Effects of postidentification feedback on eyewitness identification and nonidentification confidence

Two experiments investigated new dimensions of the effect of confirming feedback on eyewitness identification confidence using target-absent and target-present lineups and (previously unused) unbiased witness instructions (i.e., "offender not present" option highlighted). In Experiment 1, participants viewed a crime video and were later asked to try to identify the thief from an 8-person target-absent photo array. Feedback inflated witness confidence for both mistaken identifications and correct lineup rejections. With target-present lineups in Experiment 2, feedback inflated confidence for correct and mistaken identifications and lineup rejections. Although feedback had no influence on the confidence-accuracy correlation, it produced clear overconfidence. Confidence inflation varied with the confidence measure reference point (i.e., retrospective vs. current confidence) and identification response latency.     

What are theories for? Concept use throughout the continuum of dinosaur expertise

Although it is now well established that object concepts are situated within broader systems of theoretical knowledge, it is less clear how theories influence the use of object concepts at various points throughout the continuum of expertise. Two studies were conducted to investigate the impact of specific theories (concerning dinosaurs) and overarching framework theories (of biology) on children's and adults' performance on categorization tasks involving familiar and less familiar concepts. Although expertise increased the quantity of deep feature knowledge possessed by children and increased their understanding of biologically adaptive relations among features, few aspects of children's performance generalized beyond highly familiar dinosaurs. Children's specific theories related to dinosaurs were empirically constrained and relatively dissociated from other types of biological knowledge. The interaction of specific concept knowledge with broader framework theories of biology throughout the continuum of expertise is considered.     

Generalization of deferred imitation during the first year of life

Infants first generalize across contexts and cues at 3 months of age in operant tasks but not until 12 months of age in imitation tasks. Three experiments using an imitation task examined whether infants younger than 12 months of age might generalize imitation if conditions were more like those in operant studies. Infants sat on a distinctive mat in a room in their home (the context) while an adult modeled actions on a hand puppet (the cue). When they were tested 24 h later, 6-month-olds generalized imitation when either the mat or the room (but not both) differed, whereas 9-month-olds generalized when both the mat and the room differed. In addition, 9-month-olds who imitated immediately also generalized to a novel test cue, whereas 6-month-olds did not. These results parallel results from operant studies and reveal that the similarity between the conditions of encoding and retrieval-not the type of task-determines whether infants generalize. The findings offer further evidence that memory development during infancy is a continuous function.     

Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities

We evaluated the use of a video prompting procedure for teaching three adults with developmental disabilities to make popcorn using a microwave oven. Training, using a 10-step task analysis, was conducted in the kitchen of the participant’s vocational training program. During baseline, participants were instructed to make popcorn, but were given no further instructions or prompts. Video prompting consisted of first watching a video clip of a step being performed and then giving participants the opportunity to imitate that step. This prompting procedure was introduced in a delayed multiple-probe across subjects design. Following acquisition, video prompting was removed and maintenance in the absence of video prompting was assessed at 2, 6, and 10 weeks. Two of the three participants acquired the task when video prompting was introduced and performed at 80–100% correct during follow-up sessions. These data suggest that video prompting may be an effective instructional strategy for teaching daily living skills to adults with developmental disabilities.     

Index

Other Index

Index     

An analysis of response,direction, and place learning in an open field and T maze

Rats were trained to locate food in a response, direction, or place problem on an open field located at 2 positions. In Experiment 1, both the response and direction groups solved the problem. The place group failed to solve the task in approximately 300 trials. Experiment 2 demonstrated that rats need distinguishable start points to solve a place problem when neither a response nor a direction solution is available. Findings from Experiment 3 suggest that a combination of path traveled and distinct cues help to differentiate start points. Experiment 4 replicated the findings using a T maze. These results suggest "place" solutions are difficult for rats. The data are discussed with respect to conditional learning and modern spatial mapping theory.     

The Historical and Political Context of the Civil Rights of Persons With Disabilities: A Multicultural Perspective for Counselors

The authors provide a useful historical link between the civil rights movement in the 1960s and the disability rights movement. The origins of the Civil Rights Act of 1964, the Americans with Disabilities Act (ADA), and the Rehabilitation Act of 1973 are discussed from the sociopolitical context at the time of their passage. Important links are drawn between these laws, affirmative action, cultural diversity, and multiculturalism. The authors address the role of the counselor with respect to becoming advocates for persons with disabilities in the face of injustice.     

Reinstatement Effects on Retention at 3 Months of Age

In three experiments with 56 3-month-olds, we examined the effect of different numbers of reinstatements (reminders) on long-term retention. Infants learned to move a crib mobile by kicking and subsequently received one, two, or three reinstatements. Each reinstatement was a partial training episode one-sixth the duration of original training. Presenting a single reinstatement when the memory was inactive failed to recover it 1 day later (Experiment 1), but increasing the number of reinstatements when the memory was active to two (Experiment 2) and three (Experiment 3) progressively protracted retention. Although 3-month-olds typically remember for less than 6 days, after three reinstatements they still exhibited retention 6 weeks after training. Untrained controls who received an identical regimen of reinstatements exhibited no retention. These results demonstrate that periodic reinstatements can maintain young infants' retention over long delays and that the state of the memory at the time of reinstatement is critical to its effectiveness.     

The Development of Infant Memory

Over the first year and a half of life, the duration of memory becomes progressively longer, the specificity of the cues required for recognition progressively decreases after short test delays, and the latency of priming progressively decreases to the adult level. The memory dissociations of very young infants on recognition and priming tasks, which presumably tap different memory systems, are also identical to those of adults. These parallels suggest that both memory systems are present very early in development instead of emerging hierarchically over the 1st year, as previously thought. Finally, even young infants can remember an event over the entire "infantile amnesia" period if they are periodically exposed to appropriate nonverbal reminders. In short, the same fundamental mechanisms appear to underlie memory processing in infants and adults.     

IDENTIFICATION AND VALIDATION OF CRITICAL CONVERSATIONAL SOCIAL SKILLS

In this study, we used a four-step social validation process to identify and validate critical skill components that constitute high school students' conversational behavior. The four steps were nominating target behaviors, establishing a normative range of performance, manipulating simulations of behavioral dimensions, and comparing ratings of judges to levels of performance on those behavioral dimensions. Multiple measures, both quantitative and qualitative, suggested that the rate and percentage of time initiating and responding verbally, the percentage of time attending, and the percentage of time not engaging in distracting motor behavior related to favorable ratings by a wide variety of 60 judges. Findings are discussed in relation to the utility of the multistep social validation process and the identification of critical social skill components as targets of interventions.