False memories in children and adults: age,distinctiveness, and subjective experience

This study investigated developmental trends associated with the Deese/Roediger-McDermott false-memory effect, the role of distinctive information in false-memory formation, and participants' subjective experience of true and false memories. Children (5- and 7-year-olds) and adults studied lists of semantically associated words. Half of the participants studied words alone, and half studied words accompanied by pictures. There were significant age differences in recall (5-year-olds evinced more false memories than did adults) but not in recognition of critical lures. Distinctive information reduced false memory for all age groups. Younger children provided with distinctive information, and older children and adults regardless of whether they viewed distinctive information, expressed higher levels of confidence in true than in false memories. Source attributions did not significantly differ between true and false memories. Implications for theories of false memory and memory development are discussed.     

Paper and voice MAYSI-2: format comparability and concordance with the voice DISC-IV

The authors examine the comparability of paper and voice formats of the Massachusetts Youth Screening Instrument-Second Version (MAYSI-2) as well as each format's concordance with the Voice Diagnostic Interview Schedule for Children (DISC) among adjudicated youth. Comparability is assessed among 248 youths admitted to a South Carolina Assessment Center. Mean scores and alpha coefficients are calculated, and area under the curve and positive and negative predictive values are used to compare concordance to the DISC. Paper and voice formats are significantly correlated, have similar alpha coefficients, and have comparable concordance with the DISC, suggesting that the MAYSI-2 paper and voice formats are comparable instruments. The voice format may be preferable to the paper format for screening justice youth for mental health problems because it may reduce incomplete data and increase reporting of stigmatized behaviors and because of its ability to automatically generate scored reports and aggregate data.     

Sexual and aggressive play fighting of sibling Richardson’s ground squirrels

Play fighting in many species of squirrels can involve sexual play and aggressive play, both of which can lead to wrestling which appears superficially similar. Such convergence can make scoring of the relative frequencies of these two types of play difficult and can lead to the mistaken conclusion that they grade into one another. In this study, both staged laboratory encounters between sibling pairs and spontaneous encounters between siblings in free‐living litters of Richardson’s ground squirrels (Spermophilus richardsonii) were videotaped. Frame‐by‐frame analyses using the Eshkol‐Wachman Movement Notation were employed to record the correlated movements of attack and defense by the partners and to reveal the body areas targeted during each play bout. Whereas sexual play was organized around access to the rump, aggressive play was organized around the shoulders. Although in most cases the defender’s tactics blocked access to the respective target, when contact did occur, it involved mounting in sexual play and nosing or biting in aggressive play. Eighty‐six percent of play fights could be unambiguously categorized as either sexual or aggressive play. Of these, the majority (?80%) involved sexual play. The sex of the participants did not affect the frequency of aggressive play, but in sexual play, males initiated more attacks than females. Once initiated, each form of play fighting remained distinct—if a bout began as sexual play, it would end as sexual play. Furthermore, a counterattack following sexual play was significantly more likely to be sexual than aggressive, and vice versa for counterattacks following aggressive play. Therefore, all the evidence suggested that the two forms of play fighting were not intermixed in Richardson’s ground squirrels. Aggr. Behav. 27:323–337, 2001. © 2001 Wiley‐Liss, Inc.     

Distress and Internalized Homophobia Among Lesbian Women Treated for Early Stage Breast Cancer

A convenience sample of 57 lesbian women who had been recruited for a study of adjustment to breast cancer completed measures of internalized homophobia, degree of disclosure of sexual orientation, social support, self-esteem, and distress. Consistent with our prediction, internalized homophobia related to greater distress. Contrary to our prediction, disclosure did not relate to lower distress. Path models were consistent with the position that internalized homophobia promotes distress through lower self-esteem and perceived unavailability of social support. However, the data were also consistent with a model in which low self-esteem leads to internalized homophobia by way of elevated distress. Internalized homophobia also related inversely to utilization of health care resources. Our discussion centers on the need for more information regarding this understudied population.     

The Scale for Assessing Emotional Disturbance: Concurrent Validity

The Scale for Assessing Emotional Disturbance (SAED) is a standardized, norm-referenced measure designed to operationalize the federal definition of Emotional Disturbance. It has demonstrated content validity and reliability. The two studies reported here address the SAED's concurrent validity. Samples in each study consisted of students identified with Emotional Disturbance. In both studies, special education teachers rated students on the SAED and a second measure of children's emotional and behavior problems. In the first study the SAED was compared to the Revised Behavior Problem Checklist. Correlations were generally moderate to high for similar subscales and low for dissimilar subscales. In the second study, the SAED was compared to the Teacher Report Form. Again, correlations generally were as expected and compatible with results of the first study. Results indicate that the SAED emotional and behavior problem subscales measure constructs akin to emotional and behavior problems measured by similar collections of item on the Revised Behavior Problem Checklist and Teacher Report Form. Implications of results and recommendations for use of the SAED are discussed.     

New York City young adults’ psychological reactions to 9/11: findings from the Reach for Health longitudinal study

This research examines psychological distress among 955 economically disadvantaged New York City residents surveyed during high school and again after the September 11th terrorist attacks (9/11), when they were young adults. As part of the longitudinal Reach for Health study, young adult surveys were conducted from 6–19 months post-9/11 (average 8 months), providing opportunity to assess types of exposures and psychological distress, including symptoms of post-traumatic stress disorder (PTSD), depression, hopelessness, and anger. Regressions of psychological distress on 9/11 exposure were performed, controlling for high school distress, prior exposure to violence victimization, and socio-demographic characteristics. Exposure to 9/11 was positively associated with anger, hopelessness, and PTSD symptoms and a measure of global distress. The relationship was greater among women for PTSD symptoms. Although those who reported high school distress also reported more distress in young adulthood, prior psychological distress did not moderate the relationship between exposure and psychological outcomes. Greater exposure is related to distress among those who, during high school, reported lower distress, as well as among those who reported prior greater distress.     

Application of the diffusion model to two-choice tasks for adults 75-90 years old

The effects of aging on simple 2-choice decision making was investigated with the diffusion model (R. Ratcliff, 1978). Data for 75- to 90-year-olds were collected and compared with previous data from 60- to 75-year-olds and college students for 5 tasks: a signal detection-like task, letter and brightness discrimination with masking, recognition memory, and lexical decision. The model fit the data well and therefore allows components of processing to be examined as a function of age. Compared with decision-making processes in college students, decision criteria and nondecision components of processing increased with participants' age. However, the quality of the evidence on which decisions were based decreased with age only for letter and brightness discrimination.     

Developmental differences in the effects of repeated interviews and interviewer bias on young children's event memory and false reports

The present study investigated developmental differences in the effects of repeated interviews and interviewer bias on children's memory and suggestibility. Three- and 5-year-olds were singly or repeatedly interviewed about a play event by a highly biased or control interviewer. Children interviewed once by the biased interviewer after a long delay made the most errors. Children interviewed repeatedly, regardless of interviewer bias, were more accurate and less likely to falsely claim that they played with a man. In free recall, among children questioned once after a long delay by the biased interviewer, 5-year-olds were more likely than were 3-year-olds to claim falsely that they played with a man. However, in response to direct questions, 3-year-olds were more easily manipulated into implying that they played with him. Findings suggest that interviewer bias is particularly problematic when children's memory has weakened. In contrast, repeated interviews that occur a short time after a to-be-remembered event do not necessarily increase children's errors, even when interviews include misleading questions and interviewer bias. Implications for developmental differences in memory and suggestibility are discussed.