The effects of intervening experiences on children's memory for a physical examination

To examine the extent to which children's long‐term retention is influenced (both positively and negatively) by intervening events, the impact of three programmed experiences on later recall of the details of a physical examination was explored. Four groups of 3‐ and 5‐year‐olds were established, with all children being interviewed immediately after their check‐ups and then again after 12 weeks. The groups, however, differed in terms of their experiences midway through the delay interval. At each age level, children in three experimental groups received either a complete interview about the physical examination, a return visit to the pediatrician's office, or an opportunity to view a videotape that showed a child receiving an actual check‐up. Children in a fourth group served as controls in that they were not seen during the delay period. Recall of standard features was scored, along with responses to questions concerning procedures that did not occur. The results indicated mixed mnemonic effects for the differential intervening experiences. In comparison to the control group, children at each age who had received an additional interview or who had observed the videotape showed elevated open‐ended recall at the 12‐week interview. In addition, the videotape manipulation, as well as the return visit to the doctor's office, was associated with a marked decrease in the 5‐ but not the 3‐year‐olds' accuracy regarding questions about activities not included in the physical examinations. The results are discussed in terms of factors that affect the facilitation and distortion of memory over long temporal delays. Copyright © 2000 John Wiley & Sons, Ltd.     

The effect of questioning on young children's memory for an event

The effect of adult questioning on young children's memory for an event was examined. Three groups of 4- and 5-year-old children experienced two special events. The questioning group was then asked a set of questions about one of the events on four different occasions over a 7-week period. At the end of the 7 weeks, all children were tested for recall of the two events. The experience of answering questions enhanced the memory performance of the children in the questioning group. However, comparison of the performance of the questioning group with that of two control groups showed that their memory improvement was extremely specific: (a) The questioning group did better only on the specific questions they had been repeatedly asked, (b) There was no general enhancement of recall; they were no better on new questions about the same event, (c) The enhancement was not specific to the experience of retrieving information from long-term memory; the performance of a control group with no long-term memory demands was almost identical to that of the questioning group. The results of this study support the view that adult questioning of young children enhances memory for the specific information about which questions have been asked, but it does not have generalized effects on memory performance or development.     

The Effect of Different Types of Leading Questions on Adult Eyewitnesses with Mild Intellectual Disabilities

Adults with an intellectual disability (ID) are often considered poor witnesses; however, this may depend on the type of questions asked during investigative interviews. We examined the impact of four different types of misleading questions commonly used in interviews. These questions varied in their specificity, presumptive knowledge and structure (open or closed). Forty‐one adults with a mild ID watched a short film; they were then interviewed about what had happened. Half of the questions contained misleading information. In a later recognition test, participants showed a misinformation effect: they correctly recognised more items about which they had received control information than the items about which they had received misleading information. Closer inspection of the data revealed that both closed and open presumptive questions generated the largest misinformation effects. These findings highlight the vulnerability of adults with an ID to misleading questions, specifically those that presume certain information to be true. Copyright © 2013 John Wiley & Sons, Ltd.     

The effect of pre-treatment enquiries on child dental patient's post-treatment ratings of pain and anxiety

Abstract

The aim of this study was to attempt to replicate a study in adults: to determine whether pre-treatment enquiries about anxiety and pain in children, attending the dentist, influenced their subsequent reports of pain and anxiety immediately after treatment. One hundred and ninety five children aged from seven to 16, attending four Community Dental Clinics, were allocated at random to five groups. Before treatment the first group was asked questions about their dental anxiety, expectations and memories of pain. The second group was asked about dental anxiety and expectations of pain. The third group was asked only about dental anxiety; the fourth was asked only about pain. The fifth, the control group, was asked about none of these topics. All the children were asked after treatment to rate 1) their anxiety about dentistry and 2) their experience of pain in the treatment just completed. The children experienced less pain than they had expected. There were no differences between the groups in disruptiveness or in the amount of pain experienced. However, the children who were asked about both pain and dental anxiety (groups one and two) reported significantly less dental anxiety than the control group. These results are consistent with the conclusion that pre-treatment enquiries about both anxiety and pain have no effect on disruptiveness or the experience of pain but do reduce anxiety about dentistry.     

