Effects of the timing of postevent information on preschoolers' memories of an event

Few researchers have investigated whether the timing of postevent information affects the accuracy of children's reports of events they have experienced. In this study, four‐year‐olds dressed up in costumes and had their photographs taken. An unfamiliar adult spoke to the children about the event either a day (immediate condition) or a month (delayed condition) later, providing both accurate and misleading information about the staged event. When questioned five weeks after the event, children in a control group who had not received the review were more inaccurate answering focused questions than children who had been reminded of the event. A review a while after the event but shortly before the interview increased the amount of details recalled and this was not at the expense of accuracy. Misinformation was seldom reported spontaneously, although children in all groups acquiesced to leading questions in line with the misleading suggestions. Copyright © 1999 John Wiley & Sons, Ltd.     

Violence and forgiveness: from one mimesis to another

Continental Philosophy Review - René Girard’s breakthrough consists in uncovering the mechanism of violence, namely the mimesis and rivalry it permits. Yet, mimetic violence still leaves...     

Abducted by a UFO: prevalence information affects young children's false memories for an implausible event

This study examined whether prevalence information promotes children's false memories for an implausible event. Forty‐four 7–8 and forty‐seven 11–12 year old children heard a true narrative about their first school day and a false narrative about either an implausible event (abducted by a UFO) or a plausible event (almost choking on a candy). Moreover, half of the children in each condition received prevalence information in the form of a false newspaper article while listening to the narratives. Across two interviews, children were asked to report everything they remembered about the events. In both age groups, plausible and implausible events were equally likely to give rise to false memories. Prevalence information increased the number of false memories in 7–8 year olds, but not in 11–12 year olds at Interview 1. Our findings demonstrate that young children can easily develop false memories of a highly implausible event. Copyright © 2008 John Wiley & Sons, Ltd.     

Fleeing from one place,searching for another

The history of psychoanalysis also tells the story of how individuals were uprooted. Oppression and persecution forced Jewish psychoanalysts into exile during the interwar period and the Second World War. An account of the history of psychoanalysis in a particular country is also bound to mirror international conditions. This article tells the life story of a psychoanalyst of Jewish descent. However, it also tells another story, namely the painful history of psychoanalysis. The life of the Jewish psychoanalyst, Lajos Székely (1904-1995), who found his way to Sweden in May 1944, summarises and distils the destiny of other Jewish psychoanalysts. The article describes the life of a psychoanalyst, but is at the same time about what he represents in a more general sense. It is about the many Jewish psychoanalysts who were forced to flee and who, although the flight was finally over, still uprooted, were compelled to seek a place and a purpose in a new social environment.     

New insights into the formation and duration of flashbulb memories: Evidence from medical diagnosis memories

Flashbulb memories are vivid and salient memories for the moment one hears about a surprising, emotional, and significant event. The current research examined flashbulb memories for a loved one's medical diagnosis, focusing on individual and situational factors associated with memory development and endurance over time. An online survey collected memory narratives and subjective ratings from 309 mothers who received a diagnosis of Down syndrome for their child. Time since diagnosis ranged from 1 month to 52 years. Using two independent measures, the Flashbulb Memory Checklist and the Autobiographical Memory Questionnaire, we found that a majority of diagnosis memories qualified as flashbulb memories, even 20 years or more after the event. Importantly, support from the medical staff at diagnosis emerged as a critical variable related to flashbulb memory development and the persistence of these flashbulb memories over time.     

"Saying one thing and doing another": examining the impact of event order on hypocrisy judgments of others

This study investigated whether the temporal order of people's expressed statements and their behaviors affected others' judgments of hypocrisy, and why. It was proposed that hypocrisy would be greater when a statement establishing a personal standard preceded a behavior violating that standard as opposed to the reverse order. This order effect occurred in three studies, generalizing across two topic areas (healthy living and safe sex) and for both normative and non-normative statements (pro/anti-safe sex). Mediation analyses indicated that the reverse order mitigated against hypocrisy because the target's inconsistency was attributed to dispositional change. The discussion addresses additional variables likely to affect hypocrisy and the relationship of this research to hypocrisy paradigms in dissonance.     

