Learning What to Remember: Vocabulary Knowledge and Children's Memory for Object Names and Features

Although young children can map a novel name to a novel object, it remains unclear what they actually remember about objects when they initially make such a name–object association. In the current study we investigated (1) what children remembered after they were initially introduced to name–object associations and (2) how their vocabulary size and vocabulary structure influenced what they remembered. As a group, children had difficulty remembering each of the features of the original novel objects. Further analyses revealed that differences in vocabulary structure predicted children's ability to remember object features. Specifically, children who produced many names for categories organized by similarity in shape (e.g. ball, cup) had the best memory for newly‐learned objects' features—especially their shapes. In addition, the more features children remembered, the more likely they were to retain the newly learned name–object associations. Vocabulary size, however, was not predictive of children's feature memory or retention. Taken together, these findings demonstrate that children's existing vocabulary structure, rather than simply vocabulary size, influences what they attend to when encountering a new object and subsequently their ability to remember new name–object associations. Copyright © 2015 John Wiley & Sons, Ltd.     

Development of executive functioning in school-age Tunisian children

Research regarding executive functioning (EF) in children rarely focuses on populations in African or Middle-Eastern Arabic-speaking countries. The current study used a cross-sectional design to examine the developmental trajectories of school-age Tunisian children in three domains of executive control (inhibition of prepotent responses, cognitive flexibility, and working memory) as well as their mutual interactions and the effects of gender and parents’ education level. Inhibitory processes, cognitive flexibility, and working memory were assessed using the Stroop test, a version of the Hayling test adapted for children, simple and alternating tasks of verbal fluency, and verbal and visuospatial span tasks (forward and backward spans). The study population included 120 7- to 12-year-old Tunisian children (60 girls, 60 boys) who were grouped and matched for age, gender, and parents’ education level. The results revealed an overall effect of age on executive performance, whereas gender and parents’ education level showed non-significant effects. In addition, executive indices were significantly associated with fluid intelligence level. Partial correlation analyses (controlled for age) found significant links between indices that assessed the same executive process, except for inhibitory processes; the temporal indices for inhibitory processes showed relative independence. The correlations between indices that assessed distinct executive processes were weaker (but significant). Overall, the results suggest that executive components in school-age Tunisian children operate according to relatively homogeneous developmental trajectories, marked by peaks of maturity that differ according to the assessed index. A transcultural approach to EF is discussed in terms of the unity and diversity of its components.     

Multiple reference points in satisfaction and fairness assessment

Most studies of reference point effects have used a single referent, such as a price, a salary, or a target. There is considerable evidence that the judged fairness of, or satisfaction with, an outcome is significantly influenced by discrepancies from such single referents. In many settings, however, more than one reference point may be available, so the subject may be confronted simultaneously with some referents above, some at, and some below the focal outcome. Little is known about the simultaneous impact of such multiple reference points. We examine here the effects of two referents on ratings of salary satisfaction and fairness. Subjects were presented with a series of scenarios that described a salary offer made to a hypothetical MBA graduate and provided information about the salary offers made to either one or two other similar graduates. For each scenario, subjects judged how fair the focal graduate would feel the offer to be, and how satisfied he or she would be with it. Satisfaction ratings displayed asymmetric effects of comparisons: the pain associated with receiving a salary lower than another MBA is greater than the pleasure associated with a salary higher than the other student by the same amount. Fairness ratings showed a different pattern of asymmetric effects of discrepancies from the reference salaries: the focal graduate's salary was judged somewhat less fair when others received lower offers, and much less fair when others received higher offers. The asymmetric effects occurred for both reference points, suggesting that the focal salary was compared separately to each of the referents rather than to a single reference point formed by prior integration of the referents. Copyright © 2000 John Wiley & Sons, Ltd.     

