No Retrieval-Induced Forgetting Under Stress

ABSTRACT— Stress affects memory, yet no study has investigated the effects of stress on memory inhibition: Remembering not only facilitates later recall, but also inhibits retrieval of related material, a phenomenon known as retrieval-induced forgetting. We investigated the effects of stress on this mechanism, which is thought to adaptively guide memory selection. Participants learned categorized lists and were then exposed to either a psychosocial laboratory stressor or a cognitively challenging control treatment. They then actively retrieved parts of the previously learned material. Finally, memory for all initially learned items was tested. In the stress group, unlike in the control group, intervening retrieval practice did not impair final recall. Moreover, salivary cortisol levels increased and psychological well-being decreased in the stress group only. Thus, psychosocial stress abolishes retrieval-induced forgetting. This effect may result from stress-induced hormone release from the hypothalamic-pituitary-adrenal (HPA) axis and may have implications for educational, legal, and clinical issues.     

The Role of Parental Control in Children's Development in Western and East Asian Countries

ABSTRACT— Decades of research in Western countries such as the United States have supported the idea that parental control undermines children's psychological development. In recent years, investigators have asked whether this is also true in East Asian countries such as China, given that several aspects of East Asian culture have the potential to make children more accepting of parental control. We review research indicating that the effects of parental control on children's psychological functioning are similarly negative in the United States and China, the two countries where most research on this subject has been conducted. However, we also highlight specific contexts in which the effects may be stronger in the West.     

Parental Engagement and Barriers to Participation in a Community-Based Preventive Intervention

This study examined parent characteristics and barriers to participation in a community-based preventive intervention with a sample of 201 parents from low-income and predominantly ethnic minority backgrounds. Person-centered analyses revealed five subgroups of parents who demonstrated variability in their parent characteristics, which included psychological resources and level of parental involvement in education. Group membership was associated with differences in school involvement and use of the psychoeducational intervention at home, after accounting for the number of barriers to engagement. For the intervention attendance variable, greater number of barriers was associated with decreased attendance only for parents in the resilient subgroup and the psychologically distressed subgroup. Attendance remained constant across levels of barriers for the other three subgroups of parents. The results of the study inform theory and practice regarding how to tailor preventive interventions to accommodate subgroups of parents within populations that experience barriers to accessing mental health services.     

Culture, self, and the emergence of reactance: Is there a “universal” freedom?

In this article we suggest that independent vs. interdependent aspects of the self yield different manifestations of psychological reactance and that this is especially relevant in a cross-cultural context. In Studies 1, 2, and 4 we showed that people from collectivistic cultural backgrounds (individuals holding more interdependent attitudes and values) were less sensitive to a threat to their individual freedom than people from individualistic cultural backgrounds (individuals holding more independent attitudes and values), but more sensitive if their collective freedom was threatened. In Study 3 we activated independent vs. interdependent attitudes and values utilizing a cognitive priming method and yielded similar results as the other studies hinting at the important causal role of self-related aspects in understanding reactance in a cross-cultural context.     

Religiosity and Spiritual Engagement in Two American Indian Populations

Social scientific investigation into the religiospiritual characteristics of American Indians rarely includes analysis of quantitative data. After reviewing information from ethnographic and autobiographical sources, we present analyses of data from a large, population-based sample of two tribes (n = 3,084). We examine salience of belief in three traditions: aboriginal, Christian, and Native American Church. We then investigate patterns in sociodemographic subgroups, determining the significant correlates of salience with other variables controlled. Finally, we examine frequency with which respondents assign high salience to only one tradition (exclusivity) or multiple traditions (nonexclusivity), again investigating subgroup variations. This first detailed, statistical portrait of American Indian religious and spiritual lives links work on tribal ethnic identity to theoretical work on America's "religious marketplace." Results may also inform social/behavioral interventions that incorporate religiospiritual elements.     