Very long-term memories of a salient preschool event

Children 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.     

Context attributes in memory are bound to item information,but not to one another

In four experiments, we compared binding between item and context information with binding between different types of context information. Participants studied line drawings of common objects that appeared in both different colors and different locations. We explored the effects of reinstating one type of information on recognition memory for another type, and we also tested the participants’ ability to discriminate intact from rearranged pairings of two types of information. Results showed that different contextual dimensions (i.e., color and location) were bound to item information (i.e., object information), but not to each other.     

How learning one category influences the learning of another: intercategory generalization based on analogy and specific stimulus information

We investigated the effect of learning one category structure on the learning of a related category structure. Photograph-name combinations, called identifiers, were associated with values of four demographic attributes. Two problems were related by analogous demographic attributes, common identifiers, or both to examine the impact of common identifier, related general characteristics, and the interaction of the two variables in mediating learning transfer from one category structure to another. Problems sharing the same identifier information prompted greater positive transfer than those not sharing the same identifier information. In contrast, analogous defining characteristics in the two problems did not facilitate transfer. We computed correlations between responses to first-problem stimuli and responses to analogous second-problem stimuli for each participant. The analogous characteristics produced a tendency to respond in the same way to corresponding stimuli in the two problems. The results support an alignment between category structures related by analogous defining characteristics, which is facilitated by specific identifier information shared by two category structures.     

Single-process versus multiple-strategy models of decision making: Evidence from an information intrusion paradigm

When decision makers are confronted with different problems and situations, do they use a uniform mechanism as assumed by single-process models (SPMs) or do they choose adaptively from a set of available decision strategies as multiple-strategy models (MSMs) imply? Both frameworks of decision making have gathered a lot of support, but only rarely have they been contrasted with each other. Employing an information intrusion paradigm for multi-attribute decisions from givens, SPM and MSM predictions on information search, decision outcomes, attention, and confidence judgments were derived and tested against each other in two experiments. The results consistently support the SPM view: Participants seemingly using a “take-the-best” (TTB) strategy do not ignore TTB-irrelevant information as MSMs would predict, but adapt the amount of information searched, choose alternative choice options, and show varying confidence judgments contingent on the quality of the “irrelevant” information. The uniformity of these findings underlines the adequacy of the novel information intrusion paradigm and comprehensively promotes the notion of a uniform decision making mechanism as assumed by single-process models.     

Retrieval characteristics of autobiographical memories: Event and date information

This study examines the recall of autobiographical event information. The nature of 434 events–what, who was involved, and where and when they occurred, was obtained by examining the diaries of eight diarists. What, where and who event information was used both as cues to prompt recall and the aspect to be recalled. When was only ever recalled. Analysis indicated what was the most efficient retrieval cue, followed by where and who. An event aspect cue uniqueness explanation is suggested for these results. Event recall decreased and absolute dating error increased with retention interval. Other results suggested the latter result was due to dating strategy accuracy differences combined with a systematic adoption of different dating strategies as retention interval increased. Systematic dating errors that varied with retention interval were found, but no evidence to suggest that degree of event knowledge affected signed dating error. However, subjects generally assigned dates within the time frame established by the study, which suggests systematic dating errors are the result of boundary effects.     

From one to another: Group consultation for group psychotherapy

Supervisees and consultees may take their groups and the feelings associated with them to another group for clinical advice. Crucial to the practice of consultation is the perplexing question of how material is carried from one group to another. This paper presents a model, with illustrative vignettes, of a consultative sequence that relies on the conveyance of subjective as well as objective data. As the presenter tells about his or her therapy group, the members of the consultant or supervisory group experience reactions that mirror, parallel, or identify with dynamic processes that originated in the first place. In response to the creative interaction between presenter, presented, and receivers, the consultation group can arrive at formulations that provide the consultee with new understandings and action plans. This protocol can be used for single-session consultations or adapted for ongoing group supervision.     

