Memory awareness following speeded compared with unspeeded picture recognition

A remember-know paradigm was used to assess memory awareness following speeded and unspeeded yes/no picture recognition. The beneficial effects of picture size congruency at study and test occurred with speeded as well as with unspeeded recognition. In each case, they were associated with remembering, not with knowing, which remained invariant. Thus, size congruency effects were associated with remembering even when recognition occurred more automatically and hence may be more dependent on a relatively fast familiarity process. In a second experiment, speeded remember responses were compared with remember responses that followed speeded yes/no recognition. There was more remembering when it was the remember responses that were speeded, contrary to what might be expected if remembering reflects a relatively slow recollection process. These results have implications for the ability of dual-process models of recognition memory to account for memory awareness.     

The heritability of attitudes: a study of twins.

The genetic basis of individual differences in attitudes was examined in a survey of 195 pairs of monozygotic twins and 141 pairs of same-sex dizygotic twins. A principal components analysis of the 30 attitude items in the survey identified 9 attitude factors, of which 6 yielded significant heritability coefficients. Nonshared environmental factors accounted for the most variance in the attitude factors. Possible mediators of attitude heritability were also assessed, including personality traits, physical characteristics, and academic achievement. Analyses showed that several of these possible mediators correlated at a genetic level with the heritable attitude factors, suggesting that the heritability of the mediator variables might account for part of the heritable components of some attitudes. There was also some evidence that highly heritable attitudes were psychologically "stronger" than less heritable attitudes.     

Exposure to suggestion and creation of false auditory memories

The experiment investigated the possibility of creating false auditory memory through exposure to suggestion. Research by Loftus and others has indicated that, through suggestion, false memories can be created. Participants viewed a short film and were given a 9-item questionnaire. Eight questions were used as filler while one question asked respondents to recall a phrase one character had said. Although the character actually said nothing, 23 of 30 respondents recalled having heard him speak and specifically recalled his words. This statistically significant result shows that auditory memories can also be created.     

Memory for positive,negative and neutral events in younger and older adults: Does emotion influence binding in event memory?

When remembering an event, it is important to remember both the features of the event (e.g., a person and an action) and the connections among features (e.g., who performed which action). Emotion often enhances memory for stimulus features, but the relationship between emotion and the binding of features in memory is unclear. Younger and older adults attempted to remember events in which a person performed a negative, positive or neutral action. Memory for the action was enhanced by emotion, but emotion did not enhance the ability of participants to remember which person performed which action. Older adults were more likely than younger adults to make binding errors in which they incorrectly remembered a familiar actor performing a familiar action that had actually been performed by someone else, and this age-related associative deficit was found for both neutral and emotional actions. Emotion not only increased correct recognition of old events for older and younger adults but also increased false recognition of events in which a familiar actor performed a familiar action that had been performed by someone else. Thus, although emotion may enhance memory for the features of an event, it does not increase the accuracy of remembering who performed which action.     

Searching for serial refreshing in working memory: Using response times to track the content of the focus of attention over time

One popular idea is that, to support the maintenance of a set of elements over brief periods of time, the focus of attention rotates among the different elements, thereby serially refreshing the content of working memory (WM). In the research reported here, probe letters were presented between to-be-remembered letters, and response times to these probes were used to infer the status of the different items in WM. If the focus of attention cycles from one item to the next, its content should be different at different points in time, and this should be reflected in a change in the response time patterns over time. Across a set of four experiments, we demonstrated a striking pattern of invariance in the response time patterns over time, suggesting either that the content of the focus of attention did not change over time or that response times cannot be used to infer the content of the focus of attention. We discuss how this pattern constrains models of WM, attention, and human information processing.     

Assessment of information content in visual signal: analysis of optical flow fractal complexity

We make a first attempt at distinguishing an information-carrying visual signal by comparing visual characteristics of American Sign Language to everyday human motion, to identify what clues might be available in one but not in the other. The comparison indicated significantly higher fractal complexity in sign language across tested frequency bands (0.01–15?Hz), as compared to everyday motion. A comparison of our results with other work showing high fractal complexity in the speech signal allows us to suggest the underlying properties of linguistic signals which allow babies to “tune into” a specific channel, or modality, during language acquisition.     

The influence of family environment and child temperament on work/family role strain for mothers and fathers

This study examined the additive effect of structural variables, child characteristics, and the family environment on mothers' and fathers' work/family role strain. Differences between mothers and fathers on these variables were also examined. The sample consisted of 36 dualearner families whose children had been in daycare from infancy through 4 years of age. Structural variables included work schedules and time spent with child for mothers only, fathers only, and both parents together with child. Child characteristics included temperament and health. Family environment variables included different components of the family environment (conflict, cohesion, expressiveness, organization, and control) and parenting daily hassles. Results showed that mothers' time with child and caregiving for child were greater than fathers'. Mothers reported more expressiveness in the family and more daily hassles with children than fathers. Mothers' level of role strain was also significantly higher than fathers'. For mothers, role strain was associated with hours away from home, child sociability, family conflict, and daily hassles resulting in an R² of 0.57. Fathers' role strain was associated with family expressiveness, organization, and their wives' daily hassles resulting in an R² of 0.37. Data suggest that mothers' and fathers' role strain may be driven by somewhat different factors. For women, aspects of the family and the child and work hours accounted for a considerable portion of the variance while for men, only aspects of the family environment were associated with their level of role strain. Copyright © 2003 John Wiley & Sons, Ltd.     

The role of colour in implicit and explicit memory performance

We present two experiments that examine the effects of colour transformation between study and test (from black and white to colour and vice versa, or from incorrectly coloured to correctly coloured and vice versa) on implicit and explicit measures of memory for diagnostically coloured natural objects (e.g., yellow banana). For naming and coloured-object decision (i.e., deciding whether an object is correctly coloured), there were shorter response times to correctly coloured-objects than to black-and-white and incorrectly coloured-objects. Repetition priming was equivalent for the different stimulus types. Colour transformation did not influence priming of picture naming, but for coloured-object decision priming was evident only for objects remaining the same from study to test. This was the case for both naming and coloured-object decision as study tasks. When participants were asked to consciously recognize objects that they had named or made coloured-object decisions to previously, whilst ignoring their colour, colour transformation reduced recognition efficiency. We discuss these results in terms of the flexibility of object representations that mediate priming and recognition.