Memory for the spatial layout of the everyday physical environment: Differential rates of acquisition of different types of information

The hypothesis that the relative locations of the landmarks in a town is not accurately remembered before the paths between them have been learned was refuted in the present study showing that the reverse may in fact be true. In two of the three experiments carried out, undergraduates were found to give accurate estimates of the relative directions to different landmarks in an average-sized Swedish town (Umeå with about 80 000 residents), even if the subjects had been living there no more than two to four months. However, for some reason which could not be disentangled relative distance estimates turned out to be less accurate. In the third experiment, undergraduates who had lived for two months in the town by contrast hardly remembered which places among designated ones they would pass by the most direct path, whereas those who had been one year longer in the town were much better although not perfect. Finally, no sex differences were observed and there were no important differences depending on whether memory was tested for the central area of the town or for the whole town including the outskirts.     

Observation and physical practice: coding of simple motor sequences

An experiment was conducted to determine the coordinate system used in the development of movement codes during observation and utilized on later physical practice performance of a simple spatial-temporal movement sequence. The task was to reproduce a 1.3-s spatial-temporal pattern of elbow flexions and extensions. An intermanual transfer paradigm with a retention test and two transfer tests was used: a mirror transfer test where the same pattern of muscle activation and limb joint angles was required and a nonmirror transfer test where the visual-spatial pattern of the sequence was reinstated on the transfer test. The results indicated a strong advantage for participants in the physical practice condition when transferred to the mirror condition in which the motor coordinates (e.g., pattern of muscle activation and joint angles) were reinstated relative to transfer performance when the visual-spatial coordinates were reinstated (visual and spatial location of the target waveform). The observation group, however, demonstrated an advantage when the visual-spatial coordinates were reinstated. These results demonstrate that codes based in motor coordinates can be developed relatively quickly for simple rapid movement sequences when participants are provided physical practice, but observational practice limits the system to the development of codes based in visual-spatial coordinates. Performances of control participants, who were not permitted to practise or observe the task, were quite poor on all tests.     

Observation and physical practice: Coding of simple motor sequences

An experiment was conducted to determine the coordinate system used in the development of movement codes during observation and utilized on later physical practice performance of a simple spatial–temporal movement sequence. The task was to reproduce a 1.3-s spatial–temporal pattern of elbow flexions and extensions. An intermanual transfer paradigm with a retention test and two transfer tests was used: a mirror transfer test where the same pattern of muscle activation and limb joint angles was required and a nonmirror transfer test where the visual–spatial pattern of the sequence was reinstated on the transfer test. The results indicated a strong advantage for participants in the physical practice condition when transferred to the mirror condition in which the motor coordinates (e.g., pattern of muscle activation and joint angles) were reinstated relative to transfer performance when the visual–spatial coordinates were reinstated (visual and spatial location of the target waveform). The observation group, however, demonstrated an advantage when the visual–spatial coordinates were reinstated. These results demonstrate that codes based in motor coordinates can be developed relatively quickly for simple rapid movement sequences when participants are provided physical practice, but observational practice limits the system to the development of codes based in visual–spatial coordinates. Performances of control participants, who were not permitted to practise or observe the task, were quite poor on all tests.     

Differential acquisition rates for different types of information from pictures

In three picture-recognition experiments, we investigated the characteristics of “specific feature” and “holistic” information hypothesized to be extracted from pictures. In each experiment, exposure time was varied at study. The recognition test was two-alternative forced-choice in which the target/distractor relationship was manipulated in such a way that responding on the basis of one type of information or the other was required. The results indicated that following one fixation on a picture at the time of initial study, performance based on holistic information was superior to performance based on specific feature information, whereas the reverse was true following sufficient study time for multiple fixations. These results support a view of pictorial information acquisition which postulates that most holistic information extracted from a picture is extracted during the first eye fixation on the picture, whereas subsequent fixations have the primary purpose of seeking out specific, informative features.     

