Training monitoring skills improves older adults' self-paced associative learning

We investigated a memory-enhancement program that involved teaching older adults to regulate study through self-testing. A regulation group was taught standard strategies along with self-testing techniques for identifying less well-learned items that could benefit from extra study. This group was compared with a strategy-control group, which was taught only strategies, and with a waiting-list control group. Greater training gains were shown for the regulation group (effect size, d = 0.72) than for the strategy-control (d = 0.28) and waiting-list control (d = 0.03) groups, indicating that training a monitoring skill--self-testing--can improve older adults' learning.     

Latent change models of adult cognition: are changes in processing speed and working memory associated with changes in episodic memory?

The authors used 6-year longitudinal data from the Victoria Longitudinal Study (VLS) to investigate individual differences in amount of episodic memory change. Latent change models revealed reliable individual differences in cognitive change. Changes in episodic memory were significantly correlated with changes in other cognitive variables, including speed and working memory. A structural equation model for the latent change scores showed that changes in speed and working memory predicted changes in episodic memory, as expected by processing resource theory. However, these effects were best modeled as being mediated by changes in induction and fact retrieval. Dissociations were detected between cross-sectional ability correlations and longitudinal changes. Shuffling the tasks used to define the Working Memory latent variable altered patterns of change correlations.     

Introduction to the Special Section on Applied Longitudinal Methods in Aging Research

This article introduces articles that appear in the special section on applied longitudinal methods in aging research. These articles apply quantitative statistical techniques such as multilevel modeling and structural equation models to the analysis of longitudinal data. They exemplify how applications of these techniques can advance scientific research on the effects of aging on psychological constructs. ((c) 2003 APA, all rights reserved)     

Character strengths before and after September 11

Did Americans change following the September 11 terrorist attacks? We provide a tentative answer with respect to the positive traits included in the Values in Action Classification of Strengths and measured with a self-report questionnaire available on-line and completed by 4,817 respondents. When scores for individuals completing the survey in the 2 months immediately after September 11 were compared with scores for those individuals who completed the survey before September 11, seven character strengths showed increases: gratitude, hope, kindness, leadership, love, spirituality, and teamwork. Ten months after September 11, these character strengths were still elevated, although to a somewhat lesser degree than immediately following the attacks.     

Grouping and gambling: a Gestalt approach to understanding the gambler's fallacy.

The gambler's fallacy was examined in terms of grouping processes. The gambler's fallacy is the tendency to erroneously believe that for independent events, recent or repeated instances of an outcome (e.g., a series of "heads" when flipping a coin) will make that outcome less likely on an upcoming trial. Grouping was manipulated such that a critical trial following a run of heads or tails was grouped together with previous trials (i.e., the last trial of "Block 1") or was the first trial of another group (the first trial of "Block 2"). As predicted, the gambler's fallacy was evident when the critical trial was grouped with the previous trials, but not when it was arbitrarily grouped with the next block of trials. Discussion centres on the processes underlying the gambler's fallacy and practical implications of these findings.     

Computerizing reading training: Evaluation of a latent semantic analysis space for science text

The effectiveness of a domain-specific latent semantic analysis (LSA) in assessing reading strategies was examined. Students were given self-explanation reading training (SERT) and asked to think aloud after each sentence in a science text. Novice and expert human raters and two LSA spaces (general reading, science) rated the similarity of each think-aloud protocol to benchmarks representing three different reading strategies (minimal, local, and global). The science LSA space correlated highly with human judgments, and more highly than did the general reading space. Also, cosines from the science LSA spaces can distinguish between different levels of semantic similarity, but may have trouble in distinguishing local processing protocols. Thus, a domain-specific LSA space is advantageous regardless of the size of the space. The results are discussedin the context of applying the science LSA to a computer-based version of SERT that gives online feedback based on LSA cosines.