Can inhibition resolve retrieval competition through the control of spreading activation?

Two experiments are reported in which the mechanisms underlying retrieval-induced forgetting for complex prose materials were investigated, using the independent probe technique pioneered by Anderson and Spellman (1995). These experiments provide additional empirical evidence in support of an inhibitory account of memory. Specifically, evidence emerged not only for the inhibition of nonpracticed items from practiced sets (i.e., first-order effects), but also for the inhibition of items from nonpracticed sets that were semantically related to practiced items in practiced sets (i.e., cross-category effects) and for items from nonpracticed sets that were semantically related to nonpracticed items in practiced sets (ie., second-order effects). These findings are considered in terms of Anderson and Spellman's model of inhibitory processing. We also outline an alternative inhibitory interpretation. Specifically, we consider how inhibition may function as a way of controlling the spread of activation and what implications this may have for the flexibility and adaptiveness of memory.     

Training generalized spatial skills

Spatial transformation skills are an essential aspect of cognitive ability. These skills can be improved by practice, but such improvement has usually been specific to tasks and stimuli. The present study investigated whether intensive long-term practice leads to change that transcends stimulus and task parameters. Thirty-one participants (14 male, 17 female) were tested on three cognitive tasks: a computerized version of the Shepard-Metzler (1971) mental rotation task (MRT), a mental paper-folding task (MPFT), and a verbal analogies task (VAT). Each individual then participated in daily practice sessions with the MRT or the MPFT over 21 days. Postpractice comparisons revealed transfer of practice gains to novel stimuli for the practiced task, as well as transfer to the other, nonpracticed spatial task. Thus, practice effects were process based, not instance based. Improvement in the nonpracticed spatial task was greater than that in the VAT; thus, improvement was not merely due to greater ease with computerized testing.     

Retrieval-induced forgetting occurs in tests of item recognition

Using the retrieval-practice paradigm (Anderson, R. A. Bjork, & E. L. Bjork, 1994), we tested whether or not retrieval-induced forgetting could be found in item recognition tests. In Experiment 1, retrieval practice on items from semantic categories depressed recognition of nonpracticed items from the same categories. Similar results were found in Experiment 2 in a more stringent source test for practiced, nonpracticed, and new items. These results conceptually replicate those of previous retrieval-induced forgetting studies done with cued recall (e.g., Anderson et al., 1994). Our findings are inconsistent with the hypothesis that item-specific cues during retrieval will eliminate retrieval interference in the retrieval-practice paradigm (Butler, Williams, Zacks, & Maki, 2001). We discuss our results in relation to other retrieval interference and inhibition effects in recall and recognition.     

The influence of distinctive processing on retrieval-induced forgetting

Recall of a portion of a previously experienced list benefits subsequent recall of that portion of the list but leads to poorer recall of nonpracticed items from the same set (Anderson, Bjork, & Bjork, 1994). One explanation for this retrieval-induced forgetting is that during practice of part of a set, the non-practiced items compete for recall and are suppressed; this suppression process inhibits later recall of the nonpracticed items. Two experiments were conducted to investigate the relationship between distinctive processing of the original set and retrieval-induced forgetting, on the assumption that distinctive processing reduces response competition. In the first experiment, distinctive processing induced by difference judgments among the studied items did reduce forgetting relative to a standard encoding task and a similarity judgment task. In fact, the difference judgment task completely eliminated retrieval-induced forgetting. In the second experiment, the similarity judgment task was analyzed in relation to a task assumed to foster associative integration (Anderson & McCulloch, 1999). Even though the similarity judgment met the requirements for associative integration, retrieval-induced forgetting persisted following similarity judgment. The results are consistent with the view that distinctive processing benefits memory within an organizational context (Hunt & McDaniel, 1993; Smith & Hunt, in press).     

Transfer Variables in Tracking Skills

In the present work the effect of two task variables on transfer were studied: shape of the track-circular or triangular; and target speed-constant or variable. One or both of these variables was changed on transfer. Experimental conditions were (a) 10 preshift and 10 post-shift trials, and (b) 20 single-trial alternations of two tasks. 22 groups of 12 Ss each were tested. Condition (a) showed positive transfer with single variable change and zero or negative transfer with simultaneous change in two variables, and condition (b) annulled all transfer effects. Results are discussed in terms of commonality between tasks and receptor and perceptual anticipation.     

