Understanding the dynamics of correct and error responses in free recall: Evidence from externalized free recall

The dynamics of correct and error responses in a variant of delayed free recall were examined in the present study. In the externalized free recall paradigm, participants were presented with lists of words and were instructed to subsequently recall not only the words that they could remember from the most recently presented list, but also any other words that came to mind during the recall period. Externalized free recall is useful for elucidating both sampling and postretrieval editing processes, thereby yielding more accurate estimates of the total number of error responses, which are typically sampled and subsequently edited during free recall. The results indicated that the participants generally sampled correct items early in the recall period and then transitioned to sampling more erroneous responses. Furthermore, the participants generally terminated their search after sampling too many errors. An examination of editing processes suggested that the participants were quite good at identifying errors, but this varied systematically on the basis of a number of factors. The results from the present study are framed in terms of generate-edit models of free recall.     

Scaling of output regularities in free recall: A review

Problems involved in scaling the output regularities observed in free recall are outlined, and assumptions underlying attempted solutions for both categorized and “unrelated” lists are discussed. Several studies that make claims for the superiority of particular measures have indeed demonstrated that it matters which index is selected, but they are shown to provide no justification for preferring one to another. Evidence from simulation studies, however, suggests that a number of measures have “built-in” correlations with theoretically relevant variables such as recall. Some of these biases have proved elusive because their appearance is confined to nonrandom output sequences. The relation between theoretical assumptions and simulation studies is discussed.     

Forgiveness: a review of the theoretical and empirical literature

This paper reviews the published literature addressing forgiveness as a therapeutic issue. The review revealed four major themes. These included: diverse attempts in the literature to define forgiveness; the presentation of models of intervention; resistance among theoreticians and therapists to examine forgiveness as a therapeutic construct, and empirical evidence of forgiveness intervention applied to clinical settings. These theoretical and empirical publications are described and critiqued. An evaluation is made as to the current state of the research, and suggestions for future directions.     

Video game violence: A review of the empirical literature

The popularity of video games, especially violent video games, has reached phenomenal proportions. The theoretical line of reasoning that hypothesizes a causal relationship between violent video-game play and aggression draws on the very large literature on media violence effects. Additionally, there are theoretical reasons to believe that video game effects should be stronger than movie or television violence effects. This paper outlines what is known about the relationship between violent video-game playing and aggression. The available literature on virtual reality effects on aggression is discussed as well. The preponderance of the evidence from the existing literature suggests that exposure to video-game violence increases aggressive behavior and other aggression-related phenomena. However, the paucity of empirical data, coupled with a variety of methodological problems and inconsistencies in these data, clearly demonstrate the need for additional research.     

An adjacency effect in free recall

An adjacency effect was demonstrated at a high level of significance in the free recall, by 123 subjects, of a list of 40 high-frequency nouns presented in varying order on successive trials. The phenomenon referred to as the adjacency effect consists of the fact that when a subject is given repeated trials of study and free recall of a list of words (always presented in a different order), the probability of recalling a given item is greater when the item is presented temporally adjacent to an item which is already learned (as evidenced by recall on the previous trial) than when the item stands temporally between other items which are not yet learned. The enhancement of recall is greater when the item is presented between two previously learned items. The implications of the adjacency effect for verbal learning theory, particularly for the serial-position effect in serial learning and the concepts of interference and neural consolidation, are discussed.     

Neuropsychology of the aggressive psychopath: An integrative review

Neuropsychological studies of aggressive psychopaths have revealed characteristic deficits in skills that require verbal mediation, conceptual integration, and the abilities to anticipate consequences of actions and to use feedback from behavior to modify maladaptive response patterns. Formulations of this impairment pattern in terms of frontal lobe and left hemisphere dysfunction are reviewed. It is proposed that the aggressive psychopath suffers from an inability to form a self-referential conceptual classification system for behavioral control and that this predisposes to behavioral disinhibition in situations of stress and interpersonal ambiguity. Finally, implications of neuropsychological studies of aggressive psychopathy for the study of personality and psychopathology are discussed.     

University students' academic performance: An integrative conceptual framework and empirical analysis

Background. The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education. Aims. The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of achievement goals, self‐efficacy and class size on academic performance are hypothesized to be direct and indirect through study strategies. Sample. Participants were 553 students of different faculties from a university in Spain. Method. Pre‐existing scales were used to develop the questionnaire. Questionnaires were group‐administered in 21 classes during the first 2 weeks of May (i.e. about 1 month before the final examination). At the end of the academic year, students' grades were obtained from professors of each course. Results. Data were analysed through structural equation modelling. The results of the structural model provided support for most of the hypothesized relationships. Achievement goals and self‐efficacy had no direct effects on performance, but results from the model comparison suggested that a mediational model provided a better fit to the data. Conclusions. Our study provides support for the key mediational role of study strategies in the effect of achievement goals and self‐efficacy on academic performance. Self‐efficacy seems to have the strongest indirect effect on performance. Mastery goals play a key role increasing deep processing and effort, and in turn affecting performance. Academic performance tends to diminish with increasing class size.     

