Pauses and durations exhibit a serial position effect

This article reports evidence of two kinds of serial position effects in immediate serial recall: One involves interresponse pauses, and the other response durations. In forward and backward recall, responding was faster at initial and final positions than at center positions, exhibiting a bow-shaped function relative to serial position. These data were obtained in a spoken recall study in which ungrouped lists of four to six words and postcuing of recall direction were used. The pause pattern is consistent with several models of serial memory, including a distinctiveness model (Brown, Neath, & Chater, 2002) and a version of the ACT—R model augmented with a spontaneous grouping strategy (Maybery, Parmentier, & Jones, 2002). The duration pattern suggests that response articulation depends on the processing context, rather than being modular.     

A survey of genetic counselors' strategies for addressing ethical and professional challenges in practice

There is limited research about ethical and professional dilemmas that genetic counselors encounter in their practice and their strategies for addressing them. In this study, 454 genetic counselors rated the frequency with which they encounter each of 16 ethical/professional challenges identified and categorized previously (McCarthy Veach P, Bartels DM, LeRoy BS (2001) J Genet Couns 10(2):97–119). Over 40% indicated these issues occurred frequently: patient emotions, diversity, financial constraints, uncertainty, and colleague error. Two hundred and fifty-five respondents provided personal anecdotes describing exceptionally challenging situations and recommended strategies for addressing them. Most of their anecdotes involved informed consent, value conflicts, confidentiality, colleague error, withholding information, and resource allocation. The most frequently recommended strategies were further discussion with patient, consultation with other professionals, and referral to other health sources. Thirty-five respondents were unable to/did not offer strategies. Respondent demographics were not related to frequency of issues, type of anecdote, or recommended strategies. Practice, policy, and research implications are discussed.     

Faces as forms in the world of the newborn

A number of recent studies have indicated that newborns can learn to recognize mother's face within a few hours of birth. Two of the present authors suggested that a simple auto-associative net might explain that rapid learning. This paper reports three experiments in which the newborn's ability to recognize a learned face over three transformations was tested. The transformations were: (1) a photonegative transformation, (2) a size change and (3) rotation in the third dimension of visual space. Existing auto-associative nets cannot maintain identification across these transformations. The newborns succeeded with all three. An alternative proposal based on the idea that there is a built-in specification of the true shape of a face in the frontal parallel plane is outlined. These data present a challenge not only to associationist theories but also to their main rival, differentiation theory.     

Novelty and frequency as determinants of newborn preference

The debate over whether infants prefer a familiar stimulus over a novel stimulus has persisted for over 30 years, and there is evidence which supports both sides of the question. However, the research which supports the preference for the familiar uses different measures than that which supports the preference for novelty. In the first experiment, the preference for the familiar was tested by making one stimulus more familiar than the others presented. A target of a ‘familiar’ face was presented eight times more frequently than the other faces. During the experiment, the infants could choose at which face they looked and for how long. It was found that the infants significantly preferred the familiar face over any one of the novel faces, especially when the familiar face was presented first. Substituting auditory for visual stimuli, the second experiment was a replication of the first experiment. Consonant–vowel syllables were used instead of faces. Overall, 17 stimuli were used: one repeating ‘familiar’ sound, and 16 novel sounds. It was found that the infants significantly preferred the familiar sound over any of the novel sounds. As found in Experiment 1, the infants also had a greater preference for the familiar sound when it was presented first.     

A propositional theory of recognition memory

This paper modifies the Anderson and Bower (1972) theory of recognition memory for words. A propositional representation is outlined for the contextual information underlying word recognition. Logical arguments are offered for preferring this representation over the undifferentiated associative representation used earlier. The propositional representation is used to interpret effects of verbal context upon recognition memory. The implications of these context effects are considered for two-process models of recall and recognition.     

The influence of mood on perceptions of social interactions

Interpreting our own and others' social behaviors is an important cognitive task in everyday life. Recent work in cognitive psychology suggests that temporary mood states may have a significant effect on the way information about common social events is processed. This study investigated how (a) a person's current mood, (b) the target of the judgments (self vs other), and (c) the characteristics of the social episode (formal-informal; intimate-nonintimate) influenced people's assessment of, and memory for, social behaviors. Subjects were videotaped while engaging in four different kinds of interactions with trained confederates. One day later subjects were hypnotized, and a happy, positive, or depressed, negative mood was induced. They then watched and rated their own and their partner's interactions on the videotape. Results showed strong mood influence on behavior assessments and recall memory, and significant effects due to target (self vs other) and the type of interaction episode. These results are discussed in terms of their implications for contemporary research on social cognition, and their relevance to cognitively based theories of social maladjustment and depression are considered.     

LEARNING AND INTERMODAL TRANSFER OF INFORMATION IN NEWBORNS

Previous research has shown that infants as young as 1 month of age are capable of intermodal matching (Meltzoff & Borton, 1979) The results of the present studies show that newborns as young as 12 hr old have the same ability to match seen shape with orally presented shape The shapes used were unfamiliar The matching thus depended on learning, completed within seconds, and transfer across modality and dimensions It is proposed that such transfer may be based on an internal symbolic or languagelike system of representation