Making the future memorable: The phenomenology of remembered future events

Although our ability to remember future simulations conveys an adaptive advantage, enabling us to better prepare for upcoming events, the factors influencing the memorability of future simulations are not clear. In this study, participants generated future simulations that combined specific people, places and objects from memory, and for each trial, made a series of phenomenological ratings about the event components and the simulation as a whole. Memory for simulations was later assessed using a cued-recall test. We used multilevel modelling to determine whether the phenomenological qualities of event components (familiarity, emotionality and significance) and simulations (detail, plausibility) were predictive of whether the simulation was successfully encoded and later accessible. Our results demonstrate that person familiarity, detail and plausibility were significant predictors of whether a given future simulation was encoded into memory and later accessible. These findings suggest that scaffolding future simulations with pre-existing episodic memories is the path to a memorable future.     

Manual pointing to remembered targets...but also in a remembered visual context

In this paper we investigated whether visual background information available during target presentation influences manual pointing to remembered targets. Younger and older participants manually pointed with their unseen hands to remembered or visible targets that were presented or not over a structured visible background. The results indicated that a structured visual background biased movement planning processes, but did not influence motor control processes, regardless of the fact that target location and the background were visible or remembered. How one uses visual background information for movement planning is not modified by aging.     

Girls Not Boys Show Gender-Connotation Encoding from Print

The present study examines gender differences in children's encoding of gender-connotation from words. The release from proactive interference method was used to measure gender-connotation encoding. Forty-eight third-grade children attending a public elementary school serving a predominantly White middle-socioeconomic-status community participated and were presented with stimulus words in print. The design of the study can be characterized as a two (gender) by two (condition: control vs. experimental) by four (trials) factorial. Results revealed reliable proactive interference buildup and release for gender-connotation for girls, but not for boys. This new finding, taken together with extant research, demonstrates that while both boys and girls have the ability to encode gender-connotation from aurally presented words, the spontaneous activation of gender-connotation attributes with print is not guaranteed for boys.     

Generating makes words memorable,but so does effective reading

In many experiments, memorial benefits have been found when subjects generate items from fragments rather than read items in their complete forms. Does generation cause-this-difference, or are subjects disposed to adopt different strategies when generating as opposed to reading? If generating causes the difference, items processed in the same way apart from a generative stage should therefore benefit from that generative stage. Our experiments did result in benefits for generating as opposed to reading, but only when the readers processed the words poorly—by pronouncing them. When the readers processed the items well, by imagining them, generating was no better than reading. A new generation effect was found in meta memory. Subjects thought they would remember more generated items than read items; however, the act of making the prediction entailed meaningful processing, and the generated items were not actually remembered better than the read ones.     

Not All Laughs Are Alike: Voiced but Not Unvoiced Laughter Readily Elicits Positive Affect

We tested whether listeners are differentially responsive to the presence or absence of voicing, a salient, distinguishing acoustic feature, in laughter. Each of 128 participants rated 50 voiced and 20 unvoiced laughs twice according to one of five different rating strategies. Results were highly consistent regardless of whether participants rated their own emotional responses, likely responses of other people, or one of three perceived attributes concerning the laughers, thus indicating that participants were experiencing similarly differentiated affective responses in all these cases. Specifically, voiced, songlike laughs were significantly more likely to elicit positive responses than were variants such as unvoiced grunts, pants, and snortlike sounds. Participants were also highly consistent in their relative dislike of these other sounds, especially those produced by females. Based on these results, we argue that laughers use the acoustic features of their vocalizations to shape listener affect.     

不是“废除”，而要“完善和加强”

去年11月15日,中国科学院自然科学史所研究员宋正海通过电子邮件发出倡议信,题目是《不要让"伪科学"一词成为灭亡传统文化的借口》,     

The Acuity for Numerosity (but Not Continuous Magnitude) Discrimination Correlates with Quantitative Problem Solving but Not Routinized Arithmetic

Approximate number sense (ANS) acuity refers to the ability to non-symbolically recognize, estimate and operate upon large numerosities. ANS acuity has been reported to be correlated with math achievement in children and adolescents. However, reports of this relationship in adults have been inconsistent. The present study aimed to resolve the inconsistency in the relationship between adults’ ANS acuity and math achievement by contrasting between different kinds of mathematical problem solving. We hypothesized that the correlation between ANS acuity mathematical performance would be stronger when deep quantitative processing is required during problem solving. In Experiment 1, ANS acuity was correlated with Mathematical Reasoning but not Directed Calculation performance. In Experiment 2, ANS acuity was correlated with Two-digit Subtraction (but not Addition) performance only when Regrouping (i.e., borrowing) was required. The results from two experiments demonstrated that ANS acuity was correlated with mathematical performance only when problem solving involved effortful, quantitative processing that goes beyond automatized, routinized arithmetic. In addition, ANS acuity was distinguishable from Area acuity regarding its unique relationship with math achievement, which was unconfounded by the influence of demographic variables and fluid intelligence. Overall, the present results help resolve the inconsistency in previous reports of the correlation between ANS acuity and math achievement in adults.     