Face perception: An integrative review of the role of spatial frequencies

The aim of this article is to reinterpret the results obtained from the research analyzing the role played by spatial frequencies in face perception. Two main working lines have been explored in this body of research: the critical bandwidth of spatial frequencies that allows face recognition to take place (the masking approach), and the role played by different spatial frequencies while the visual percept is being developed (the microgenetic approach). However, results obtained to date are not satisfactory in that no single explanation accounts for all the data obtained from each of the approaches. We propose that the main factor for understanding the role of spatial frequencies in face perception depends on the interaction between the demands of the task and the information in the image (the diagnostic recognition approach). Using this new framework, we review the most significant research carried out since the early 1970s to provide a reinterpretation of the data obtained.     

An observation on the role of context variability in free recall

The authors conducted 3 experiments investigating the effect of context variability and word frequency on free recall. Context variability refers to the number of pre-experimental contexts in which a given word is experienced. Both between-subjects and within-subjects manipulations of context variability demonstrated a distinct advantage for low context variability words. Standard word frequency effects were obtained in 2 of the 3 experiments, but the common finding of no word frequency differences in mixed lists of high and low word frequency may depend on the level (low vs. high) of context variability. The authors speculate that the advantage for low context variability items may accrue from better item-to-list context associations or better storage of contextual information as a consequence of the smaller pre-experimental contextual fan that these items possess.     

The timing of neurodevelopmental abnormality in schizophrenia: an integrative review of the neuroimaging literature

In this paper we will review recent neuroimaging research in schizophrenia, with an aim to critically evaluate several recent proposals concerning the nature and the timing of the neuroanatomic abnormalities underlying the disorder. Specifically, enlargement of cerebrospinal fluid spaces, deficits in cortical gray matter, and reduced volume of mesiotemporal structures have all been reported in patients in the first episode of schizophrenia, their first-degree relatives, and individuals with schizotypal personality disorder, supporting the possibility that these abnormalities reflect a genetically mediated neurodevelopmental disorder. These findings from the empirical literature will be synthesized from the perspective of dual cytoarchitectonic trends theory of neurodevelopment, as well as in relation to current conceptions of the schizophrenia prodrome. We believe that the evidence shows that sufficient groundwork has been laid to begin longitudinal neuroimaging studies of adolescents at clinical risk for schizophrenia, in order to more definitively determine the pathophysiology of the disorder. Such information could have significant implications in terms of understanding the prediction, treatment, and ultimately the prevention of schizophrenia.     

ADHD children grown up: An empirical review

Little is known about ADHD in adulthood. It has commonly been believed to be restricted to a problem of childhood, however the literature review revealed that long-term adjustment difficulties are in store for a high percentage of children. Hyperactivity was a risk for continuing symptomatology, antisocial and criminal behaviour, educational and occupational failure, social maladjustment and personality problems. It is concluded that psychological interventions are a necessary adjunct to stimulant medication to address the negative aspects associated with the ADHD syndrome.     

Semantic ambiguity within and across languages: An integrative review

Semantic ambiguity often occurs within a language (e.g., the word “organ” in English means both a body part and a musical instrument), but it can also cross a language boundary, such that a given word form is shared in two languages, but its meanings are different (e.g., the word “angel” means “sting” in Dutch). Bilingual individuals are therefore faced not only with ambiguity in each of their languages, but also with ambiguity across languages. The current review focuses on studies that explored such cross-language ambiguity and examines how the results from these studies can be integrated with what we have learned about within-language ambiguity resolution. In particular, this review examines how interactions of frequency and context manifest themselves in ambiguity that crosses a language boundary and call for the inclusion of language context as a contributing factor. An extension of the monolingual reordered access model (Duffy, Morris, & Rayner, 1988 Duffy, S. A., Morris, R. K. and Rayner, K. 1988. Lexical ambiguity and fixation times in reading. Journal of Memory and Language, 27: 429–446. [Crossref], [Web of Science ®] , [Google Scholar]) is outlined to discuss the interactions between these factors. Furthermore, the effects of the similarity between the two meanings, task differences, and individual differences are explored. This review highlights the need for studies that test within- and cross-language ambiguity in the same individuals before strong conclusions can be made about the nature of interactions between frequency, semantic context, and language context.     

Countertransference reactions toward specific client populations: a review of empirical literature

Countertransference reactions can either benefit or hinder mental health professionals during the therapeutic process. An awareness of countertransference reactions can aid clinicians in understanding and anticipating their own specific emotional responses toward certain client populations. Recent empirical research suggests that common countertransference reactions may occur in mental health professionals when relating to certain client types. Since a literature review indicated that more numerous and reliable tests have been developed to measure countertransference during the past decade, as well as better research designs, this article reviews and summarizes all empirical research studies on countertransference reactions toward specific client populations during the past 10 years, from 1990 to 2001.     