Reactive and proactive aggression: predictions to physical violence in different contexts and moderating effects of parental monitoring and caregiving behavior

This study aimed at (a) comparing the links of proactive and reactive aggression at 13 years of age to delinquency-related violence and dating violence at ages 16 and 17, and (b) examining the moderating effects of parental supervision, and mother's and father's warmth and caregiving behaviors on these links. Based on a sample of 525 Caucasian boys, the results showed that proactive aggression uniquely predicted delinquency-related violence, whereas reactive aggression uniquely predicted later dating violence. The relation between proactive aggression and delinquency-related violence, however, was moderated by parental supervision. The relation between reactive aggression and dating violence was moderated by mother's warmth and caregiving behavior. The implications of the findings for the theoretical and practical distinction between proactive and reactive aggression are discussed.     

Knowledge-based information acquisition: norms and the functions of consensus information

Mill's (1872/1973) method of difference prescribes that the lay scientist should use consensus information as a control condition for the person and distinctiveness information as a control condition for the stimulus when analyzing their causal effects on the occurrence of the target event. However, in studies of information acquisition, subjects have shown a consistent preference for distinctiveness information when answering causal questions about the person, and for consensus information when answering causal questions about the stimulus. To explain this discrepancy, we distinguish between the evaluative, contrastive, and corroborative functions of consensus and distinctiveness information. In addition, we suggest that subjects seek consensus information only if it is relevant to the question posed to them, and if they cannot supply it from their own presupposed knowledge of behavioral norms. We report four information acquisition experiments that provide support for our analysis.     

Mental and physical practice schedules in acquisition and retention of novel timing skills

Research has indicated that random physical practice of a motor skill enhances effects of long-term learning more than blocked practice. Moreover, the use of mental rehearsal coupled with physical practice has been shown to accelerate motor skill acquisition in many different contexts and is better than no practice at all. Others have found that some mental rehearsal strategies are better than others for maximizing performance. This study examined how combinations of mental and physical practice schedules affected the learning of a coincidence timing task. 30 college students were randomly assigned to one of four treatment groups involving combinations of imagery and physical practice. Three tasks were utilized, each involving a particular speed (slow, medium, fast) on the Bassin Anticipation Timer. Conclusions were based on a three-way analysis of variance, using type of mental practice, type of physical practice, and sex as between-group factors, conducted separately for acquisition and retention trials. Type of physical practice was significantly related to performance. On the acquisition trials, random practice was associated with larger mean errors than blocked practice; however, the reverse was true for retention trials. There was no significant effect of type of mental practice in either the acquisition or retention phase. Sex was significantly related to performance for the retention trials only, where the 15 men made smaller errors than the 15 women.     

Meta-analysis for single-case consultation outcomes: Applications to research and practice

The application of meta-analysis holds much appeal for single-case consultation outcome research. We review a meta-analytic method for using within-study treatment effect sizes in reporting consultation outcomes. The strengths and limitations of traditional group design meta-analysis are examined. Various methods for analyzing single-case outcomes are discussed briefly, followed by an examination of the use of meta-analysis in single-case reviews across independent studies. Within-study meta-analytic results are presented that were derived from treatments implemented in consultations in natural settings. To conclude the article, an illustration is offered of a single-case data analysis display that incorporates meta-analytic results along with other indices of treatment outcome. Recommendations are provided for using meta-analytic methods to evaluate outcomes of single-case consultation treatment.     

Binding neutral information to emotional contexts: Brain dynamics of long-term recognition memory

There is abundant evidence in memory research that emotional stimuli are better remembered than neutral stimuli. However, effects of an emotionally charged context on memory for associated neutral elements is also important, particularly in trauma and stress-related disorders, where strong memories are often activated by neutral cues due to their emotional associations. In the present study, we used event-related potentials (ERPs) to investigate long-term recognition memory (1-week delay) for neutral objects that had been paired with emotionally arousing or neutral scenes during encoding. Context effects were clearly evident in the ERPs: An early frontal ERP old/new difference (300–500 ms) was enhanced for objects encoded in unpleasant compared to pleasant and neutral contexts; and a late central-parietal old/new difference (400–700 ms) was observed for objects paired with both pleasant and unpleasant contexts but not for items paired with neutral backgrounds. Interestingly, objects encoded in emotional contexts (and novel objects) also prompted an enhanced frontal early (180–220 ms) positivity compared to objects paired with neutral scenes indicating early perceptual significance. The present data suggest that emotional—particularly unpleasant—backgrounds strengthen memory for items encountered within these contexts and engage automatic and explicit recognition processes. These results could help in understanding binding mechanisms involved in the activation of trauma-related memories by neutral cues.     