Changes in values cognition after rating values-associated feelings

This study investigated values change as an outcome of assessing feelings elicited by contemplating the actualization of the same values. The subjects were divided into an experimental and a control group. They completed three tests in a single session. In the pretest, all subjects were asked to rate the importance of 20 values items on a 4-point scale. Subjects in the experimental group were then asked to rate the degree of pleasure they would feel in actualizing each of the values, while those in the control group rated the degree of inequality they considered women suffer in the actualization of each of the values. The post-test consisted of the same items as the pretest. The subjects in the experimental group completed a second post-test 3 months later. It was found that the experimental procedure produced significant change in the ratings of 15 values at the post-test, whereas the control procedure produced change in only five. The results suggest that rating one's emotional response to a value-related situation can change one's cognition of that value. At the post-test 3 months later, only 3-value ratings remained changed.     

Adolescent health needs. II: Utilization of health care by adolescents

In a random, mailed survey, 730 adolescents supplied information on their patterns and preferences for health care. The majority of respondents reported that they usually receive medical care from a private physician. Girls consulted physicians more frequently than boys, but there was no significant variation by age or social group. As the age of the respondent increased, the proportion visiting pediatricians decreased. When asked what they liked and disliked about their physician, respondents placed great emphasis upon the personal characteristics of the practitioner. Long waiting periods were the most common complaint. A significant proportion of adolescents with health concerns do not consult a health professional, even in cases where efficacious treatment may be available. Nervous/emotional problems, obesity, and birth control are concerns of adolescents which should be discussed with health professionals.     

Patient question asking in physician-patient interaction

Patient question asking may be regarded as not only a method of information seeking but as a mechanism of patient participation in the medical dialogue. As such, the study of question asking behavior provides insight into the physician-patient communication process. Presented is an analysis of data gathered as part of an experimental intervention designed to increase patient question asking during routine medical visits. Audiotape recordings of two physicians in 123 medical visits were content analyzed to identify the number, content, and form of patient questions, as well as a variety of other interaction variables. These measures were then related to patient satisfaction with care. Findings indicate that the experimental intervention had significant effect on increasing the number of direct questions asked and that these were asked outside of their usual interaction pattern. Further, the relationship between question asking and satisfaction differed in the two groups. The study contributes to our understanding of physician-patient communication dynamics and the information seeking process.     

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.     

Reflective verbalization improves solutions—the effects of question‐based reflection in design problem solving

In this experimental study (N=60), the impact of question‐based reflective verbalization on the quality of a design solution was investigated. Participants first designed an everyday object (garden grill) using various design strategies and then either answered questions of a naive partner, where they had to verbally describe, explain, justify and evaluate their solution (experimental group), or were given a filler task (control group). After the intervention, participants continued their design. The improvement in the design quality was significantly larger for the experimental group than for the control group. Significantly more participants of the experimental group developed new principles and added new explanations of functions to their design, whereas in the control group only corrections were made. We suggest that the dialogue specific style of reflective verbalization in the experimental group is linked to a specific way of thinking which is important for solving complex problems. Copyright © 2004 John Wiley & Sons, Ltd.     

Personally relevant intrusions outside the laboratory: Long-term suppression increases intrusion

It has been suggested that the suppression of unwanted thoughts may increase their frequency and that this effect may contribute to some psychological problems. Previous studies have examined this over a period of minutes, in an artificial setting. Suppression over a four day period was evaluated in the present study. Each S was asked to identify a negative intrusive thought which he or she experienced and to record each occurrence of it in conditions designed to maximise the similarity to those experienced by obsessional patients. Ss were randomly allocated to one of three groups. One group was asked to suppress their thoughts whenever they occurred, another group was asked to think about their thoughts whenever they occurred and the third group just recorded the thoughts whenever they occurred. This design allowed experimental control of both attention to and manipulation of the target thoughts in contrast to attention and active suppression. It was found that Ss who suppressed their thoughts experienced more thoughts and found them more uncomfortable than Ss in the other two groups. This is consistent with the theory that suppression increases thought frequency and may be important in the development and maintenance of some disorders.     

