitations, and discuss how the model can be implemented effectively.
Memory phenomena in the law
Authors: Johnson Molly Treadway 
Published: June 2007

AbstractMemory issues arise in the law in many different ways. At the most fundamental level, assumptions about memory are inherent in both substantive laws and procedural rules that govern the operation of the legal system. For example, the rules and procedures used to govern the conduct of jury trials reflect a great deal of faith in jurors' ability to understand and retain information over long periods of time, often with much intervening information. Memory issues also arise in the context of individual cases. For example, the ability of an attorney to satisfactorily prosecute or defend a case on behalf of a client often relies largely upon the completeness and accuracy of the memory of the client and other witnesses. This paper discusses examples of memory issues in the law and describes how applied research on these issues can be used to inform basic memory theory, particularly with respect to the relationship between emotion and memory.
Automation and cognition in air traffic control: An empirical investigation
Authors: Vortac O. U. , Edwards Mark B. , Fuller Dana K. , Manning Carol A. 
Published: June 2007

AbstractSeveral investigators have expressed concern that the imminent automation of air traffic control may have negative consequences on cognitive functioning, and ultimately on performance. We investigated these possibilities empirically by comparing normal, conventional air traffic control with an experimental condition designed to resemble an extreme version of automation. Overall, measures of performance were comparable between conditions. Most of the cognitive measures (attentional demands, visual search, recall of flights, recall of flight data) were not impaired by the automation analogue. Instead, two prospective measures (prospective memory, planning) showed improved performance. The prospective memory advantage is particularly surprising given that the automation‐analogue group was unable to manipulate external memory aids. Possible reasons for the prospective memory advantage include a reduced workload, which allows the controller to get the necessary information in other ways, and a change in the nature of the task resulting from the “automation” of the strip management module.
More motivational aspects of an imagery mnemonic
Authors: Higbee Kenneth L. 
Published: June 2007

AbstractMnemonics research has focused on cognitive aspects of mnemonics. This study explored some motivational aspects of mnemonics–factors that can affect how much people might want to use mnemonics. It was hypothesized that using a mnemonic can make learning easier and more fun. College students used the rhyming peg mnemonic to learn 12 sayings (e. g. ‘Curiosity killed the cat’). The students rated the task as being easier (lower difficulty and effort) than did control students who learned the sayings without the mnemonic. There was also a tendency for the mnemonic students to rate the task as being more fun (higher interest and enjoyability), although behavioural measures of interest did not support the ratings. The mnemonic students also recalled more sayings than did the control students. The results suggest that, in addition to the cognitive effectiveness of mnemonics in increasing recal, mnemonics might also have the potential to make learning easier and possibly more fun.
The cognitive interview: Are the interviewers' memories enhanced, too?
Authors: Köhnken Günter , Thürer Claudia , Zoberbier Dirk 
Published: June 2007

AbstractThe cognitive interview is a technique which has been developed by Geiselman and Fisher to help police officers interrogating witnesses. Previous research has shown the advantage of the cognitive interview over standard interview procedures. Reports generated with this interview technique comprise an average of 35% more correct information while the amount of incorrect information is usually unaffected. In previous studies, the number of correct and in correct details was counted directly from the transcriptions of the interviewee statements. The present experiment was conducted to investigate the novel idea of whether there would also be an advantage of the cognitive interview when the written accounts/protocols of the interviewers were used to analyse the amount of correct and incorrect information they produced. Interviewes saw a video film showing a blood donation event. One week later they were questioned about the film using either a cognitive or a standard interview. The interviewers prepared from their memory written accounts/protocols of the event. The number of correct, false, and confabulated details was counted from these protocols and from the tape recordings of the interviews. There sults showed when interviewed using the cognitive interview the interviewees recalled, as hypothesized, about 60% more correct information than did those interviewed using standard interviews. This advantage of the cognitive interview was preserved in the interviewer accounts/protocols where about 50% more correct facts were recalled by the interviewers.
Considering prior knowledge when using elaborative interrogation
Authors: Woloshyn Vera E. , Wood Eileen , Willoughby Teena 
Published: June 2007

