Collaborative memory and part-set cueing impairments: the role of executive depletion in modulating retrieval disruption

When people are exposed to a subset of previously studied list items they recall fewer of the remaining items compared to a condition where none of the studied items is provided during recall. This occurs both when the subset of items is provided by the experimenter (i.e., the part-set cueing deficit in individual recall) and when they are provided during the course of a collaborative discussion (i.e., the collaborative inhibition effect in group recall). Previous research has identified retrieval disruption as a common mechanism underlying both effects; however, less is known about the factors that may make individuals susceptible to such retrieval disruption. In the current studies we tested one candidate factor: executive control. Using an executive depletion paradigm we directly manipulated an individual's level of executive control during retrieval. Results revealed no direct role of executive depletion in modulating retrieval disruption. In contrast, executive control abilities were indirectly related to retrieval disruption through their influence at encoding. Together these results suggest that executive control des not directly affect retrieval disruption at the retrieval stage, and that the role of this putative mechanism may be limited to the encoding stage.     

Designs for studying the effectiveness of long-term psychoanalytic treatments: balancing level of evidence and acceptability to patients

Long-Term Psychoanalytic Treatments (LTPT) include both long-term psychoanalytic psychotherapy (LTPP) and psychoanalysis (PsAn). Current opinion seems to be that there is some evidence for the effectiveness of LTPP, but none for that of PsAn. This may be due in part to researchers not balancing the level of evidence of randomized controlled studies (RCTs), cohort studies, and pre-post studies with patients' acceptance of these various research designs used in studying the effectiveness of LTPT. After a review of the merits of eight possible control conditions for LTPT in RCTs and cohort studies, and a consideration of the limitations and merits of pre-post studies, it was found that RCTs pair high levels of evidence with limited degrees of patient acceptance, especially where PsAn is concerned. Cohort studies appear to provide at most a moderate level of evidence. Their acceptability is hardly better than that of RCTs, as it depends on the acceptability of control conditions similar to those of RCTs. The acceptability of pre-post studies is much better, but they can provide, at most, a moderate level of evidence. Apart from randomization, they can meet all methodological criteria for high-quality research (often they do not, but there are ways to correct this). In summary, in the long-term treatment of complex mental disorders with LTPT, RCTs often pair a high level of evidence with limited patient acceptance of the method. Compared to RCTs, cohort studies show a lower level of evidence without much gain in acceptability. Pre-post studies pair the highest level of acceptability with the lowest level of evidence of the three designs. Limited acceptability is not to be confused with no acceptability, nor moderate level of evidence with none.     

Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculum

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g=.11) and a more rational problem-solving style (g=.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g=1.54); (b) teacher-rated executive functioning (g=.35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g=.20); and (c) self-reported trait anger (g=.17) and anger expression (g=.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices.     

Book reviews

Thomassen, A., Keuss, P. and van Galen, G. (Eds.). Motor aspects of handwiriting. Amsterdam: North-Holland. 1984. Pp 354. ISBN 0444-86774-0. $50.

Klatskyk, R. L. Memory and awareness. New York: W. H. Freeman. 1984. Pp. 155. ISBN 0-7167-1600-3. £9.95.

Longman Dictionary of Psychology and Psychiatry. New York: Longman. 1984. ISBN 0-582-28257, pp 816, £46.00.

Kintsch, W., Miller, J. R., and Polson, P. G. Methods and tactics in cognitive seience. Hilisadale, N.J.: Lawrence Erlbaum Associates. 1984. Pp. xii+324. ISBN 0-89859-372-1. £27.50.

Dubery, F. and Williats, J. Perspective and other drawing systems. London: The Herbert Press. 1983. Pp. 128. ISBN 0-906969 -25-5. £4.95.

Morris, P. E. and Hampson, P. J. Imagery and consciousness. London: Academic Press. 1983. Pp. 341. ISBN 0-12-507680-0. $36.50.

Bundy, A. The computer modelling of mathematical reasoning. London: Academic Press. 1983. Pp. 322. ISBN 0-12-141252-0. $15.00.

Jeeves, M. A. and Greer, G. B. Analysis of structural learning. London: Academic Press. 1983. Pp. 265. ISBN 0-12-382080-4. $40.00.

Taylor, I. and Taylor, M. M. The psychology of reading. New York: Academic Press, 1983. Pp. 511. ISBN 0-12-684080-6 $29.50.

Wade, N. J. (Ed.). Brewster and Wheatstone on vision. London: Academic Press. 1984. Pp. 358. ISBN 0-12-729550-X. $39.00.

Harre, R. and Lamb, R. The encyclopedic dictionary of psychology. Oxford: Blackwell. 1983. ISBN 0-631-12663-5. £55.00.

Kail, R. and Spear, N. E. (Eds.). Comparative perspectives on the development of memory. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. x+ 374. ISBN 0-89859-317-4. £37.50.

R. Hockey (Ed.). Stress and fatigue in human performance. London: Wiley. 1983. ISBN 0-471 10-265-2. £16.50.

Sarris, V. and Parducci, A. (Eds.). Perspectives in psychological experimentation: Toward the year 2000. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. 370. ISBN 0-89859-272-9. £33.30.     

Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

Abstract

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3–5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement and curiosity), two extrinsic motivations (competition and recognition), and self-efficacy for reading. Quantitative analyses of the survey and interview data were consistent in indicating that the students experienced these motivations to a moderate to strong degree, with the exception that interview-based scores for competition were fairly low, in comparison to both the interview-based scores for the other motivations and the survey-based score for competition. Correlations between scores on the survey and interview measures for each construct varied. Qualitative analyses illustrated the depth and variety of students’ thinking about their reading motivations, and provided insight into studying and strengthening students’ reading motivation in ways that may be particularly relevant for DLLs.     

Correction to: Anaphoric Strategies Across Language Modalities: A Comparison Between Catalan and Catalan Sign Language (LSC)

Journal of Psycholinguistic Research - An amendment to this paper has been published and can be accessed via the original article.