A Place for Every Event and Every Event in Its Place: Memory for Locations and Activities by 4-Year-Old Children

Episodic memories are of specific events and experiences associated with particular times and places. Whereas memory for the temporal aspects of past events has been a focus of research attention, memory for the location in which events were experienced has been less fully investigated. The limited developmental research suggests that preschool-age children, in particular, may have difficulty remembering the location in which they experienced specific events. In 2 experiments, 4-year-old children engaged in 4 unique activities in 4 unique locations in and around a laboratory suite. In Experiment 1, the children had high levels of recall of the activities, the locations, and the conjunctions of activities and locations, implying that they had formed memory representations that featured activities bound in locations. In Experiment 2, we tested whether 1 element of the bound representation—the location of an activity—served as a reliable cue to recall of the other element—the activity itself. The test was positive, providing further evidence that 4-year-old children form mnemonic conjunctions of activities and locations. The results imply that important elements of episodic memory are available to young children.     

Toward the Development of Socio-Metacognitive Expertise: An Approach to Developing Collaborative Competence

We proposed and evaluated an instructional framework for increasing students' ability to understand and regulate collaborative interactions called Co-Regulated Collaborative Learning (CRCL). In this instantiation of CRCL, models of collaborative competence were articulated through a set of socio-metacognitive roles. Our population consisted of 28 students from one urban classroom taking part in an 11-week science unit. Our research questions focused on examining the extent to which students understood and used the roles as intended to regulate collaborative interactions to address group process problems. Mixed-methods analysis of collaborative work sessions determined that (a) students generally understood the language and purpose of the roles, (b) students frequently used and accepted the roles to monitor and regulate activity, and (c) students' ability to use the roles to monitor and regulate activity improved over time. This paper contributes to our understanding of socio-metacognition and trade-offs associated to its development in classroom settings.     

Sex differences in working memory

In two separate studies, sex differences in modal-specific elements of working memory were investigated by utilizing words and pictures as stimuli. Groups of men and women performed a free-recall task of words or pictures in which 20 items were presented concurrently and the number of correct items recalled was measured. Following stimulus presentation, half of the participants were presented a verbal-based distraction task. On the verbal working-memory task, performance of men and women was not significantly different in the no-distraction condition. However, in the distraction condition, women's recall was significantly lower than their performance in the no-distraction condition and men's performance in the distraction condition. These findings are consistent with previous research and point to sex differences in cognitive ability putatively resulting from functional neuroanatomical dissimilarities. On the visual working-memory task, women showed significantly greater recall than men. These findings are inconsistent with previous research and underscore the need for further research.     

Life events as predictors of mania and depression in bipolar I disorder

To date, few prospective studies of life events and bipolar disorder are available, and even fewer have separately examined the role of life events in depression and mania. The goal of this study was to prospectively examine the role of negative and goal-attainment life events as predictors of the course of bipolar disorder. One hundred twenty-five individuals with bipolar I disorder were interviewed monthly for an average of 27 months. Negative and goal-attainment life events were assessed with the Life Events and Difficulties Schedule. Changes in symptoms were evaluated using the Modified Hamilton Rating Scale for Depression and the Bech-Rafaelsen Mania Scale. The clearest results were obtained for goal-attainment life events, which predicted increases in manic symptoms over time. Negative life events predicted increases in depressive symptoms within regression models but were not predictive within multilevel modeling of changes in depressive symptoms. Given different patterns for goal attainment and negative life events, it appears important to consider specific forms of life events in models of bipolar disorder.     

Growing Pains: How Psychologists Can Help to Meet the Clinical Needs of Clients With Autism Spectrum Disorders

The pervasiveness and the prevalence of the autism spectrum disorders (ASD) are now much more recognized than in years past. The treatment needs of higher functioning people with ASD unfortunately often go unmet, and there is tremendous potential for psychologists to help meet these needs. The four articles in this special series provide current, best practice reviews and recommendations for practicing psychologists who work in this area. They highlight commonalities that cut across ASD and other clinical populations, and offer considerations that are unique to working with clients who have ASD. This commentary emphasizes the need for clinicians and applied psychological scientists to consider some of these issues in their own work.     

Successive independence and behavioral contrast in a closed economy.

Two pigeons had access to multiple concurrent schedules of reinforcement for 24 hours per day in their home cages. The variable-interval schedules comprising the multiple concurrent schedules were varied across 16 conditions. In three sets of conditions, one schedule was varied while its concurrent alternative and the concurrent schedules in the other component were held constant. Behavioral contrast was observed; that is, as the rate of reinforcement arranged by the varied schedule decreased, response rates on the constant schedules typically increased. These conditions formed part of two larger sets of conditions in which the concurrent schedules in one multiple-schedule component remained constant while the concurrent schedules in the other component were varied. Successive independence was found, in that behavior allocation during the constant component did not vary as a function of the reinforcer ratios in the varied component. Successive independence between components in multiple concurrent schedules is a robust result that occurs in closed economies and under conditions that promote behavioral contrast.     

Delayed and current stimulus control in successive discriminations

In a successive discrimination in which successively alternating red and green hues signaled component variable-interval schedules, sensitivity of the ratio of responses in the two components to variation in the component reinforcer ratio decreased systematically during the course of the component. This decrease in stimulus control or discrimination over the course of the component was shown to be the result of delayed control of responding during the component by the stimulus transition between components. When the red–green stimulus transition was altered by interpolating a white stimulus at the end of each 60-s component, discrimination at the beginning of the component (measured by the power-function exponent for sensitivity to reinforcement) was reduced. Conditions with the white stimulus inserted in other quarters of the component indicated that the current discriminative stimulus exerts control over responding throughout the component, whereas during about the first half of the component, response differentials are influenced by the transition between discriminative stimuli.     

A Well-Kept Secret: What Counseling Psychology Can Offer Social Psychology1

Although social psychology has increasingly influenced counseling psychology, the impact that counseling psychology has had or could have on social psychology is less well developed. This paper considers factors that have limited counseling's influence on social psychology. In addition, contributions that counseling can make to social psychology are presented. It is argued that both disciplines have evolved to investigate the behavior of “normal” individuals in social contexts. It is concluded that there is much to be gained by both specialties in a fuller and more comprehensive integration and understanding of the findings and methods of the other.