Collective memories of three wars in United States history in younger and older adults

A collective memory is a representation of the past that is shared by members of a group. We investigated similarities and differences in the collective memories of younger and older adults for three major wars in U.S. history (the Civil War, World War II, and the Iraq War). Both groups were alive during the recent Iraq War, but only the older subjects were alive during World War II, and both groups learned about the Civil War from historical sources. Subjects recalled the 10 most important events that occurred during each war and then evaluated the emotional valence, the relative importance, and their level of knowledge for each event. They also estimated the percentage of people that would share their memory of each event within their age group and the other age group. Although most historical events were recalled by fewer than 25 % of subjects, younger and older adults commonly recalled a core set of events for each war that conform to a narrative structure that may be fundamental to collective remembering. Younger adults showed greater consensus in the events that they recalled for all three wars, relative to older adults, but there was less consensus in both groups for the Iraq War. Whereas younger adults recalled more specific events of short duration, older adults recalled more extended and summarized events of long duration. Our study shows that collective memories can be studied empirically and can differ depending on whether the events are experienced personally or learned from historical sources.     

Harmonized Phenotypes for Anxiety,Depression, and Attention-Deficit Hyperactivity Disorder (ADHD)

In multi-cohort consortia, the problem often arises that a phenotype is measured using different questionnaires. This study aimed to harmonize scores based on the Child Behaviour Check List (CBCL) and the Strength and Difficulties Questionnaire (SDQ) for anxiety/depression and ADHD. To link the scales, we used parent reports on 1330 children aged 10–11.5 years from the Raine study on both SDQ and CBCL. Harmonization was done based on Item Response Theory. We started from existing CBCL and SDQ scales related to anxiety/depression and ADHD (theoretical approach). Next, we conducted a data-driven approach using factor analysis to validate the theoretical approach. Both approaches yielded similar scales, validating the combination of existing scales. In addition, we studied the impact of harmonized (IRT-based) scores on the statistical power of the results in meta-analytic gene-finding studies. The results showed that the IRT-based harmonized scores increased the statistical power of the results compared to sum scores, even with an equal sample size. These findings can help future researchers to harmonize data from different samples and/or different questionnaires that measure anxiety, depression, and ADHD, in order to obtain the larger sample sizes, to compare research results across subpopulations or to increase generalizability, the validity or statistical power of research results. We recommend using our item parameters to estimate harmonized scores that represent commensurate phenotypes across cohorts, and we explained in detail how other researchers can use our results to harmonize data in their studies.

     

Quizzing in Middle‐School Science: Successful Transfer Performance on Classroom Exams

We examined whether learning from quizzing arises from memorization of answers or fosters more complete understanding of the quizzed content. In middle‐school science classes, we spaced three multiple‐choice quizzes on content in a unit. In Experiment 1, the class exams included questions given on quizzes, transfer questions targeting the same content, and content that had not been quizzed (control content). The quizzing procedure was associated with significant learning benefits with large effect sizes and similar effect sizes for both transfer items and identical items. In Experiment 2, quiz questions focused on definitional information or application of the principle. Application questions increased exam performance for definitional‐type questions and for different application questions. Definition questions did not confer benefits for application questions. Test‐enhanced learning, in addition to other factors in the present quizzing protocol (repeated, spaced presentation of the content), may create deeper understanding that leads to certain types of transfer. Copyright © 2013 John Wiley & Sons, Ltd.     

Expectancy of an open-book test decreases performance on a delayed closed-book test

Two experiments examined the influence of practice with, and the expectancy of, open-book tests (students viewed studied material while taking the test) versus closed-book tests (students completed the test without viewing the studied material) on delayed retention and transfer. Using GRE materials specifically designed for open-book testing, participants studied passages and then took initial open- or closed-book tests. Open-book testing led to better initial performance than closed-book testing, but on a delayed criterial (closed-book) test both types of testing produced similar retention after a two-day delay in Experiment 1. In Experiment 2 participants were informed in advance about the type of delayed criterial test to expect (open- or closed-book). Expecting an open-book test (relative to a closed-book test) decreased participants' time spent studying and their delayed test performance on closed-book comprehension and transfer tests, demonstrating that test expectancy can influence long-term learning. Expectancy of open-book tests may impair long-term retention and transfer compared to closed-book tests, despite superior initial performance on open-book tests and students' preference for open-book tests.     