Health care utilization by low-income clients of a community clinic: an archival study

An archival study was done of 500 medical records from a community clinic serving a low income predominantly Hispanic area of Los Angeles. The data collected included demographic characteristics and presented symptoms or reasons for visit, as well as diagnosis and treatment. The greatest number of patient visits were made for family planning services. A large porportion of the patients who received initial family planning services failed to return to the clinic for follow ups or additional supplies. A total of 208 pregnancy tests were performed in 151 of the 500 cases sampled. Of these, 152 were positive. The most frequently stated reason for requesting pediatric services was for physical exams, accounting for 30% of the visits. It should be noted that the discontinuity of care and insufficient utilization of preventive care seen in these results deserve serious attention by medical clinic administrators. The rate of patients who do not return for family planning after the initial visit is worrisome. A greater effort to attract women to family planning services at the time they request pregnancy verification could reduce the need for abortion of unwanted pregnancy. The data also indicate that changes in the wording of certain questions commonly asked of clients may be needed. This study allowed service providers to obtain important information about their performance, their needs, and the future direction that their services might take. This type of analysis is relatively low in cost and can yield important benefits, espicially if done on a periodical base in a search for policy implications.     

The questions lay interviewers ask

Two studies were conducted to determine the kinds of questions people formulate for testing a hypothesis about another's personality. One group of subjects tested the hypothesis that the interviewee was an extrovert; another group tested the hypothesis that the interviewee was an introvert. Still another group was not provided with a hypothesis; instead, this group was asked to discriminate between an extroverted and an introverted interviewee. All subjects were free to formulate any kind of questions they wished. Analysis of the content of the questions performed by independent judges revealed that the great majority of the questions formulated by all of the groups either presented a choice between extroverted and introverted features or were open-ended. The percentage of questions about features that were consistent with the hypothesis was not significantly greater than the percentage of questions about features that were inconsistent with the hypothesis. Furthermore, in all of the groups there were virtually no biased questions–questions that already assume that the hypothesis is true. Finally, the questions asked by subjects who entertained either the extrovert hypothesis or the introvert hypothesis were as diagnostic (as rated by independent judges) as were the questions asked by subjects whose task was to discriminate between extroverts and introverts. The results were shown to be consistent with the diagnosing strategy but not with the confirmatory strategy of information-gathering.     

Children's judgments about their own self‐knowledge: The role of disclosure to other

Previous research has suggested that children of 5/6 years fail to understand that they are the authority on their own self‐knowledge. That is, when asked questions like, ‘Who knows best when you are feeling tired?’, they tend to cite their mother rather than themselves. Here we report a study that, rather than asking about generalities (‘Who knows best what you are thinking?’), presented 5‐, 7‐ 9‐ and 11‐year‐children with hypothetical vignettes about specific circumstances in which they were described as either disclosing or not disclosing a specified state to their mother. Children were subsequently asked to judge who would best know the state. Over all age groups children were significantly more likely to identify themselves as authorities on their own self‐knowledge when states had not been disclosed to mother than when they had. However, in the case of disclosed states, young children (though not older ones) asserted that, ‘mum knows best’. These findings are interpreted as suggesting not that young children entirely fail to understand first person authority, but instead that they make the relatively sophisticated assumption that mothers' interpretive competence is greater than their own.     

Positive and negative motivational gradients during first use of the dissecting room

Immediately after their first use of the dissecting room, 45 preclinical medical students rated their enthusiasm and reluctance at seven points along a time sequence encompassing their experience from the night before to the completion of their first dissection. A second group of 42 preclinical medical students carried out the same ratings in real time. A naive group of 24 psychology students were asked to imagine a first visit to the dissecting room and rate their imagined feelings in the same way. Gradients for reluctance for the two experimental groups rose to maxima at the point of entering the dissecting room. The reluctance gradient for the naive group and the enthusiasm gradients for all three groups, prior to this point, were zero. These are discussed as negative and positive motivational gradients that meet the predictions of approach/avoidance theory (Miller, 1959).     

No Reduction in Hindsight Bias after Complete Information and Repeated Testing

In hindsight, people often claim to have known more than they actually did. This finding has been termed hindsight bias. We report two hindsight-bias experiments which yielded converging results with different methods. All participants first estimated numerical values as answers to difficult knowledge questions, were later given the solutions, and were finally asked to recall their first estimates. In an attempt to reduce the typically found bias, the participants of one group in Experiment 1 were informed in advance about the experimental design and the bias phenomenon, while the participants of another group were not. In Experiment 2 all participants received at the end individual feedback about their recall performance and were then subjected to the same experimental procedure again, twice in succession. The amount of hindsight bias, however, remained unaffected by either of these two manipulations. These findings support automatic processes as explanation for the observed bias and dismiss motivational accounts.     