The Houdini Transformation: True,but Illusory

Molenaar (2003, 2011) showed that a common factor model could be transformed into an equivalent model without factors, involving only observed variables and residual errors. He called this invertible transformation the Houdini transformation. His derivation involved concepts from time series and state space theory. This article verifies the Houdini transformation on a general latent variable model using algebraic methods. The results show that the Houdini transformation is illusory in the sense that the Houdini-transformed model remains a latent variable model. Contrary to common knowledge, a model that is a path model with only observed variables and residual errors may, in fact, be a latent variable model.     

Predicting Intention to Save Water: Theory of Planned Behavior,Response Efficacy,Vulnerability, and Perceived Efficiency of Alternative Solutions1

These 2 studies attempted to predict people's intention to save water. Study 1 used a model based on Ajzen's (1991) theory of planned behavior (TPB) and other variables: vulnerability, 2 collective efficacy variables, and subjective effectiveness of alternative solutions (SEAS) to ease drought impact. Study 2 tested a model similar to that of Study 1, but with 2 personal efficacy variables added. Respondents in both studies were residents of Taiwan (Ns= 166 and 210). Analysis indicated that the modified models (R²>.32) were better than the TPB model (R²<.19), and SEAS and response efficacy had crucial effects on people's intentions to retrofit. The studies also found some significant but inconsistent effects of income, dwelling, and education.     

Exemplar effects in the context of a categorization rule: Featural and holistic influences

Brooks and colleagues (S. W. Allen & L. R. Brooks, 1991; G. Regehr & L. R. Brooks, 1993) have shown that the classification of transfer stimuli is influenced by their similarity to training stimuli, even when a perfect classification rule is available. It is argued that the original effect obtained by Brooks and colleagues might have resulted from two potential confounding variables. Once these confounds were controlled, the current authors did not replicate Brooks and colleagues' results in Experiment 1. Exemplar effects appeared in Experiment 2 when transfer stimuli were perceptually more similar to training stimuli than in Experiment 1. In Experiment 3, the authors obtained exemplar effects with separated stimuli, a finding that was not predicted by Brooks and colleagues' model. The authors suggest that a close perceptual match between training and transfer stimuli is necessary for the effect to occur, for both integrated and separated stimuli. The nature of this perceptual match, holistic or featural, is discussed.     

Semantic integration as a boundary condition on inhibitory processes in episodic retrieval

Recalling an experience often impairs the later retention of related traces, a phenomenon known as retrieval-induced forgetting (RIF). Research has shown that episodic associations protect competing memories from RIF (Anderson & McCulloch, 1999). We report 4 experiments that examined whether semantic associations also protect against RIF. In all experiments, robust RIF occurred when there were few associations between practiced and nonpracticed sets, but RIF was abolished when there were many. The benefits of semantic integration were independent of episodic integration strategies and were not mediated by intentional use of the associations. Rather, these results establish a new boundary condition on RIF--semantic integration--that has a potent impact on the magnitude of RIF and may explain variability in the RIF phenomenon.     

Individual Differences in Training Gains and Transfer Measures: An Investigation of Training Curves in Children with Attention‐Deficit/Hyperactivity Disorder

Currently, evidence for the beneficial effects of working memory (WM) training on transfer measures in children with attention‐deficit/hyperactivity disorder (ADHD) is inconsistent. Although there is accumulating evidence for the role of individual differences in training and transfer gains of cognitive training, this area has been left unexplored for children with ADHD. In the current study, an advanced latent growth curve model analysis was used to investigate the individual differences in learning curves (training gains) of WM training tasks within a new cognitive intervention ‘Paying Attention in Class’. It was investigated whether certain baseline variables (age, intelligence quotient, externalizing behaviour problems and presence of learning disability) predicted the learning curves and how these individual learning curves influenced near‐transfer and far‐transfer measures. A total of 164 children diagnosed with ADHD, between the age of 8 and 12 years old, followed this new Paying Attention in Class intervention. WM (near‐transfer) and academic performance (far‐transfer) measures were assessed before treatment and directly after treatment. Results showed that individual differences at the start of training were predicted by age and intelligence quotient, but the individual differences in learning curves were not predicted by any of the baseline variables. Both for the verbal and the visuospatial WM training, children with larger training gains (i.e. steeper training curves) showed larger benefits on the near untrained transfer measures. These effects were absent for the far‐transfer measures. Current study shows that training WM is quite complex and has its limitations for children with ADHD. Nonetheless, it highlights that training and transfer gains are affected by many different factors and warrants the need of a more in‐depth investigation of individual differences in future studies.Copyright © 2017 John Wiley & Sons, Ltd.     