AbstractPrevious studies have promoted the use of elaborative interrogation (a “why”‐questioning strategy) for the acquisition of factual information. One assumption in these studies is that prior knowledge influences when students will be able to use the strategy, with greater prior knowledge leading to higher recall performance. In the studies reviewed here, the effect of prior knowledge on strategy effectiveness was investigated. Specifically, students' performances were compared for materials about which they possessed substantial prior knowledge, little prior knowledge, inconsistent prior knowledge, or shared prior knowledge. In general, the data support the use of elaborative interrogation when studying alone or in dyads especially when learners possess some relevant prior knowledge about the new information.
Comprehension of legal contracts by non‐experts: Effectiveness of plain language redrafting
Authors: Masson Michael E. J. , Waldron Mary Anne 
Published: June 2007

AbstractThe primary motivation behind the advocated use of plain language in legal documents is to increase comprehension among non‐experts. We report empirical evidence regarding the effectiveness of three kinds of simplification of standard legal contracts for increasing comprehension among naïve readers. A set of legal contracts was redrafted in three stages to produce three modified versions. In the first stage we removed or replaced archaic and redundant terms; in the next stage simplified words and sentence structure were introduced; in the final stage legal terms were defined or replaced with simpler terms. Comprehension, as measured by paraphrasing and question‐answering tasks, was reliably enhanced by the use of simplified words and sentence structure, but absolute levels of comprehension were still very low. An examination of erroneous responses suggested that, quite apart from the constraints of language, non‐experts have difficulty understanding complex legal concepts that sometimes conflict with prior knowledge and beliefs.
Very long‐term memories of a salient preschool event
Authors: Pillemer David B. , Picariello Martha L. , Pruett Jenzi C. 
Published: June 2007

AbstractChildren who attended either a younger (mean age = 3frac12;years) or an older (mean age = 4frac12; years)preschool classroom were interviewed twice about an emergency school evacuation in response to a fire alarm. All children were able to answer some memory questions 2 weeks after the evacuation occurred, but the memory narratives produced by older preschool children showed a more refined knowledge of the temporal and causal sequence of events. Seven years later, memory of the fire alarm was reassessed. Only those preadolescents who had been in the older preschool group at the time of the alarm showed convincing evidence of long‐term memory. The offset of childhood amnesia appears to be influenced by developmental changes in cognitive processing.
Interrogative suggestibility: The effects of sleep deprivation and relationship with field dependence
Authors: Blagrove Mark , Cole‐Morgan Dominic , Lambe Hazel 
Published: June 2007

AbstractSuggestibility (yield) scores on the first Gudjonsson Suggestibility Scale were found to correlate significantly with field dependence, as measured by the Finding Embedded Figures Test. Sleep‐deprived subjects, while scoring worse on story memory, reaction time, POMS vigour–energetic and POMS confusion than controls, did not show any increase in yielding to suggestive questions. Upon answering the questions again after negative feedback, however, sleep‐deprived subjects shifted their responses to questions significantly more than did controls. The results are interpreted in terms of sleep loss increasing the variability of performance.
Psychotherapy and memories of childhood sexual abuse: A cognitive perspective
Authors: Lindsay D. Stephen , Read J. Don 
Published: June 2007

AbstractCognitive psychological research on the fallibility of human memory is reviewed, focusing on evidence of memory distortions and illusions, with the aim of sharing research on memory with clinical psychologists and practitioners who use memory recovery techniques to help clients recover suspected memories of childhood sexual abuse. The memory literature suggests that incautious use of memory recovery techniques may lead some adult clients who were not abused to come to believe that they were. Considerations relevant to assessing whether or not clients have repressed memories of childhood sexual abuse are discussed, as are suggestions for minimizing the risk of leading clients to create illusory memories or beliefs of childhood sexual abuse.
The illusion of illusory memory
Authors: Pezdek Kathy 
Published: June 2007

