Memory consolidation effects on memory stabilization and item integration in older adults

This study examined the differential effects of aging on consolidation processes that strengthen newly acquired memory traces in veridical form (memory stabilization) versus consolidation processes that are responsible for integrating these memory traces into an existing body of knowledge (item integration). Older adults learned 13 nonwords and were tested on their memory for the nonwords, and on whether these nonwords impacted upon processing of similar-sounding English words immediately and 24 hours later. Participants accurately recognized the nonwords immediately, but showed significant decreases in delayed recognition and recall. In comparison, the nonwords impacted upon processing of similar-sounding words only in the delayed test. Together, these findings suggest that memory consolidation processes may be more evident in item integration than memory stabilization processes for new declarative memories in older adults.     

Changing Definitions of Work and Play: Importance of Workplace Humour

World famous actor-comedian Charlie Chaplin once said that “A day without laughter is a day wasted”. But try applying the same quote in our work place, with fluctuating markets, unending competition and impossible deadlines; we may find more wasted days than the rest. All of us know what it feels to experience humour, but most of us think twice before having a hearty laugh at our workplace. What is the barrier which stops us from sharing humour at work? This paper attempts to answer this question and aims to understand the concept of humour at workplace and its importance in today’s context. It aims to review existing literature in this field and present the application of Workplace humour in an organizational context to achieve favourable work-related outcomes. In addition to this, the paper also enumerates the different workplace practices that are directly or indirectly related to humour and provide suggestions to organizations on how to use this powerful tool to bring about organizational effectiveness.     

The Role of Families and Care Givers as Risk and Protective Factors in Preventing Youth Violence

This paper reviews research which discusses the risk and protective functions that families and other caregivers provide in influencing the development of aggressive behavior in youth. Currently, there is an emphasis on providing violence prevention programs in the school environment, typically with little parental or caregiver involvement. By enhancing the role of families and caregivers in youth violence prevention programs, we assert that an unique opportunity exists to both address specific risk factors for violence while enhancing the protective features of the family. Relatedly, the risk literature on youth violence indicates that the most influential risk factors (i.e., the family, community, and peers) have their principle impact on youth aggression outside the school. We suggest a shift in the focus of violence prevention programming that is more inclusive of families as both a risk and protective agent. In support of this position, relevant theory and reviews of exemplary family-involved programs are offered. Challenges to involving youth caregivers are identified and recommendations for overcoming those challenges suggested. Last, recommendations for future research and public policy in the prevention of youth violence are offered.     

Preschool experience: A facilitator of very low birthweight infants' development?

Parents of preterm, very low birthweight (VLBW <1,500 grams) babies are often uncertain about the relative merits (versus risks) of preschool experience for their infant. To examine this issue, the academic and social functioning at age seven, of 74 VLBW infants who had attended an informal preschool setting was compared to that of 42 VLBW nonattenders of equivalent neonatal medical severity and family milieu, as well as to that of 154 normal birthweight children (NBW >2,500 grams) of similar background. VLBW attenders scored significantly higher than VLBW nonattenders on the cognitive measures of Mean School Performance, Works Hard, and Learns a Lot (Teacher Report Form—Achenbach, 1991), and also on Cognitive Competence (Teacher's Rating Scale—Harter & Pike, 1984). In the case of girls, but not boys, attenders also had lower social nonparticipation scores than nonattenders on the Selective Classmate Evaluation Procedure (Hoy, Sykes, Bill, Halliday, McClure, & McReid, 1992) completed by classmates. While attenders still scored less optimally than the NBW group, their better scores suggest the need to examine prospectively whether exposing VLBW toddlers to child‐paced preschool experience prior to more formal teaching may encourage their openness to new experience and learning. © 2000 Michigan Association for Infant Mental Health.