The effect of one experience upon the recall of another

An exploratory experiment was made to show how one experience may exert an influence upon the recall of another, and how both may lose their separate identities in memory, to become merged into what Bartlett has described as an active organization of related experiences. The original material was a story, and the experience interpolated between it and its recall was a picture which illustrated part of it, in some respects correctly, in others incorrectly. Some subjects were asked to recall the story, others the picture, after from one to four weeks, or in a few cases a year.

The picture was viewed under the influence of the attitudes induced by the story. These determined its selection from a number of other unrelated pictures, to be perceived as a related experience. In consequence only few details gained attention, and these were interpreted in terms of the attitudes induced by the story, in some cases contrary to the meaning given to them by the rest of the picture. Other details without significance in the theme of the story were neglected. In its turn, seeing the picture favoured the recall of some aspects of the theme of the story, details not reinforced by the picture tending to be left out in recall. Many picture details intruded into the reproductions of the story. This tendency was progressive, and at the end of a year picture and story details were not separated. Especially, the picture brought about changes in the points of emphasis in the story.     

Cultural contributions to constructing locus-of-control attributions

Locus of control attribution patterns have been demonstrated to predict a variety of behavioral and adaptational characteristics in a number of societies. As a consequence, questions concerning the comparability of those attributions across cultures have been of interest to social and personality theorists as well as to their more action-oriented colleagues. In the present study, the processes used by Indian college students to form those attributions have been studied and compared with those used by a similar sample in the United States. A structure-factor approach was used, because it allowed for a comparison of attribution patterns within and between cultures as well as the drawing of inferences about locus-of-control attributions that are theoretically and practically important. Results supported the utility of such an approach, identified culturally syntonic patterns in both samples, and also identified cross-cultural similarities and differences in locus-of-control attributions.     

THREE TYPES OF FAMILY STRUCTURE AND PSYCHOLOGICAL DIFFERENTIATION: A STUDY AMONG THE JAUNSAR-BAWAR SOCIETY*

The study examines the influence of family structure and family experiences on psychological differentiation in children. Three types of families, viz., monogamous, polyandrous and polygynandrous were selected from the polyandrous society of Jaunsar-Bawar in the Cis-Himalayan region of India. 175 boys and girls of age groups 7-9 and 13-15 years, belonging to the three types of families, were administered the Story-Pictorial EFT, Indo-African EFT and BD tests. Family experiences of the child were assessed through ratings and interview. A 2×3×2 ANOVA performed on differentiation scores revealed significant age and sex effects. Family effect was not statistically significant. But the data suggested a strong trend in the expected direction. The findings have been discussed in terms of the characteristic family patterns of Jaunsar-Bawar and acculturation factors.     

Examining the Relationship Between Personality and Work Values Across Career Stages

The study examines the strength of association between personality and work values, and their variations across career stages of exploration, establishment, and maintenance. The results showed that the executives in exploration stage were lower on needs of altruism and economic returns as compared to executives from establishment and maintenance stages, but higher on neuroticism and conscientiousness dimensions of personality. Neuroticism negatively predicted creativity and aesthetics; and conscientiousness negatively predicted management. Security was positively predicted by extraversion, but negatively predicted by openness. However, the variance explained was very weak, indicating that these constructs could be independent or unrelated. The implications have been discussed in the study.     

Interactions between Learning Sets in Monkeys

Relationships between stage of moral judgment and antecedent social experiences are presented for a non-Western sample of young adults. Cross sectional data are presented for two groups of Kenyan students: 52 University of Nairobi students; and 40 fourth form secondary school Ss. Critical variables are (a) family modernization, (b) attending ethnically pluralistic secondary schools, and (c) living independently away from home. The correlations between moral judgment stage and these three variables are controlled for, and compared to, correlations between stage of moral judgment and age, sex, race, and academic ability (as measured by standardized achievement tests or by grades). The evidence demonstrates associations between moral stage and all three critical variables, though in different ways for the two age levels of Ss.     

Delayed,But Not Immediate,Feedback After Multiple-Choice Questions Increases Performance on a Subsequent Short-Answer,But Not Multiple-Choice,Exam: Evidence for the Dual-Process Theory of Memory

Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.