Psychological test signs of borderline personality disorder: a review of the empirical literature

Recent empirical work aimed at identifying test signs of borderline personality disorder is reviewed. The review focuses on commonly employed clinical tests, including the Wechsler Adult Intelligence Scale (WAIS), the Rorschach, and the Minnesota Multiphasic Personality Inventory (MMPI). Possible test signs are considered in relation to their sensitivity to and specificity for the diagnosis and in relation to the criteria of DSM-III, which define the disorder. Although consistent patterns of potentially useful test signs have begun to appear, methodological difficulties have hampered any subsequent development of clinically useful indices. Greater attention to sample size and its composition and definition as well as demonstrations of adequate reliability and predictive utility are required for further development of these signs.     

An analysis of latency and interresponse time in free recall

In four experiments, subjects freely recalled previously studied items while a voice key and computer recorded each item’s recall latency relative to the onset of the recall period. The measures of recall probability and mean recall latency were shown to be empirically independent, demonstrating that there exists no a priori relationship between the two. In all four experiments, latency distributions were fit well by the ex-Gaussian, suggesting that retrieval includes a brief normally distributed initiation stage followed by a longer exponentially distributed search stage. Further, the variation in mean latency stemmed from the variation in the duration of the search stage, not the initiation stage. Interresponse times (IRTs), the time elapsed between two successive item recalls, were analyzed as well. The growth of mean IRTs, plotted as a function of output position, was shown to be a simple function of the number of items not yet recalled. Finally, the mathematical nature of both free recall latency and IRT growth are shown to be consistent with a simple theoretical account of retrieval that depicts mean recall latency as a measure of the breadth of search.     

Memory for previous recall: a comparison of free and cued recall

Case studies of individuals who claimed to have recovered previously repressed memories of abuse during situations that involved memory cueing revealed that some individuals had discussed abuse with others during an earlier time period. Termed the ‘forgot‐it‐all‐along’ effect, this phenomenon has legal implications for statutes of limitations. Two experiments provide evidence for differences between free recall and more directed (recognition or cued recall) test conditions in the accuracy of memories for previous recall. Participants more often erred by claiming they had not previously remembered recognized (Experiment 1) or cued (Experiment 2) sentences than freely recalled sentences, and this difference was obtained even when the number of remembered sentences was equivalent across conditions (Experiment 2). These studies document that memory for previous recollection is less accurate for cued memories even when remembered events do not produce feelings of shock or surprise. Copyright © 2002 John Wiley & Sons, Ltd.     

Characteristics and effectiveness of stand-alone body image treatments: a review of the empirical literature

This literature review examined the characteristics and effectiveness of treatments dedicated exclusively to body image. A total of 18 studies met selection criteria. All but one involved at least one cognitive-behavioural therapy (CBT) condition and only three compared CBT to another treatment approach. Twelve studies were conducted with non-clinical, body dissatisfied, participants and only one focussed on eating disordered women. Overall, the interventions were highly effective in improving body image and psychological variables and, to a lesser extent, eating attitude and behaviour. Changes were generally maintained at follow-up. Given their efficacy, more controlled trials of stand-alone body image treatments in clinical populations are needed. Investigating approaches other than CBT may open fruitful avenues of body image treatment.     

Variation in working memory capacity,fluid intelligence,and episodic recall: A latent variable examination of differences in the dynamics of free recall

A latent variable analysis was conducted to examine the nature of individual differences in the dynamics of free recall and cognitive abilities. Participants performed multiple measures of free recall, working memory capacity (WMC), and fluid intelligence (gF). For each free recall task, recall accuracy, recall latency, and number of intrusion errors were determined, and latent factors were derived for each. It was found that recall accuracy was negatively related to both recall latency and number of intrusions, and recall latency and number of intrusions were positively related. Furthermore, latent WMC and gF factors were positively related to recall accuracy, but negatively related to recall latency and number of intrusions. Finally, a cluster analysis revealed that subgroups of participants with deficits in focusing the search had deficits in recovering degraded representations or deficits in monitoring the products of retrieval. The results are consistent with the idea that variation in the dynamics of free recall, WMC, and gF are primarily due to differences in search set size, but differences in recovery and monitoring are also important.     

The anatomy of free recall

The relative importance of various covert cues used in free recall is inferred on the basis of conditional probabilities of free recall given success vs failure of cued recall of the same material. Thirty-six names associated with pictures arranged in a 6 by 6 matrix were learned. A free recall test of names was followed by cued recall of names, with pictures, positions, or joint pictures and positions used as cues. Matching tests based on these cues were also administered. The tests were given at one of two stages of training, immediately or after 2 days. Pictorial and position cues are equally well encoded, but pictorial cues are less accessible and, therefore, relatively more useful in cued recall than in free recall. Position and pictorial information related to the names appears to be encoded and forgotten independently, and there is no evidence for summation of subthreshold encoding effect.