Age-associated memory impairment: Definition and psychometric characteristics

Abstract

The basic definition of Age-Associated Memory Impairment (AAMI) is considered, with a particular emphasis on the psychometric features of AAMI. Empirical data are presented concerning the prevalence of AAMI and demonstrating the importance of quantifying both objective age-related decline in secondary memory as well as subjective report of decline relative to young adult years. Failure to include both of these features leads to overestimation of the prevalence of AAMI. Differences in memory test performance and subjective memory ratings are presented for subjects with AAMI and Alzheimer-type dementia relative to age and education matched elderly controls. Finally, modifications to the original AAMI psychometric criteria are suggested. More precise psychometric criteria are provided for differentiation of AAMI, dementia and amnestic disorder.     

Ethnic Differences in Grade Trajectories During the Transition to Junior High

The transition from elementary to junior high school is difficult for some children, as indicated by a drop in grades in the new school setting from the beginning to end of the year. Finer-grain analysis of grade trajectories in the first year of junior high may reflect important differences among groups. In the present study, variables predicting linear and quadratic grade trajectories over the seventh grade were examined using a structural equation model (SEM, AMOS-4) and curve estimation procedures. Participants were 214 boys and 259 girls entering junior high (52% Anglo, 36% Hispanics, primarily of Mexican descent, and 12% Blacks). Three trajectory patterns were observed: “sliders,” students who showed a fairly steady grade decline over the year (characteristic of Anglos), “steadies,” students who varied little over the year (characteristic of Blacks), and “rebounders,” students whose grades dropped to a minimum in the fourth 6-week period, then showed limited recovery (characteristic of Hispanics). In the SEM, a lower intercept (representing the average of sixth grade grades) was associated with minority ethnic/racial status (Hispanic or Black), using more emotional discharge to cope, having a lower percentage of adults in the support network, poorer family functioning, and greater depression. Being Black was associated with a positive path coefficient to the linear slope of the grade trajectory, while a negative path coefficient was associated with using more emotional discharge in coping. The quadratic element (drop in grades with some recovery) was more pronounced for Hispanic participants, less pronounced for Black participants, and more pronounced when poorer family functioning was reported. Curve estimation procedures confirmed these ethnic/racial group differences. Reasons for such differences and their implications for schools and families are discussed.     

We think you agree: The detrimental impact of the false consensus effect on behavior

Two studies were designed to examine the impact of the false consensus effect on behavior (FCE; Ross, Greene, & House, 1977). False consensus is a form of social projection whereby individuals overestimate the degree to which others share their characteristics or beliefs. In a modified test of the theory of reasoned action, Study 1 demonstrated that the FCE independently predicts behavioral intentions regarding important social issues in a sample comprised of 205 college students. Further, results indicated that self-monitoring moderates the extent to which the FCE predicts behavioral intentions (specifically, as hypothesized, the FCE is a stronger predictor of behavior for high self-monitors). Because of the prevalence of the FCE among college students regarding potentially harmful social behaviors, Study 2 was designed to eliminate the FCE by differentially presenting students (N = 280) with alternative viewpoints regarding various issues. Presenting both sides of an argument using video-based stimuli effectively reduced the FCE. Recommendations for interventions that effectively promote beneficial social norms are discussed.     

Losing Control: The effects of educational restructuring on waking and dream life

This paper focuses on the restructuring of the educational system in England over the last 14 years. It proposes that frequent changes to the system have resulted in negative emotions for many teachers which in turn have implications for the children's well-being. One of the negative feelings reported by teachers in subjective studies of their working experiences is a loss of control of the content and methodology of their work. This feeling re-emerges in school-related anxiety dreams, the content of which was studied in a sample of 10 teachers and four headteachers. The article raises issues for managers, suggesting that they need to ensure that the spiritual and emotional lives of the teachers are safeguarded in order to protect those of the children.     

Religiosity and Mental Health: A Meta–Analysis of Recent Studies

A meta–analysis was performed in an attempt to clarify the proposed relationship between religiosity and psychological adjustment. Specific focus was given to the issue of definition, namely, whether differences in researchers' conceptualizations of religiosity and mental health could account for the various contradictory findings by psychologists of religion. Analysis of 34 studies conducted during the past 12 years revealed that the definitions of religiosity and mental health utilized by psychologists in this field were indeed associated with different types and strengths of the correlations between religiosity and mental health. Discussion of results assesses the fit between relevant theory and the pattern of change in effect size across categories of religion and adjustment, and concludes with implications for therapeutic uses of religious involvement.     

MORAL DECISIONS ABOUT HUMAN GERM-LINE MODIFICATION

Technologies for human germ-line modification may soon enable humanity to create new types of human beings. Decisions about use of this power entail an unprecedented combination of difficulties: the stakes are immense, the unknowns are daunting, and moral principles are called into question. Evolved morality is not a sure basis for these decisions, both because of its inherent imperfections and because genetic engineering could eventually change humans’ innate cognitive mechanisms. Nevertheless, consensus is needed on moral values relevant to germ-line modification. These values could be based on characteristics of human beings that would remain constant regardless of revised genomes.