The reliability of Rorschach variables for inpatients presenting symptoms of depression and/or helplessness

Fifty newly admitted patients presenting symptoms of depression and/or helplessness were recruited to participate in a study concerning depression and randomized into two groups. Rorschachs were administered shortly after admission and then three or four days later. The subjects in the experimental group were instructed to give responses different than they had in the first test. Approximately two-thirds of the responses given by the experimental group in test 2 were different from those in test 1, whereas the control subjects repeated 66% of their test 1 answers in test 2. Retest correlations for 28 variables critical to interpretation show that the two groups differed significantly for four. The retest correlations for four of five variables often used as indices of depressive features were significantly high for both groups. Unusual findings are noted in the retest correlations for FM and m for the Control group and questions are raised concerning the modest retest correlations for CF and C + Cn versus the more commonplace summation of CF + C.     

PROMOTING PARENT-PROVIDER INTERACTION DURING YOUNG CHILDREN'S HEALTH-SUPERVISION VISITS

We prompted parents to increase their interactions with health-care providers during their children's health-supervision visits. Before scheduled appointments we asked parents of 32 infants and young children if they had specific child health questions or concerns. Sixteen parents randomly assigned to the prompted group were then prompted to initiate discussions of their concerns. Sixteen control parents discussed unrelated topics before their appointments. Prompted parents initiated significantly more interactions with health-care providers and more health and behavioral topics were discussed during their appointments. Both parent groups reported satisfaction with health-care services. Further research is needed to determine the clinical significance of outcomes associated with enhanced parent-provider interaction during children's health-supervision visits. These visits are ideal settings for behavioral research on improving health care for children and their families.     

Self-Prophecy Effects and Voter Turnout: An Experimental Replication

Psychological research has found that being asked to predict one's future actions can bring about subsequent behavior consistent with the prediction but different from what would have occurred had no prediction been made. In a 1987 study, Greenwald, Carnot, Beach, and Young induced an increase in voting behavior by means of such a "self-prophecy" effect: Undergraduates who were asked to predict whether they would vote in an upcoming election were substantially more likely to go to the polls than those who had not been asked for a prediction. This paper reports on a replication of the Greenwald study conducted among a larger group of respondents more representative of the American electorate. No evidence was found that self-prophecy effects increase voter turnout.     

Does young adults’ preferred role in decision making about health,money, and career depend on their advisors’ leadership skills?

Few empirical data exist on how decision making about health differs from that in other crucial life domains with less threatening consequences. To shed light on this issue we conducted a study with 175 young adults (average age 19 years). We presented the participants with scenarios involving advisors who provided assistance in making decisions about health, money, and career. For each scenario, participants were asked to what extent they wanted the advisor to exhibit several leadership styles and competencies and what role (active, collaborative, or passive) they preferred to play when making decisions. Results show that decision making about health is distinct from that in the other domains in three ways. First, most of the participants preferred to delegate decision making about their health to their physician, whereas they were willing to collaborate or play an active role in decision making about their career or money. Second, the competencies and leadership style preferred for the physician differed substantially from those desired for advisors in the other two domains: Participants expected physicians to show more transformational leadership—the style that is most effective in a wide range of environments—than those who provide advice about financial investments or career. Finally, participants’ willingness to share medical decision making with their physician was tied to how strongly they preferred that the physician shows an effective leadership style. In contrast, motivation to participate in decision making in the other domains was not related to preferences regarding advisors’ leadership style or competencies. Our results have implications for medical practice as they suggest that physicians are expected to have superior leadership skills compared to those who provide assistance in other important areas of life.     

Racist Events and Ethnic Identity in Low Income, African Americans

This study was designed to determine the relation between racist events and ethnic identity in a group of 100 low-income African Americans. Findings indicated that the more racist events one experienced, the more ethnic behaviors they endorsed and the more they had explored the meaning of their ethnic background. In addition, racist events were also indicative of feeling less close to individuals of other ethnic groups. Results suggest that experiencing racist events may contribute to an increased identification with one's own ethnic background and less affiliation with those of other ethnic backgrounds, with the cumulative effect of racist events over one's lifetime contributing the most to this finding.