回忆准备就绪程度的判断准确性与记忆成绩的相关

本研究采用3×3×2三因素混合实验设计(年龄、材料、性别),以|P-A|÷A做指标,对回忆准备就绪程度的判断准确性与记忆成绩之间的相关进行了研究。发现回忆准备就绪程度的判断准确性与记忆成绩的相关为-0.6199,达到了0.01显著性水平。同时,年级越低,监测准确性与记忆成绩之间的相关越高。回忆准备就绪程度判断的准确性在三项材料上存在差异,说明不同难度的材料对记忆监测与记忆成绩之间的相关有影响。回忆准备就绪程度判断的准确性与记忆成绩的相关存在性别差异,男生的相关值比女生要高。     

Accuracy and Confidence in Person Identification: The Relationship Is Strong When Witnessing Conditions Vary Widely

We hypothesized that both accuracy and confidence in suspect identifications depend, in part, on participants' ability to identify the target, and that both accuracy and confidence therefore tend to be higher under conditions that lead to good memory for the target than under conditions that lead to poor memory for the target. Furthermore, we hypothesized that a substantial correlation between accuracy and confidence will be observed if, because of variations in conditions, there is considerable variability across participants in ability to identify the target. Consistent with these hypotheses, manipulations that affected accuracy also affected confidence in the same direction, and when data were collapsed across conditions the accuracy-confidence correlation was substantial (mean r = .59).     

Eyewitness Testimony: The Effects of Discussion on Recall Accuracy and Agreement

While some previous research has suggested that group discussion may facilitate eyewitness accuracy, other research has drawn attention to the potential dangers of such discussion. The present studies examine this controversy and the interaction between accuracy and agreement following group discussion. It was found that individuals tend to agree in their testimony following group discussion, and are liable to change their original replies to bring themselves into agreement with group leaders' recall. A second experiment focused upon the actual items which witnesses agreed on following discussion. Changing the mode of questioning from interrogative to narrative eliminated differences in magnitude of agreement between discussion and no-discussion groups. As narrative recall leads to reporting of "easy" items, it was suggested that only certain "difficult" items are susceptible to discussion effects. The need for caution regarding the reliance on testimony following witness discussion was stressed.     

The Effects of Accuracy Motivation on Children's and Adults' Event Recall,Suggestibility, and Their Answers to Unanswerable Questions

This study investigated children's and adults' event recall accuracy and suggestibility effects when participants' accuracy motivation was manipulated. A total of 240 participants (6-, 7-, and 8-year-olds, and adults) were shown a video and later asked 4 types of questions: answerable questions, both open-ended and strongly misleading, and unanswerable questions, both open-ended and strongly misleading. Participants were either (a) rewarded with a token for every correct answer (high accuracy motivation, Free Report Plus Incentive condition), (b) explicitly given the option of answering with "don't know" when unsure (medium accuracy motivation, Free Report condition), or (c) asked to provide an answer to every question, even when they were not sure or had to guess or both (low accuracy motivation, Forced Report condition). The condition with the high accuracy motivation yielded the highest recall accuracy scores for answerable open-ended and misleading questions. For unanswerable questions, even the youngest age group was able to increase the number of appropriate "don't know" answers when highly motivated to be accurate, but a misleading question format undermined these abilities. The results highlight important interactions between social (accuracy motivation) and cognitive factors (metacognitive monitoring processes) in children's formal interviewing.     

Effects of Target Presentation Time,Recall Delay,and Aging on the Accuracy of Manual Pointing to Remembered Targets

The issues addressed in 2 experiments in which 10 younger and 10 older adults participated were (a) whether the retention of a target location in memory for motor control purposes would be facilitated by an increase in target presentation time; (b) whether increasing the recall delay since the last exposure to the target would have deleterious effects on aiming accuracy or variability, or both; and (c) whether those effects would be mediated by aging. The results revealed that there is a short-lived (< 1 s) visual representation of target location. In addition, the results suggested that the nature of that representation dictates a movement strategy favoring higher peak movement velocity. None of the effects reported in the present study was affected by age, suggesting that the coding and retrieving processes of target location in memory for motor control purposes are not affected by age.     

The Relationship Between Balance Confidence and Cognitive Motor Interference in Individuals With Multiple Sclerosis

The authors examined and compared the development of oral and manual force control in preschool-aged children. In all, 50 typically developing children (aged 3-5 years) performed maximal strength tasks and submaximal visually guided tasks using tongue elevation, power, and precision grips. Dependent measures included strength, rate of force rise, initial force overshoot, force variability, and rate of force release. The authors performed age- and performance-related analyses. Results revealed similar changes for tongue, fingers, and hands across age- and performance-related measures for strength, initial force overshoot, and rate of force release. There were no significant changes in rate of force rise with increasing age. Force variability measures showed effector-specific changes with decreases across age- and performance-related measures for the hands and fingers but not for the tongue. Changes common across effector systems likely reflect biological development coupled with cognitive-strategic development. Effector-specific changes in force variability likely reflect experience gained through functional tasks influencing biological and cognitive-strategic development. Lack of change in force variability of the tongue suggests that fine control of the tongue is activity specific; thus, nonfunctional tasks are not likely to be sensitive to experience-related biological development.     