Hypnotic pseudomemories,prehypnotic warnings,and the malleability of suggested memories

This study used Orne's nocturnal events paradigm to test the effects of warning highly hypnotizable participants about the possibility of hypnotic false memories. We found that warnings reduced suggestibility but not false memories during hypnosis. Fewer warned participants (12/32, 38 per cent) than unwarned participants (12/16, 75 per cent) accepted the suggestion to hear a noise that awakened them when they were age-regressed to a night of the previous week. However, an analysis of only those persons who accepted the suggestion during hypnosis showed that the warning had no effect on their posthypnotic pseudomemories: among this group, 75 per cent of warned versus 58 per cent of unwarned persons stated immediately after hypnosis that the noise occurred in reality (i.e., reported a pseudomemory). During a final confidential assessment, 58 per cent of the warned participants who had accepted the noise suggestion reported a pseudomemory, versus 50 per cent of the unwarned participants. Comparing pseudomemory rates across all participants, regardless of whether they passed or failed the noise suggestion, 28 per cent of warned participants versus 44 per cent of unwarned participants reported pseudomemories, a nonsignificant difference. Finally, warned and unwarned participants were equally confident in their false memories. © 1998 John Wiley & Sons, Ltd.     

Outcome Trajectories for Adolescents in Residential Treatment: A Statewide Evaluation

Although residential treatment represents one of the largest and most expensive components of the mental health service system for children and adolescents, little is known about the anticipated outcomes of this service. Still less is known about the trajectory through which change occurs within these settings. We examined the clinical status of 285 adolescents over a 2-year period after placement in residential treatment by the Department of Mental Health in a western state. Using a growth modeling technique, the rate of change was determined over a set of symptoms measured by the Acuity of Psychiatric Illness—Child and Adolescent Version (CAPI). Results suggest that while adolescents tended to improve overall during the course of their stays, there was considerable variation in which symptoms improved and which did not. Two symptoms actually became reliably worse with treatment. In addition, significant variation in outcomes was demonstrated across sites, with adolescents in one site getting reliably worse during the course of residential treatment. Our findings demonstrate the utility of outcomes management and have significant implications for how residential services for children and adolescents should be managed.     

Teaching social‐learning procedures to paraprofessionals working with individuals with severe mental illness in a maximum‐security forensic hospital

This study describes an integrated technical method for teaching learning‐based interventions to paraprofessionals working in a maximum‐security psychiatric facility as a social‐learning program was implemented. This training approach combines brief didactic instruction with live demonstration and guided practice in specific procedures. Comparisons between baseline and post‐training functioning of staff were made using ongoing direct observational assessment data. Results revealed that following training and program implementation staff were much more active overall, interacted with clients far more often, and engaged in much lower rates of job‐irrelevant activity. Moreover, following training direct observational data of the patterns of staff–client interactions showed that staff were much more likely to demonstrate interactions reflective of learning‐based interventions than at baseline. These results have important implications for clinicians and administrators attempting to implement behavioral rehabilitation programs. Copyright © 2001 John Wiley & Sons, Ltd.     

Reframing emotion in education through lenses of <Emphasis Type="Italic">parrhesia</Emphasis> and <Emphasis Type="Italic">care of the self</Emphasis>

In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one’s self effectively and efficiently. These discourses perpetuate an assumed divide between the rational and the emotional, and reinforce the existing power hierarchies and the status quo of stereotypes about the role of emotion in education. Then we use the Foucauldian notions of parrhesia and care of the self to suggest alternative ways of thinking about emotions in education. Instead of campaigning for one side or the other of the rational/emotional divide, we suggest that it may be more interesting and fruitful to examine the particular ways discourses of emotion in education construct their own brand of parrhesia.

Social identity and the attitude–behaviour relationship: effects of anonymity and accountability

Two experiments examined the impact of anonymity and accountability on the expression of group‐mediated attitude‐behaviour consistency. In Study 1, low and high identifiers (N = 106) were exposed to an attitude‐congruent norm and provided information about their intentions under anonymous and in‐group accountable conditions. In Study 2, salience of identity was manipulated, and participants (N = 185) were exposed to either an attitude‐congruent or an attitude‐incongruent norm, and provided information on their intentions and behaviour under anonymous and in‐group accountable conditions. In both studies, accountability elicited group‐normative attitudes and behaviour among individuals for whom the group was not a salient basis for self‐definition. When the group was a salient basis for self‐definition, the expression of attitude‐consistent intentions and behaviour was greater in anonymous conditions. It is suggested that strategic effects, such as those that occur in the presence of an in‐group audience, influence displays of group‐normative attitude–behaviour consistency. Copyright © 2006 John Wiley & Sons, Ltd.