Expertise and the perception of kinematic and situational probability information

Two experiments were conducted on the nature of expert perception in the sport of squash. In the first experiment, ten expert and fifteen novice players attempted to predict the direction and force of squash strokes from either a film display (occluded at variable time periods before and after the opposing player had struck the ball) or a matched point-light display (containing only the basic kinematic features of the opponent's movement pattern). Experts out-performed the novices under both display conditions, and the same basic time windows that characterised expert and novice pick-up of information in the film task also persisted in the point-light task. This suggests that the experts' perceptual advantage is directly related to their superior pick-up of essential kinematic information. In the second experiment, the vision of six expert and six less skilled players was occluded by remotely triggered liquid-crystal spectacles at quasi-random intervals during simulated match play. Players were required to complete their current stroke even when the display was occluded and their prediction performance was assessed with respect to whether they moved to the correct half of the court to match the direction and depth of the opponent's stroke. Consistent with experiment 1, experts were found to be superior in their advance pick-up of both directional and depth information when the display was occluded during the opponent's hitting action. However, experts also remained better than chance, and clearly superior to less skilled players, in their prediction performance under conditions where occlusion occurred before any significant pre-contact preparatory movement by the opposing player was visible. This additional source of expert superiority is attributable to their superior attunement to the information contained in the situational probabilities and sequential dependences within their opponent's pattern of play.     

Bullying in different contexts: Commonalities,differences and the role of theory

Research on bullying has grown very rapidly in the last two decades, initially in schools but also in a variety of other settings and relationships; and there has been relatively little communication between the different groups of researchers. We describe the nature of bullying in schools, between siblings, in children's residential care homes, in prisons, and in the workplace. Commonalities and differences in the phenomenon, and the ways in which it is exhibited and experienced are explored. The role of individual and organizational factors in the development and maintenance of these behaviors across contexts is compared. We then examine a number of theoretical approaches which have been suggested as relevant to our understanding of bullying. Integrative approaches from different research traditions are proposed which view these behaviors as being influenced by a combination of situational and individual factors.     

Awareness of the continuously visible: information acquisition during preview

What can we learn about a scene while we stare at it, but before we know what we will be looking for? Three experiments were performed to investigate whether previewing a search array prior to knowing the target allows search to operate more quickly (lower reaction time [RT]), more efficiently (reduced set size slope), and/or by consulting abstract mental representations. Experiment 1 compared RTs for previewed and nonpreviewed arrays, some of which were highly degraded with visual noise. Preview reduced RTs for the noisy displays but did not affect search efficiency. Limited interactions of visual quality and preview suggested that prior exposure allowed the extraction and maintenance of about three abstract identities. If the target was one of those items, the observer responded without searching; if not, the observer searched the remaining items as if there had been no preview. Experiment 2 replicated these findings with less extreme noise. In Experiment 3, subjects previewed 0-6 items of a 12-item display. RTs decreased linearly as the number of previewed items increased from 0 to 3 and then reached a plateau, confirming that the capacity of the representation was about 3 items. Implications for visual awareness are discussed.     

