Working memory affects false memory production for emotional events

Whereas a link between working memory (WM) and memory distortions has been demonstrated, its influence on emotional false memories is unclear. In two experiments, a verbal WM task and a false memory paradigm for negative, positive or neutral events were employed. In Experiment 1, we investigated individual differences in verbal WM and found that the interaction between valence and WM predicted false recognition, with negative and positive material protecting high WM individuals against false remembering; the beneficial effect of negative material disappeared in low WM participants. In Experiment 2, we lowered the WM capacity of half of the participants with a double task request, which led to an overall increase in false memories; furthermore, consistent with Experiment 1, the increase in negative false memories was larger than that of neutral or positive ones. It is concluded that WM plays a critical role in determining false memory production, specifically influencing the processing of negative material.     

The costly burden of an inauthentic self: insecure self-esteem predisposes to emotional exhaustion by increasing reactivity to negative events

Background and objectives: A long research tradition has investigated the impact of stress on university students by assuming that individuals have a limited reservoir of resources, and that negative events and circumstances progressively drain resources thereby producing exhaustion. A recent research tradition, instead, has focused on the detrimental consequences of discrepant levels of implicit (ISE) and explicit (ESE) self-esteem on the development of stress-related symptoms. The present research attempted to merge the aforementioned approaches, with the aim of explaining significant predictors of stress.

Design: Within the framework of a Longitudinal Structural Equation Model, we followed a moderated-mediated approach.

Method: A sample of university students (N?=?209; 66% females) completed a questionnaire battery including measures of ISE, ESE, perceptions of negative events, and emotional exhaustion. Participants were assessed once a week for eight consecutive weeks.

Results: ISE significantly moderated the relationship between ESE and negative events; in turn, the latter significantly predicted emotional exhaustion. Monte Carlo method for assessing mediation showed that negative events significantly mediated the relationship between incongruent self-esteem and emotional exhaustion.

Conclusions: The detrimental role of incongruent self-esteem has been corroborated. Practical implications and suggestions for future research dealing with stress in a university setting were provided.     

On the immediate consequences of intergroup categorization: activation of approach and avoidance motor behavior toward ingroup and outgroup members

The present research argues that intergroup categorization has immediate behavioral consequences. Specifically, intergroup categorization is hypothesized to prepare the organism to respond differently to ingroup and outgroup members so that approach-like motor movements should be faster toward ingroup- versus outgroup-related stimuli. In contrast, avoidance-like behavior should be facilitated when reacting to outgroup versus ingroup members. Studies 1 and 2 test the basic hypothesis in relation to ethnic, national, age, and political categorization. Study 3 uses a minimal group paradigm to test the hypothesis in relation to newly formed groups. Across these experiments, participants were generally faster in performing approach-like motor movements toward ingroup members or avoidance behaviors toward outgroup members. The evolutionary function and the cognitive underpinnings of this state of "physical readiness" to approach ingroup and avoid outgroup members are discussed.     

Learning social attitudes: children's sensitivity to the nonverbal behaviors of adult models during interracial interactions

White children show marked ingroup race preferences and a relative devaluation of Black people. The origin of these early interracial attitudes is to a large extent still unclear. The studies here test the possibility that preschool-aged children are particularly sensitive to the nonverbal behaviors performed by White adults during interracial interactions. In Study 1, children were shown a video displaying an interaction between a White and a Black adult. Across conditions, the White adult's verbal behaviors were either friendly or neutral, whereas his nonverbal behaviors showed either easiness (e.g., closeness, high eye contact) or uneasiness (e.g., distance, avoidance of eye contact). Results revealed that participants shaped their attitudes toward the Black target accordingly, independently from the White adults' verbal behaviors. Study 2 replicated the basic findings and demonstrated that the observed effects generalized to other Black targets. Results are discussed in relation to current approaches to understanding the formation of racial attitudes among children.     

Word length effect in early reading and in developmental dyslexia

Vocal reaction times were measured in Italian dyslexics and in proficient readers while they read single words. Three groups of control participants (for a total of 79) were tested. All were in the first, second or third grade of elementary school. Nine third graders with a low level of reading ability when assessed by standard reading procedures were also tested. Results indicated that vocal RTs of control participants were faster and less sensitive to word length as a function of age; also, there was a particularly marked change between first and second graders. Dyslexics' vocal RTs and errors were much worse than those of peer control participants and resembled those of first grade controls. It is suggested that normal readers in an orthographically transparent language (Italian) adopt a lexical strategy quite early in their learning. On the contrary, dyslexics seem unable to learn this mode of processing and continue to use a sub-lexical reading procedure.     

The spontaneous use of a group typology as an organizing principle in memory

Five studies investigated the spontaneous use of group typology in encoding information about various social groups. Participants saw faces or behaviors along with a label indicating the group membership of the face or the behavior. Labels corresponded to 2 groups each of 3 group types (i.e., 2 intimacy groups, 2 task-oriented groups, and 2 social categories). Recognition results showed more within-group-type errors than between-group-types errors. A free-recall task replicated these results, as the sequence of remembering items showed that memory organization reflected the group typology. A final study investigated the effects of group typology on the speed and accuracy of category membership verification. Results demonstrate the spontaneous use of an implicit group typology and its influence on the cognitive organization of information about groups.     

Metaphysics XII 7, 1072A27-B1: An Argument of Identity

The paper analyses the argumentative structure of a difficult passage from Aristotle's Metaphysics XII 7 on the basis of a topos of sameness provided in Top. VII 1. In doing this the article gives an example of how Aristotle's treatises on dialectic can prove useful to understand what he says in his more philosophically committed writings. The article also shows how general argumentative techniques and more or less explicit specific philosophical assumptions interact in shaping Aristotle's arguments and how the distinction of these different factors can help us have a better grasp on Aristotle's text.