Hypermnesia: A further examination of age differences between young and older adults

Previous studies that examined age differences in hypermnesia reported inconsistent results. The present experiment investigated whether the different study materials in these studies were responsible for the inconsistency. In particular, the present experiment examined whether the use of a video, as opposed to words and pictures, would eliminate previously reported age differences in hypermnesia. Fifteen college students and 15 older adults viewed a 3‐minute video clip followed by two free‐recall tests. The results indicated that older adults, as a whole, did not show hypermnesia. However, when older adults were divided into low and high memory groups based on test 1 performance, the high memory group showed hypermnesia whereas the low memory group did not show hypermnesia. The older adults in the low memory group were significantly older than the older adults in the high memory group – indicating that hypermnesia is inversely related to age in older adults. Reminiscence did not show an age‐related difference in either the low or high memory group whereas inter‐test forgetting did show an age difference in the low memory group. As expected, older adults showed greater inter‐test forgetting than young adults in the low memory group. Findings from the present experiment suggest that video produces a pattern of results that is similar to the patterns obtained when words and pictures are used as study material. Thus, it appears that the nature of study material is not the source of inconsistency across the previous studies.     

Overcoming cognitive obstacles in learning fractions: Equal‐partitioning and equal‐whole1

Abstract: The present study was designed to test the hypothesis that acquisition of the concepts of equal‐partitioning and equal‐whole, which constitute implicit knowledge in fractions, promotes understanding of fractions. To test the hypothesis an experimental program based on both the equal‐partitioning and equal‐whole was developed for three third‐grade classrooms in a Japanese elementary school. As a control, conventional teaching based on a Japanese textbook was provided in two third‐grade classrooms. The present study tested the hypothesis that students given such an intervention program would understand order and magnitude as central characteristics of fractions better than those who had been instructed using a traditional textbook. Students in the experimental group showed significantly better understanding of the equal‐partitioning of fractions and the representation of the sizes of fractions than did those in the textbook group. There were, moreover, no differences between the experimental and textbook groups in the performance of routine tasks frequently found in the textbook. These results are discussed in view of the important instructional aims of having students understand fractions.     

Emotional Salience and the Isolation Effect

When a homogeneous list contains a few items that are different from the rest of the items in the list, these isolated items show enhanced recall compared to the same items in a list where these items are not isolated. This phenomenon, known as the isolation effect, has been explained on the basis of isolated items eliciting salience. In this experiment, negative pictures and neutral pictures were isolated at the early and late part of the list. The salience explanation would predict that participants would pay more attention to these isolated items resulting in higher judgments of learning (JOL) ratings compared to the same items in the control list. Negative pictures showed the isolation effect for both early and late isolation; however, for early isolation, JOL was similar between the isolated and non-isolated pictures indicating that the emotional isolation effect does not require emotional salience.     

Nanomachining of nanocrystalline nickel by focused ion beam

Nanocrystalline and sub-microcrystalline samples of nickel have been machined by a focused Ga⁺ ion beam (30?keV and 187?pA) at doses of 8.92?×?10¹⁶?–?2.68?×?10¹⁸ ions/cm² and their surface topography was investigated by atomic force microscopy (AFM). Values of the root-mean-square (RMS) roughness increase with increasing ion dose. The surfaces of the nanocrystalline Ni were smoother than those of the sub-microcrystalline Ni, indicating that smoothing due to diffusion for the former works more effectively than that for the latter.     

Effects of sound-marker durations on rhythm perception

Our aim in this study was to examine the influence of sound-marker durations on the perception of simple rhythm patterns. These comprised three successive sounds marking two neighbouring time intervals, T1 and T2, with their onsets. We varied the durations of each of the three sound markers to make them either 20 or 60 ms. Durations of T1 and T2 were also varied, but the total duration of T1 and T2 was fixed at either 240 or 480 ms. In experiment 1, participants compared the durations of T1 and T2. In experiment 2, the subjective duration of each interval was measured separately. We found that lengthening the duration of the sound marker which terminated an interval increased the subjective duration of that interval: lengthening the duration of the second marker increased the subjective duration of T1, and lengthening the duration of the third marker increased the subjective duration of T2. Lengthening the duration of the first marker increased the subjective duration of T1 when T1 + T2 = 240 ms, especially when T1 > T2. This effect of first-marker duration, which could not be observed with single intervals used in the control conditions, seemed to enhance the contrast between T1 and T2. The effects of marker durations are associated with previous time-perception studies, in which single time intervals were used. They are discussed in the context of rhythm-perception studies, in which more complex sound patterns have been used.     

Neurobehaviors of Japanese newborns in relation to the characteristics of early mother-infant interaction

The authors examined the relationship between newborn neurobehavioral profiles and the characteristics of early mother-infant interaction in Nagasaki, Japan. The authors administered the Brazelton Neonatal Behavioral Assessment Scale (NBAS; T. B. Brazelton & J. K. Nugent, 1995) in the newborn period and the Nursing Child Assessment Teaching Scale at 1 month (NCATS; G. Sumner & A. Spietz, 1994). They administered the Perceived Stress Scale (S. Cohen, T. Kamarck, & R. Mermelstein, 1983) as an index of maternal stress experienced over the past month. Lower irritability, higher stability in skin coloration, and lower tremulousness in the neonatal period were correlated with higher levels of maternal nurturing behaviors at 1 month. Birth weight and 2 NBAS range-of-state items (peak of excitement, irritability) predicted 31% of the variance in NCATS caregiver subscale score. The NBAS autonomic stability items (tremulousness, startles, lability of skin color) predicted 31% of the variance in the NCATS child subscale score. Perceived stress and maternal sociodemographic variables (education, income, age, parity) were not associated with child, caregiver, and total scores on the NCATS. The results suggested that lack of autonomic stability in Japanese neonates might serve as an early indicator of infant frailty, negative behavioral cues, and decreased maternal responsiveness.     

Training in timing improves accuracy in golf

In this experiment, the authors investigated the influence of training in timing on performance accuracy in golf. During pre- and posttesting, 40 participants hit golf balls with 4 different clubs in a golf course simulator. The dependent measure was the distance in feet that the ball ended from the target. Between the pre- and posttest, participants in the experimental condition received 10 hr of timing training with an instrument that was designed to train participants to tap their hands and feet in synchrony with target sounds. The participants in the control condition read literature about how to improve their golf swing. The results indicated that the participants in the experimental condition significantly improved their accuracy relative to the participants in the control condition, who did not show any improvement. We concluded that training in timing leads to improvement in accuracy, and that our results have implications for training in golf as well as other complex motor activities.     

Recycling prosodic boundaries

The present study investigates the role of prosodic structure in selecting a syntactic analysis at different stages of parsing in silent reading of Japanese relative clauses. Experiments 1 and 2 (sentence-completion questionnaires) revealed an effect of the length of the sentence-initial constituent on the resolution of a clause boundary ambiguity in Japanese. Experiment 3 (fragment-reading) showed that this length manipulation is also reflected in prosodic phrasing in speech. Its influence on ambiguity resolution is attributed to recycling of prosodic boundaries established during the first-pass parse. This explanation is based on the implicit prosody proposals of Bader (1998) and Fodor (1998). Experiment 4 (self-paced reading) demonstrated the immediacy of the influence on ambiguity resolution on-line. Experiment 5 (self-paced reading) found support for the additional prediction that when no boundary is available to be recycled, processing the relative clause construction is more difficult.