Relative contributions of goal representation and kinematic information to self-monitoring by chimpanzees and humans

It is important to monitor feedback related to the intended result of an action while executing that action. This monitoring process occurs hierarchically; that is, sensorimotor processing occurs at a lower level, and conceptual representation of action goals occurs at a higher level. Although the hierarchical nature of self-monitoring may derive from the evolutionary history of humans, little is known about this cognitive process in non-human primates. This study showed that the relative contributions of kinematic information and goal representations to self-monitoring differ for chimpanzees and humans. Both species performed aiming actions whereby participants moved a cursor to hit targets. Additionally, a distractor cursor was presented simultaneously, and participants discriminated the cursor under their control from the cursor not under their control. The results showed that chimpanzees found it difficult to determine whether they were controlling the distractor when it moved toward the target, even though the distractor's kinematics and the participant's actions were dissociated. In contrast, humans performed efficiently regardless of any overlap between the presumptive and observed goals of the action. Our results suggest that goal representation, rather than motor kinematics, is the primary source of information for self-monitoring in chimpanzees, whereas humans efficiently integrate both dimensions of information. Our results are consistent with evidence showing species differences during imitation of others' actions, and suggest that humans have evolved the cognitive capacity to monitor motor kinematics in a more flexible manner than have chimpanzees.     

Children's face recognition in different contexts: the role of encoding strategies

In this study, the relationship between face recognition and different facial encoding strategies was investigated. Children (6-8 years, N= 134) participated in both a face recognition task and an encoding task. During the recognition task, they saw 7 target faces in an eyewitness context (video) or in a neutral context (static black and white slides) which they later had to recognize from a set of 21 faces. On the encoding task, the same children had to categorize new faces (schematic and photorealistic) into two categories. The construction of the categories allowed participants to encode the faces either analytically (by focusing on a single attribute) or holistically (in terms of overall similarity). The results showed that face recognition was better in the social than in the neutral context. In the neutral context, only holistic encoding was connected to better face recognition. In the social context, children seemed to use not only information about the faces but also information about the persons.     

Dazed and confused by choice: How the temporal costs of choice freedom lead to undesirable outcomes

We propose that individuals underestimate the costs of making choices relative to the benefits of finding the best option. Specifically, we demonstrate that research participants make systematic mistakes in predicting the effect of having more, vs. less, choice freedom on task performance and task-induced affect. Even when participants have the information to understand that the costs of choice freedom outweigh its benefits, they still predict that choice freedom will lead to better performance and more positive affect. As a result, those who have the option to choose exercise it, yet end up performing worse and feeling worse than those who do not have that option.     

Observation of early childhood physical aggression: a psychometric study of the system for coding early physical aggression

We investigated the reliability and (convergent and discriminant) validity of an observational measure of physical aggression in toddlers and preschoolers, originally developed by Keenan and Shaw [1994]. The observation instrument is based on a developmental definition of aggression. Physical aggression was observed twice in a laboratory setting, the first time when children were 1-3 years old, and again 1 year later. Observed physical aggression was significantly related to concurrent mother-rated physical aggression for 2- to 4-year-olds, but not to maternal ratings of nonaggressive externalizing problems, indicating the measure's discriminant validity. However, we did not find significant 1-year stability of observed physical aggression in any of the age groups, whereas mother-rated physical aggression was significantly stable for all ages. The observational measure shows promise, but may have assessed state rather than trait aggression in our study.     

Body-related pride in young adults: An exploration of the triggers,contexts, outcomes and attributions

This study explored body-related emotional experiences of pride in young adult males (n = 138) and females (n = 165). Data were collected using a relived emotion task and analyzed using inductive content analysis. Thirty-nine codes were identified and grouped into six categories (triggers, contexts, cognitive attributions, and affective, cognitive, and behavioral outcomes) for each of two themes (hubristic and authentic pride). Hubristic pride triggers included evaluating appearance/fitness as superior. Cognitions centered on feelings of superiority. Behaviors included strategies to show off. Triggers for authentic pride were personal improvements/maintenance in appearance and meeting or exceeding goals. Feeling accomplished was a cognitive outcome, and physical activity was a behavioral strategy. Contexts for the experience of both facets of pride primarily involved sports settings, swimming/beach, and clothes shopping. These findings provide theoretical support for models of pride as it applies to body image, and advances conceptual understanding of positive body image.