结构化面试中评分量表对评分准确性的影响

采用2(组内变量:量尺大小(25分和9分))×2(组间变量:评分方法(相对和绝对))的混合实验设计探讨评分量表对115名大学生新手评委评分准确性的影响。对于评分准确性,采用Cronbach1955年提出的四个指标,Elevation(EL)、Differential elevation(DE)、Stereotype accuracy(SA)、Differential Accuracy(DA)。结果发现,评分方法只在SA上主效应显著,量尺大小在只在DA上主效应边缘显著,评分方法和量尺大小在DE、SA和DA三个指标上均有交互作用。总体上看,在结构化面试评分中,对于评分准确性,相对评分量表优于绝对评分量表,小量尺量表优于大量尺量表。     

Effects of Social-Comparative Memory Feedback on Eyewitnesses' Identification Confidence,Suggestibility, and Retrospective Memory Reports

In 2 experiments, college students watched a videotaped theft and either recounted it orally or completed an objective memory test about it. Later, some eyewitnesses received either positive or negative feedback about these memory reports, suggesting a cowitness's report agreed or disagreed with theirs or that they had better or worse memory accuracy than most cowitnesses. Feedback influenced a number of subsequent memory-related responses. Witnesses who had received positive (vs. no) memory feedback later evinced heightened suggestibility in terms of accepting misinformation embedded in a memory interview and made identifications more confidently, quickly, and (in one condition) accurately. Witnesses who had received negative memory feedback evinced heightened suggestibility, made identifications less confidently, and recalled the witnessing and identification experience as involving poorer conditions for memory. Feedback appears to influence the overall self-credibility of memory, thereby altering confidence in both the feedback-specific memory and other aspects of memory for the event.     

ABCs of the Interview: The Role of Affective,Behavioral, and Cognitive Responses by Applicants in the Employment Interview

The purpose of this paper is to examine the influence of a job applicant's verbal statements on interviewer ratings of an applicant's interpersonal characteristics. Applicant verbal statements were coded as containing affective, behavioral, and cognitive components. Verbal statements were analyzed using regression analysis and findings indicated that behavioral and cognitive speech components significantly impacted interviewer ratings of an applicant's self-confidence. In turn, interpersonal characteristics of enthusiasm, self-confidence and effectiveness had a significant influence on an interviewer's rating of an applicant's overall quality and the ultimate hiring decision.     

The Role of Individual Differences in the Accuracy of Confidence Judgments

Generally, self-assessment of accuracy in the cognitive domain produces overconfidence, whereas self-assessment of visual perceptual judgments results in under-confidence. Despite contrary empirical evidence, in models attempting to explain those phenomena, individual differences have often been disregarded. The authors report on 2 studies in which that shortcoming was addressed. In Experiment 1, participants (N = 520) completed a large number of cognitive-ability tests. Results indicated that individual differences provide a meaningful source of overconfidence and that a metacognitive trait might mediate that effect. In further analysis, there was only a relatively small correlation between test accuracy and confidence bias. In Experiment 2 (N = 107 participants), both perceptual and cognitive ability tests were included, along with measures of personality. Results again indicated the presence of a confidence factor that transcended the nature of the testing vehicle. Furthermore, a small relationship was found between that factor and some self-reported personality measures. Thus, personality traits and cognitive ability appeared to play only a small role in determining the accuracy of self-assessment. Collectively, the present results suggest that there are multiple causes of miscalibration, which current models of over- and underconfidence fail to encompass.     

Recall of 9/11/01 as an Indicator of Cognitive Functioning in the Elderly

The purpose of this study was to assess the relationship between the recall of a highly salient remote event, the terrorist attack in New York City on 9/11/01, and general cognitive functioning in the elderly. A heterogeneous group (n = 93) of persons ≥65 years of age (M = 76.5, SD = 6.4), from both community and hospital settings, were asked to describe as much as they could remember about the events of 9/11/01 in New York City. The number of correct factual details, affective or emotional responses, and incorrect details were recorded. Ten multiple choice questions were then administered to assess recognition of the 9/11 events (M = 9.1 items correct, SD = 1.2). The mini mental state exam (MMSE) was also administered (M = 26.3, SD = 3.4). Participants generated a mean of 4.8 (SD = 3) correct factual details about 9/11, 1.1 affective/emotional responses (SD = 1.1), and 0.22 incorrect recollections (SD = 0.46). Significant correlations (p &;lt; .01) were found between correct details recalled and the MMSE (0.42), education (0.37), and age (?0.31). A significant negative correlation (p &;lt; .01) was found between incorrect details recalled and MMSE scores (?0.38). Female participants generated significantly more affective responses than males (M = 1.3 vs. 0.51; p &;lt; .001) but recall of correct details was equivalent. The recall of 9/11 events, approximately 18 months after the incident, appears related to general mental status, education, and age. Responses to this question may be helpful in assessing the mental status of the elderly. In addition, now that objective memory data has been established, recall of this event by other samples of seniors can be monitored over time to determine the cognitive processes related to the storage and retrieval of this unique and tragic event.     