INTERACTION EFFECTS IN MULTIELEMENT DESIGNS: INEVITABLE,DESIRABLE, AND IGNORABLE

A single-subject design often used to compare the effectiveness of two or more independent variables (like treatment programs) is the multielement (alternating treatments or simultaneous treatments) design. Variants of this design approximate the concurrent comparison of the effects of two or more variables (or levels of variables) by programming the variables (or levels) in rapid alternation, typically across or within daily sessions. Properly combined with conventional reversal designs, these designs can also display a variety of interaction effects, some of them worrisome, others highly desirable for the future development of the field. A worrisome model is the possibility that when Treatment B alternates rapidly with Treatment C, the effects of each will not be the same as when each is the only treatment used. A desirable model is the use of the multielement design as a fast-paced component of an otherwise conventional reversal design examining contextual control of some relationship: the possibility that some behavior responds differently to Controlling Variables A and B in Context X than in Context Y. This second possibility opens single-subject designs to the more efficient examination of all interactive effects and is highly desirable, considering the prevalence and importance of interactions in determining the limits and the generality of currently understood behavioral phenomena.     

Moderation in Management Research: What,Why, When,and How

Many theories in management, psychology, and other disciplines rely on moderating variables: those which affect the strength or nature of the relationship between two other variables. Despite the near-ubiquitous nature of such effects, the methods for testing and interpreting them are not always well understood. This article introduces the concept of moderation and describes how moderator effects are tested and interpreted for a series of model types, beginning with straightforward two-way interactions with Normal outcomes, moving to three-way and curvilinear interactions, and then to models with non-Normal outcomes including binary logistic regression and Poisson regression. In particular, methods of interpreting and probing these latter model types, such as simple slope analysis and slope difference tests, are described. It then gives answers to twelve frequently asked questions about testing and interpreting moderator effects.     

INTRAORGANIZATIONAL EMPLOYEE NAVIGATION AND SOCIALLY DERIVED OUTCOMES: CONCEPTUALIZATION,VALIDATION, AND EFFECTS ON OVERALL PERFORMANCE

Intraorganizational employee navigation (IEN) is conceptualized as a means of better understanding how the organizational actor proactively works across their firm's internal environment in the execution of their jobs. Navigation is argued to be a precursor to the employee's overall performance through a class of mediating variables labeled “socially derived outcomes,” which are variables inside the organization that are bestowed upon the employee as a result of them first engaging in proactive behavior (e.g., IEN). Two studies are reported. Study I sees IEN psychometrically validated versus a range of existing proactive behaviors and individual traits (discriminant, nomological, and criterion‐related validity) with a heterogeneous sample of 704 employees. Study II then tests a model relating IEN to performance through six mediating “socially derived outcomes” by leveraging data from 2 Fortune 500 firms. The results of Study II show that IEN significantly impacts multiple measures of the employee's overall performance through mediating effects brought about by key socially derived outcomes, such as the employee's “manager alignment.” The contributions, broader implications, and limitations of the research are then put into context.     

Effects of density,activity, and personality on environmental preferences

The effects of room density, type of ongoing activity (party vs studying), and a personality variable (“personal space” or the distance which subjects place between themselves and others) on room liking were investigated. Results supported the prediction that type of activity is an important determinant of whether a high or low density setting is preferred. Evidence was also presented that a mediator between activity type and density preference is whether the presence of other people facilitates or inhibits the individual's goals in the setting. Personality factors also influence density preferences: Close standing Ss preferred a high to a low density setting; far standing Ss showed an opposite preference pattern, but only in the party condition. Correlations between Ss' personal space scores and several background and personality variables are also presented.     

The Investment Model Scale: Measuring commitment level,satisfaction level,quality of alternatives,and investment size

Three studies evaluated the reliability and validity of the Investment Model Scale, an instrument designed to measure four constructs, including commitment level and three bases of dependence–satisfaction level, quality of alternatives, and investment size. In all three studies, reliability analyses revealed good internal consistency among items designed to measure each construct. Also, principal components analyses performed on scale items revealed evidence of four factors, with items designed to measure each construct loading on independent factors. Studies 2 and 3 examined associations of model variables with instruments measuring diverse qualities of relationships and assorted personal dispositions. As anticipated, Investment Model variables were moderately associated with other measures reflecting superior couple functioning (e.g., dyadic adjustment, trust level, inclusion of other in the self), and were essentially unrelated to measures assessing personal dispositions (e.g., need for cognition, self-esteem). In addition, Study 3 demonstrated that earlier measures of Investment Model variables predicted later levels of dyadic adjustment and later relationship status (persisted vs. ended). It is hoped that the existence of a reliable and valid Investment Model Scale will promote further research regarding commitment and interdependence in ongoing close relationships.     