AbstractIn this commentary on the paper, Psychotherapy and Memories of Childhood Sexual Abuse: A Cognitive Perspective, by Lindsay and Read, three points are addressed. First, although the bulk of Lindsay and Read's paper is devoted to elaborating an explanation for the phenomenon that ‘memory recovery therapies’ may ‘inadvertently lead some adult clients to create illusory memories of childhood sexual abuse’, this phenomenon itself has never been demonstrated. There is a logical flaw in inferring the existence of a phenomenon from the fact that there might be an explanation for it. Second, Signal Detection Theory (SDT) is proposed as a useful heuristic for conceptualizing the debate regarding true memory versus illusory memory for sexual abuse. SDT is applied to elucidate the phenomenon of memory for sexual abuse, and then several directions for future research on this topic using the SDT framework are proposed. Finally, the cognitive research literature on the prevalence of suggestively planted memories is discussed. It is proposed that ‘memory recovery therapy’ is not widespread in the field of psychotherapy and that the evidence for therapist‐implanted illusory memories for incestuous sexual abuse is very weak.
Moving toward a middle ground on the ‘false memory debate’: Reply to commentaries on lindsay and read
Authors: Read J. Don , Lindsay D. Stephen 
Published: June 2007

AbstractThis rejoinder to the six commentaries on Lindsay and Read (this issue) focuses primarily on responding to criticisms levelled by some of the commentators, We clarify and elaborate upon the grounds for believing that some mental health practitioners use highly suggestive memory recovery therapies and that such therapies can lead some clients to develop illusory memories or false beliefs about childhood sexual abuse. We also comment on Pezdek's ideas concerning signal detection theory, Morton's application of the Headed Records model to amnesia and Multiple Personality Disorder, and to Sales, Shuman, and O'Connor's discussion of courtroom standards for the admissibility of expert psychological testimony.
Face and voice identifications in showups and lineups
Authors: Yarmey A. Daniel , Yarmey A. Linda , Yarmey Meagan J. 
Published: June 2007

AbstractWitnesses were asked to identify a young adult female target to whom they had spoken for 15 seconds five minutes earlier in a naturalistic field setting. Subjects were given a single facial photograph or a single tape‐recorded voice of either the target or a highly similar foil, or a target‐present or target‐absent six‐person photo lineup or six‐person voice lineup. Identification of the target was superior in the six‐person photo lineup than in the one‐person photo lineup when choices were corrected for guessing. False identifications of the ‘innocent’ suspect did not differ in one‐person and six‐person photo lineups. However, the diagnosticity index indicated that witnesses were twice as likely to be more accurate than inaccurate in making a selection with the six‐person photo lineup than in the one‐person lineup. Performance was poor in both one‐person and six‐person voice lineups. With the exception of the target‐absent one‐person photo lineup, no significant correlations were found between confidence and performance.
The experience of road environments under two lighting and traffic conditions: Application of a road environment construct list
Authors: Steyvers Frank J. J. M. , Dekker K. , Brookhuis K. A. , Jackson A. E. 
Published: June 2007

AbstractThe aim of this study is to find out whether the different accident rates on two roads may be explained by drivers' different appreciations of these roads. Therefore a rating scale specially developed for the evaluation of drivers' experience of the road environment was used. The study is based on the assumption that experience of the road environment is an important factor in driving behaviour. An experiment was carried out in which two roads were compared in daylight and darkness, with and without traffic. The roads were presented on films. Subjects' evaluation scores appeared to be founded on three factors, which explained 66.8 per cent of the variance. The factors were named ‘hedonic value’, ‘activational value’ and ‘perceptual variation’. Composite scores were constructed from the rating scale scores for each factor, per road, and condition. This revealed that the two roads differed on all three factors. Ambient lighting and traffic conditions also influenced the values of the factors and some interactions were found. The range of scores for one road was greater than for the other. The road that ranked lowest on activational level and perceptual variation, especially during daylight conditions with no traffic, was ranked highest on hedonic value. This combination of conditions and experiences could explain the higher rate of ‘incomprehensible’ single vehicle accidents on that road compared with the other.