FUTURE ORIENTATION: A MEDIATOR IN TEMPORAL CODING

Influence of future orientation on temporal coding was investigated in two experimental studies. A three by two paradigm involving three conditions of list discrimination and two groups of subjects of high and low future orientation, was used. Story writing technique and list discrimination tasks were employed to assess future orientation and efficiency in using temporal codes, respectively. Results show that in experiment 1, when subjects had been forewarned about an impending memory test and hence there was a competition between these future demands and present demands of an orienting task, performance of high as compared to low future oriented subjects was better on list discrimination tasks; they utilized temporal codes more efficiently. This difference in performance between high and low future oriented groups of subjects was not evident in experiment 2 when there was no forewarning about an impending memory test. Temporal coding was better for different concept rather than same concept lists. It is argued that type of material, as well as perception of future utility of material, influence the amount of temporal coding for both groups of subjects, but dispositional future orientation also mediates the perception of the utility of a material in the future to affect its temporal coding.     

Accuracy constraints upon rapid elbow movements

Kinematic and myoelectric variables associated with rapid elbow-flexion movements of various distances to targets of various widths were studied. The movement time in these experiments conformed to Fitts' law: movement time increased with target distance and decreased with target width. Peak movement velocity, electromyograph (EMG) duration, and EMG quantity were poorly described by Fitts' law, for increases in target width were accompanied by increases in these variables. We show with regression equations, using separate weighting coefficients, that kinematic and myoelectric variables can be related to distance and target width. The use of distance and target width as independent variables allows us to suggest that the literature does not agree on the relation between EMG and distance moved partly because of the influences of the target on this relationship. We propose that human voluntary movement involves a subject "strategy," or set of internal constraints, that affect movement outcome. Significant elements of this strategy, such as how accurately to perform the task, may not be recognized or controlled in many movement paradigms, in spite of uniform instruction to subjects and similar apparatus.     

SOCIAL ROOTS AND PSYCHOLOGICAL IMPLICATIONS OF TIME PERSPECTIVE

Hypotheses concerning socio-economic conditions related with the development, psychological processes and behavioral sequels of time perspective were tested on 249 students, 19–23 years of age. Three dimensions of time perspective viz. future orientation (FO), future extension and total extension were measured. In study 1, ANOVA revealed significant differences between high, medium and low deprived groups on all three dimensions of time perspective. Deprivation on experiential dimension significantly and adversely influenced FO but physico-economic deprivation did not. Study 2 revealed that future oriented and extended outlook is augmented by a reflective style as measured by MFFT. 2×2 ANOVA on delay of gratification scores revealed significant main effects of reflective-impulsive style, and FO. Significant interaction effect showed that those subjects who had high future orientation as well as a reflective style were better able to tolerate delay of gratification.     

Amount of training and cue-evoked taste-reactivity responding in reinforcer devaluation

In two experiments, rats received minimal (16) pairings of one auditory conditioned stimulus (CS) cue with a sucrose reinforcer, and extensive (112) pairings of another auditory CS with that reinforcer. After sucrose was devalued by pairing it with lithium chloride in some rats (Devalue groups) but not others (Maintain groups), taste reactivity (TR) and other responses to unflavored water were assessed in the presence of the auditory CSs alone. The minimally trained CS controlled substantially more evaluative TR responses than the extensively trained CS. Those TR responses were hedonic (positive) in the Maintain groups, but aversive (negative) in the Devalue groups. By contrast, food cup entry and other responses thought not to reflect evaluative taste processing were controlled more by the extensively trained cue. These responses were reduced by sucrose devaluation comparably, regardless of the amount of training. The results suggest rapid changes in the content of learning as conditioning proceeds. Early in training, CSs may be capable of activating preevaluative processing of an absent food reinforcer that includes information about its palatability, but that capability is lost as training proceeds.     

Benefits from retrieval practice are greater for students with lower working memory capacity

We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximises benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0–9 intervening items. Final cued recall performance was better for tested items than for restudied items after both 10 minutes and 2 days, particularly for longer study–test lags. Furthermore, on the 2-day delayed test the benefits from retrieval practice with feedback were significantly greater for students with lower working memory capacity than for students with higher working memory capacity (r?=??.42). Retrieval practice may be an especially effective learning strategy for lower ability students.