Personality, intelligence and personal space among violent and non-violent delinquents

McGurk, Davis and Grehan (1981) have suggested that personality variables may have a moderating effect on the violence—personal space relationship originally reported by Kinzel (1970). Similarly, Wright (1974) has reported enhanced personal space in inmates classified as of low intelligence. The present study was undertaken in order to further investigate possible confounding effects of personality and intelligence differences on the relationship between aggressive behaviour and spatial use. A direct approach stop-distance and a semi-blind measure of personal space were obtained for a group of violent young offenders and a non-violent control group. Verbal and Non-verbal Intelligence scores and personality scores were also collected. Analysis of variance showed no significant differences in personal space size between the violent and non-violent group on any one measure. However, a significant interaction effect was found between violence, P and Non-verbal Intelligence such that violent inmates exhibited augmented personal space in relation to non-violent inmates only in the cases of those scoring both low on Non-verbal Intelligence and high on P. These findings contradict earlier research reporting a difference in spatial use between violent and non-violent Ss. It is concluded that the lack of a standardized well-controlled technique for measuring personal space has resulted in ambiguous findings in this area of research.     

Crowding and stress: 2. A personal space approach

The concept of ‘personal space’ has sometimes been invoked in attempts to explain stressful effects of crowding; but the literature on personal space reveals divergent findings according to the definitions and methods of measurement used. Redefinitions are proposed whereby personal space preferences can be seen as mediating our reactions to the spatial proximity of others, according to a dynamic model which considers both task-related needs for physical space and privacy needs, together with concern over social norms and attributions. It is argued that perceived illegitimate invasion of the personal space one claims is likely to give rise to stress effects if coping responses fail. Thus crowding is likely to be stressful in many natural contexts where personal space is intruded upon frequently, especially when attributions of intentional thwarting are made. Further theoretical advances in this area must rest upon more precise specification of processes by which social relationships, situational variables, and subjective motivational, perceptual, and evaluative factors jointly determine an agent’s personal space claims and associated reactions to spatial invasion.     

Concept attainment, transfer, and retention through observation and rule-provision

The effects of observing a model and of providing a response rule on the learning, transfer, and retention of a dial-reading, numerical concept were studied in 144 third graders. Different Es conducted the immediate learning procedures versus the measurements of retention. No extrinsic reinforcers were promised or dispensed. The children profited both from modeling and from rule-provision, with the strongest learning, transfer, and retention displayed by the group that watched the model and also received the rule summary. Sequence of presenting the sets of retention stimuli (including a series of novel generalization items not previously encountered) did not influence the strength of concept retention 6 weeks after training.     

Estimating, testing, and comparing specific effects in structural equation models: the phantom model approach

The phantom model approach for estimating, testing, and comparing specific effects within structural equation models (SEMs) is presented. The rationale underlying this novel method consists in representing the specific effect to be assessed as a total effect within a separate latent variable model, the phantom model that is added to the main model. The following favorable features characterize the method: (a) It enables the estimation, testing, and comparison of arbitrary specific effects for recursive and nonrecursive models with latent and manifest variables; (b) it enables the bootstrapping of confidence intervals; and (c) it can be applied with all standard SEM programs permitting latent variables, the specification of equality constraints, and the bootstrapping of total effects. These features along with the fact that no manipulation of matrices and formulas is required make the approach particularly suitable for applied researchers. The method is illustrated by means of 3 examples with real data sets.     

Sources of motivation, interpersonal conflict management styles, and leadership effectiveness: a structural model

126 leaders and 624 employees were sampled to test the relationship between sources of motivation and conflict management styles of leaders and how these variables influence effectiveness of leadership. Five sources of motivation measured by the Motivation Sources Inventory were tested-intrinsic process, instrumental, self-concept external, self-concept internal, and goal internalization. These sources of work motivation were associated with Rahim's modes of interpersonal conflict management-dominating, avoiding, obliging, complying, and integrating-and to perceived leadership effectiveness. A structural equation model tested leaders' conflict management styles and leadership effectiveness based upon different sources of work motivation. The model explained variance for obliging (65%), dominating (79%), avoiding (76%), and compromising (68%), but explained little variance for integrating (7%). The model explained only 28% of the variance in leader effectiveness.