Cognitive Function in Parkinson's Disease: Association with Anxiety but Not Depression

To reexamine the relationships of depression, anxiety and cognitive impairment in Parkinson's disease (PD), 27 patients with idiopathic PD received two measures of depression, the State-Trait Anxiety Inventory, and the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS). Contrary to some earlier studies, measures of depression, even those that separated mood from somatic symptoms, were not correlated with any measure of cognitive performance. By contrast, measures of anxiety were signifiantly and negatively correlated with all RBANS indexes. Because anxiety and depression are partially overlapping psychiatric disorders, inconsistent reports concerning the relationship of depression and cognition in PD may have arisen because different studies included varying proportions of depressed patients who were also highly anxious.     

Danegeld remembered: Taxing further the coin head illusion

Abstract

Two experiments studied memory for the appearance of a Danish 20 kroner coin. The coin bears the portrait of Queen Margrethe II in profile, facing to the right. Previous studies have examined memory for British coins, which similarly bear a right-facing portrait of Queen Elizabeth II. They have revealed the occurrence of a mnemonic illusion, in that British people tend to believe the portrait faces left. This finding has been attributed to the occurrence of a joint coin-stamp schema. British stamps bear a left-facing profile of the Queen, and it is possible that information from the stamp predominates in the formation of the schema. In the case of Denmark, however, stamps bear a full-face portrait of the Queen. Nevertheless, the present experiments showed that the Coin Head Illusion is also found in Denmark. That is, the number of participants recalling the Queen's head as facing to the right was significantly below even the chance level of 50%. Further, this result occurred both for residents of Denmark and for visitors to Denmark. These findings suggest that the bias underlying the Coin Head Illusion may be a more general one than that envisaged by the joint coin-stamp schema hypothesis.     

Belief inhibition during thinking: Not always winning but at least taking part

Human thinking is often biased by intuitive beliefs. Inhibition of these tempting beliefs is considered a key component of human thinking, but the process is poorly understood. In the present study we clarify the nature of an inhibition failure and the resulting belief bias by probing the accessibility of cued beliefs after people reasoned. Results indicated that even the poorest reasoners showed an impaired memory access to words that were associated with cued beliefs after solving reasoning problems in which the beliefs conflicted with normative considerations (Experiment 1 and 2). The study further established that the impairment was only temporary in nature (Experiment 3) and did not occur when people were explicitly instructed to give mere intuitive judgments (Experiment 4). Findings present solid evidence for the postulation of an inhibition process and imply that belief bias does not result from a failure to recognize the need to inhibit inappropriate beliefs, but from a failure to complete the inhibition process. This indicates that people are far more logical than hitherto believed.     

Gone but Not Forgotten: Council Leaders, 1934–1952

The authors summarize the contributions of several leaders of the American Council of Guidance and Personnel Associations, explaining that the counseling profession owes its origin to a coalition of professional organization leaders who were committed to guidance and personnel services. In explaining these leaders' contributions, the authors provide readers with an opportunity to connect a part of the American Counseling Association's past with the present.     

Formal Schooling Influences Two- but Not Three-Dimensional Naming Skills

The modulatory influence of literacy on the cognitive system of the human brain has been indicated in behavioral, neuroanatomic, and functional neuroimaging studies. In this study we explored the functional consequences of formal education and the acquisition of an alphabetic written language on two- and three-dimensional visual naming. The results show that illiterate subjects perform significantly worse on immediate naming of two-dimensional representations of common everyday objects compared to literate subjects, both in terms of accuracy and reaction times. In contrast, there was no significant difference when the subjects named the corresponding real objects. The results suggest that formal education and learning to read and to write modulate the cognitive process involved in processing two- but not three-dimensional representations of common everyday objects. Both the results of the reaction time and the error pattern analyses can be interpreted as indicating that the major influence of literacy affects the visual system or the interaction between the visual and the language systems. We suggest that the visual system in a wide sense and/or the interface between the visual and the language system are differently formatted in literate and illiterate subjects. In other words, we hypothesize that the pattern of interactions in the functional-anatomical networks subserving visual naming, that is, the interactions within and between the visual and language processing networks, differ in literate and illiterate subjects.     

Childhood remembered: Reports of both unique and repeated events

To explore the significance of repeated memories for individuals' personal histories, we compared the characteristics of young adults' unique and repeated memories of childhood experiences. Memory type (unique vs. repeated) was a within-participant variable. In Experiment 1, college-age participants generated as many early memories as possible in 4 minutes; in Experiment 2, another sample provided complete reports of five early memories in each condition. In both experiments, participants rated the vividness, biographical importance and personal meaning of each memory and labelled the accompanying emotion. Unique memories were more vivid than repeated memories as well as more likely to include negative emotion, regardless of the method of reporting. Most importantly, college students rated their memories for unique and repeated events as equivalently infused with personal meaning. Analysis of the content of the memories reported in Experiment 2 established that unique and repeated memories did not differ in word count or percentages of perceptual terms or words indicating positive affect, although unique memories contained a greater percentage of negative affect. Additional analyses of content provided evidence for differences in the functions served by unique and repeated memories. The results have implications for the study of autobiographical memory and for identifying over-general memories.