Concurrent performances: inhibition of one response by reinforcement of another

In an analysis of interactions between concurrent performances, variable-interval reinforcement was scheduled, in various sequences, for both keys, for only one key, or for neither key of a two-key pigeon chamber. With changeover delays of 0.5 or 1.0 sec, and with each key's reinforcements discriminated on the basis of key-correlated feeder stimuli, reinforcement of pecks on one key reduced the pecking maintained by reinforcement on the other key. The decrease in pecking early after reinforcement was discontinued on one key was not substantially affected by whether pecks on the other key were reinforced, but after reinforcement was discontinued on both keys, reinstatement of reinforcement for one key sometimes produced transient increases in pecking on the other key. Correlating the availability of right-key reinforcements with a stimulus, which maintained right-key reinforcement while reducing right-key pecking to negligible levels, demonstrated that these interactions depended on concurrent reinforcement, not concurrent responding. Thus, reinforcement of a response, but not necessarily the occurrence of the response, inhibits other reinforced responses. Compared with accounts in terms of excitatory effects of extinction, often invoked in treatments of behavioral contrast, this inhibitory account has the advantage of dealing only with observed dimensions of behavior.     

The wane of childhood amnesia for autobiographical and public event memories

We modified Bruce, Dolan, and Phillips-Grant's (2000) threshold procedure for determining the wane of childhood amnesia. In two experiments, undergraduates labelled childhood events (e.g., your first permanent tooth came in) as know or recollect memories and estimated their age at the event's occurrence. In both studies the estimated transition from mostly know memories to mostly recollect memories was roughly 4.7 years. This transition estimate was replicated in a sample of adults (ages 24-65 years) with both Bruce et al.'s event-generation task and the Experiment 1a questionnaire. By contrast, in two experiments a transition estimate of roughly 6 years was found for undergraduates' memories of public events (e.g., the Challenger explosion). The wane of childhood amnesia appears to occur around 4.7 years.     

The wane of childhood amnesia for autobiographical and public event memories

We modified Bruce, Dolan, and Phillips-Grant's (2000) threshold procedure for determining the wane of childhood amnesia. In two experiments, undergraduates labelled childhood events (e.g., your first permanent tooth came in) as know or recollect memories and estimated their age at the event's occurrence. In both studies the estimated transition from mostly know memories to mostly recollect memories was roughly 4.7 years. This transition estimate was replicated in a sample of adults (ages 24-65 years) with both Bruce et al.'s event-generation task and the Experiment 1a questionnaire. By contrast, in two experiments a transition estimate of roughly 6 years was found for undergraduates' memories of public events (e.g., the Challenger explosion). The wane of childhood amnesia appears to occur around 4.7 years.     

The ISI Change phenomenon: When contradicting one stereotype changes another

When a population is perceived to consist of two mutually exclusive and exhaustive groups, the stereotypes that people form of these groups are likely to be interdependent. We predicted that stereotype-incongruent information about members of one group (target group) may then evoke change in the stereotype of another group (alternative group) even in the absence of any stereotype-incongruent information about members of the alternative group. We demonstrated this Indirect Stereotype-Incongruence Induced (ISI) Change phenomenon in two studies using novel groups (Study 1 and 2). The effect occurred when the incongruent information was about a competent target group (changing the stereotype about the less competent alternative group) but not when it was about an incompetent target group (Study 2). The ISI Change phenomenon implies that stereotypes may change even in the absence of directly stereotype-incongruent information.     

When Baby Maisy came to school: Mothers' interview styles and preschoolers' event memories

Fifteen 4–5-year-old children experienced a surprise event in their classroom — the visit of their former teacher and her new baby. The same day, children were interviewed about the event by their mothers, who had not been present and were naive to details. Mothers questioned their children in whatever way they wished. Three weeks later, children were interviewed by a researcher who had not been present during the original event and who had no information about the content of the parent–child interviews. Results showed that mothers' conversational style predicted the amount of information children provided during the mother–child interview, which in turn predicted how much accurate information children remembered during the researcher–child interview. The findings suggest that parent–child memory talk affects children's long-term memory reports, even when parents do not share in the event and have no knowledge of its details.