Flow experience among information and communication technology users

The use of technologies is more common in daily life; working with technologies might be associated with positive experiences such as flow. However, there is little empirical research on flow experiences in technology settings. The main aim of this study was to confirm the three-dimensional construct of flow, i.e., absorption, enjoyment, and intrinsic interest, among 517 Information and Communication Technology users [234 students whose mean age was 23 yr. (SD = 3.8)] from different areas of study, mainly Law, Public Administration, Chemistry, and Psychology, and 283 employees [whose mean age was 33 yr. (SD = 7.8)] of 21 different companies from various sectors of production, namely, public administration, industrial production, and services. Analysis showed, as expected, flow is a three-dimensional psychological construct and invariant among samples of technology users. Practical and theoretical implications as well as further research are discussed.     

Collective and individualistic coping with stress at work

In the present study, coping was viewed as both an individualistic and a collective phenomenon, and the investigation assessed how use of collective and individualistic coping strategies was related to sex of respondent and organizational level. These strategies were measured by responses to Swedish versions of the Strategic Approach to Coping Scale and the COPE Inventory. Data were collected by means of an Internet-based questionnaire completed by 950 female (n = 502) and male (n = 448) employees at both the managerial (n = 171) and nonmanagerial (n = 764) levels, working in customer service in a Swedish telecom company. The mean age of the participants was 47 yr. (SD = 9.7). Analysis showed women more often used collective strategies, but so also did both women and men managers. Men did not use problem-focused individualistic coping strategies more often than women. No interactions between sex and organizational level were found. Separate analyses for women and men indicated that coping was more related to organizational level than to sex.     

Duration of auditory sensory memory in parents of children with SLI: a mismatch negativity study

In a previous behavioral study, we showed that parents of children with SLI had a subclinical deficit in phonological short-term memory. Here, we tested the hypothesis that they also have a deficit in nonverbal auditory sensory memory. We measured auditory sensory memory using a paradigm involving an electrophysiological component called the mismatch negativity (MMN). The MMN is a measure of the brain's ability to detect a difference between a frequent standard stimulus (1000 Hz tone) and a rare deviant one (1200 Hz tone). Memory effects were assessed by varying the inter-stimulus interval (ISI) between the standard and deviant. We predicted that parents of children with SLI would have a smaller MMN than parents of typically developing children at a long ISI (3000 ms), but not at a short one (800 ms). This was broadly confirmed. However, individual differences in MMN amplitude did not correlate with measures of phonological short-term memory. Attenuation of MMN amplitude at the longer ISI thus did not provide unambiguous support for the hypothesis of a reduced auditory sensory memory in parents of affected children. We conclude by reviewing possible explanations for the observed group effects.     

The CHIC Model: A Global Model for Coupled Binary Data

Often problems result in the collection of coupled data, which consist of different N-way N-mode data blocks that have one or more modes in common. To reveal the structure underlying such data, an integrated modeling strategy, with a single set of parameters for the common mode(s), that is estimated based on the information in all data blocks, may be most appropriate. Such a strategy implies a global model, consisting of different N-way N-mode submodels, and a global loss function that is a (weighted) sum of the partial loss functions associated with the different submodels. In this paper, such a global model for an integrated analysis of a three-way three-mode binary data array and a two-way two-mode binary data matrix that have one mode in common is presented. A simulated annealing algorithm to estimate the model parameters is described and evaluated in a simulation study. An application of the model to real psychological data is discussed. T. Wilderjans is a Research Assistant of the Fund for Scientific Research—Flanders (Belgium). The research reported in this paper was partially supported by the Research Council of K.U. Leuven (GOA/2005/04). We are grateful to Kristof Vansteelandt for providing us with an interesting data set. We also thank three anonymous reviewers for their useful comments.     

Visualizations in Mathematics

In this paper we discuss visualizations in mathematics from a historical and didactical perspective. We consider historical debates from the 17th and 19th centuries regarding the role of intuition and visualizations in mathematics. We also consider the problem of what a visualization in mathematical learning can achieve. In an empirical study we investigate what mathematical conclusions university students made on the basis of a visualization. We emphasize that a visualization in mathematics should always be considered in its proper context.

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