Feeling of knowing and restudy choices

Feeling-of-knowing judgments (FOK-Js) reflect people’s confidence that they would be able to recognize a currently unrecallable item. Although much research has been devoted to the factors determining the magnitude and accuracy of FOK-Js, much less work has addressed the issue of whether FOK-Js are related to any form of metacognitive control over memory processes. In the present study, we tested the hypothesis that FOK-Js are related to participants’ choices of which unrecallable items should be restudied. In three experiments, we showed that participants tend to choose for restudy items with high FOK-Js, both when they are explicitly asked to choose for restudy items that can be mastered in the restudy session (Exps. 1a and 2) and when such specific instructions are omitted (Exp. 1b). The study further demonstrated that increasing FOK-Js via priming cues affects restudy choices, even though it does not affect recall directly. Finally, Experiment 2 showed the strategy of restudying unrecalled items with high FOK-Js to be adaptive, because the efficacy of restudy is greater for these items than for items with low FOK-Js. Altogether, the present findings underscore an important role of FOK-Js for the metacognitive control of study operations.     

Emotions while writing about emotional and non-emotional topics

Research on the effects of expressive writing about emotional experiences and traumatic events has a long history in the affective and social sciences. However, very little is known about the incidence and impact of affective states when the writing activities are not explicitly emotional or are less emotionally charged. By integrating goal-appraisal and network theories of affect within cognitive process models of writing, we hypothesize that writing triggers a host of affective states, some of which are tied to the topic of the essays (topic affective states), while others are more closely related to the cognitive processes involved in writing (process affective states). We tested this hypothesis with two experiments involving fine-grained tracking of affect while participants wrote short essays on topics that varied in emotional intensity including topics used in standardized tests, to socially charged issues, and personal emotional experiences. The results indicated that (a) affect collectively accounted for a majority of the observations compared to neutral, (b) boredom, engagement/flow, anxiety, frustration, and happiness were most frequent affective states, (c) there was evidence for a proposed, but not mutually exclusive, distinction between process and topic affective states, (d) certain topic affective states were predictive of the quality of the essays, irrespective of the valence of these states, and (e) individual differences in scholastic aptitude, writing apprehension, and exposure to print correlated with affect frequency in expected directions. Implications of our findings for research focused on monitoring affect during everyday writing activities are discussed.     

Recommendations to disclose sexual assault are motivated by retribution among women who endorse honor values

Rape arrests are higher in US states wherein residents more typically endorse honor values. Because honor values reflect an association between reputation and self-worth, which is based on one's ability to uphold traditional gender norms, one should expect that women who endorse honor values are motivated to conceal a sexual assault. However, honor values also engender the expectation that women defend their reputations if threatened. Thus, women from honor cultures should be more likely to seek retribution by disclosing a sexual assault to others. The current research investigates the impact of honor values on the recommendation to disclose a sexual assault when women believe the victim is motivated to protect her reputation. We evaluated the role of common post-rape emotions (shame, anger, and fear) on motivations to either conceal a “victim” status or to punish the transgression. In two studies, US women (total n = 842) responded to vignettes of sexual assault that varied the relationship of the perpetrator (acquaintance or husband). Using path modeling to test the two competing hypotheses, we found that women who endorsed honor values more strongly perceived that the victim of a sexual assault experienced more anger and fear, was more likely to seek retribution, and, in turn, were more likely to recommend that she disclose to confidants (similar across the acquaintance and husband scenarios). These findings may help increase researchers' and practitioners' cultural understanding of the help-seeking behavior of survivors of sexual assault across different communities.     

Repeated study of items with and without repeated context: aging effects on memory discriminability

Presenting items multiple times during encoding is a common way to enhance recognition accuracy. Under such conditions, older adults often show an increase in false recognition that counteracts benefits of repeated study. Using a false-memory paradigm with related study items and related lures, we tested whether repetition within the same encoding task or repetition across two different encoding tasks would be more beneficial to older adults’ memory discriminability. Results showed that, compared to items not repeated at study, items repeated in the same context and items repeated across different contexts showed improvements in memory discriminability in both young and older adults. This improvement was primarily reflected in improved recollection responses for both age groups across both repeat study conditions, as compared to no repetition. Importantly, the results demonstrated that repetition can be used to successfully mitigate age-related deficits by increasing memory discriminability and without incurring a cost of false recognition specific to any one age group.     

Interpretation Bias Training in Depressed Adolescents: Near- and Far-Transfer Effects

Depressed adolescents are characterized by negative interpretation biases. Although investigators have used cognitive bias modification for interpretation (CBM-I) to experimentally manipulate interpretation biases in depressed adults, the near- and far-transfer effects are not well understood in adolescents diagnosed with Major Depressive Disorder (MDD). In this study, we extend previous research by investigating the near- and far-transfer effects of 6 sessions of Positive versus Neutral CBM-I on independent measures of interpretation bias (near-transfer effects) and on attention biases and clinical symptoms (far-transfer effects) in a sample of adolescents with MDD (n = 46). At post-training, adolescents who received Positive CBM-I interpreted ambiguous scenarios more positively than did participants who received Neutral CBM-I, providing evidence of training effectiveness. There was no evidence, however, of near- or far-transfer effects. These findings raise concerns about the malleability of interpretation biases in adolescent depression and suggest that further work is needed to establish the clinical utility of CBM-I for adolescents with MDD.     

Perceived Group Identity Alters Task-Unrelated Thought and Attentional Divergence During Conversations

Task-unrelated thought (TUT) occurs frequently in our daily lives and across a range of tasks, but we know little about how this phenomenon arises during and influences the way we communicate. Conversations also provide a novel opportunity to assess the alignment (or divergence) in TUT during dyadic interactions. We conducted a study to determine: (a) the frequency of TUT during conversation as well as how partners align/diverge in their rates of TUT, (b) the subjective and behavioral correlates of TUT and TUT divergence during conversation, and (c) if perceived social group identity impacts TUT and TUT divergence during conversation. We used a minimal groups induction procedure to assign participants (N = 126) to either an ingroup, outgroup, or control condition. We then asked them to converse with one another via a computer-mediated text chat application for 10 min while self-reporting TUTs. On average, participants reported TUT about once every 2 min; however, this rate was lower for participants in the ingroup condition, compared to the control condition. Conversational pairs in the ingroup condition were also aligned more in their rates of TUT compared to the outgroup condition. Finally, we discuss subjective and behavioral correlates of TUT and TUT divergence in conversations, such as valence, turn-taking ratios, and topic shifts.