场独立——场依存型认知风格与内隐、外显记忆关系的实验研究

采用Jacoby加工分离程序,以无意义音节字母串为材料,对场依存型、场独立型和中间型被试的内隐、外显记忆进行分离,考察不同认知风格类型的个体,在加工信息过程中,对与其认知风格类型匹配或不匹配的材料的编码和提取上是否存在不同的方式和策略。结果表明:1)场依存型个体的意识性提取成绩好于场独立型个体,场依存型个体的外显记忆好于场独立型个体。2)场独立型个体的自动提取成绩高于场依存型个体的成绩,场独立型个体的内隐记忆好于场依存型个体。3)无论在意识性提取还是自动提取方面,中间类型个体的成绩总是介于场依存型个体与场独立型个体之间。     

The Effects of Gender,Dysphoria, and Performance Feedback on the Accuracy of Self-Evaluations

Two experiments tested hypotheses derived from previous research by Beyer (1990, 1998, 1999a; Beyer & Bowden, 1997) and research on depressive realism. It was predicted that gender differences in the accuracy of self-evaluations of performance will be found on a mathematics test (masculine task), but not on an English test (feminine task) or on history and geography tests (neutral tasks). Furthermore, it was hypothesized that dysphorics are not more accurate self-evaluators than are nondysphorics and that the effect of gender on the accuracy of self-evaluations is moderated by dysphoria. Finally, it was predicted that the provision of performance feedback does not moderate the effect of gender on the accuracy of self-evaluations. These hypotheses were supported. The implications of these findings are discussed.     

The Relationship Between Sluggish Cognitive Tempo,Subtypes of Attention-Deficit/Hyperactivity Disorder,and Anxiety Disorders

The objective of the present study was to examine the relationship between sluggish cognitive tempo (SCT), subtypes of attention-deficit/hyperactivity disorder (ADHD), and anxiety disorders (AnxDs). One hundred and forty-one children (90 males, 51 females) aged 7–13 years were assigned to four groups, i.e., referred children with comorbid AnxDs and ADHD (n = 25), ADHD (n = 39), AnxDs (n = 41), and nonreferred controls (n = 36). Furthermore we explored the association between SCT and several neurocognitive measures (reaction time, verbal memory, and spatial memory). Diagnoses were established using Kiddie-SADS P/L. SCT was assessed using a 17-item mother-reported questionnaire. SCT correlated significantly with inattentiveness, regardless of the subtype of ADHD. Furthermore, we found significant differences in the levels of SCT among the four groups, with the highest SCT scores observed in the comorbid group. SCT correlated with variability in spatial memory; in contrast, there was no correlation between SCT and reaction time.     

外显、内隐记忆与场依存-场独立认知风格关系的实验研究

外显记忆是指当个体需要有意识或主动收集某些经验用以完成当前任务时所表现出的记忆。内隐记忆是指在不需要意识或有意回忆的情况下,个体的经验自动对当前任务产生影响而表现出来的记忆。外显记忆与内隐记忆是存在着质的差异的两种的记忆,这种区别在个体差异方面亦得到体现。Roediger,H．L．通过对脑损伤、脑老化、脑不成熟以及酒精中毒患者的外显记忆、内隐记忆与正常对照组的比较研究发现,     

Assessing Personality in the Employment Interview: The Impact of Training on Rater Accuracy

We developed a training protocol to enhance interviewers' knowledge of personality-related cues and, in so doing, improve the accuracy of their personality judgments. Participants (N = 164) watched 3 videotaped mock employment interviews and judged the personality of those interviewees. The trained group was more accurate than the control group for some, but not all, of the rated traits. It was predicted that training would increase participants' dispositional intelligence (knowledge of personality) scores. This hypothesis was not supported, suggesting that trait cue knowledge and dispositional intelligence may function independently in the improvement of rating accuracy. These findings contribute to further articulation of the process underlying accurate personality inferences.     

The Effects of Self-generated Cues on Recall of the Paragraphs of a Text

A self-generated list of short indications of the paragraphs of a text was shown to subjects to facilitate the retrieval of the text's contents during recall. The results of Experiment 1 indicated that a substantial number of potentially accessible paragraphs failed to be retrieved under ordinary conditions of free recall. Access to some paragraphs appears to have been inhibited progressively by previous, more or less complete, retrieval of the contents of other paragraphs. In Experiment 2, repetition of recall provided access to a significant number of supplementary paragraphs. A significant number of paragraphs initially reproduced, however, was omitted during secondary recall. In both experiments, the completeness of recalled paragraphs was a negative function of their serial position of output. In Experiment 3, inspection of a self-generated list of short indications of paragraphs and experimenter-provided verbal embellishment of half of the paragraphs affected recall independently.