False recognition of instruction-set lures

False remembering has been examined using a variety of procedures, including the Deese-Roediger-McDermott procedure, the false fame procedure and the two-list recognition procedure. We present six experiments in a different empirical framework examining false recognition of words included in the experimental instructions (instruction-set lures). The data show that participants' false alarm rate to instruction-set lures was twice their false alarm rate to standard lures. That result was statistically robust even when (1) the relative strength of targets to instruction-set lures was increased, (2) participants were warned about the instruction-set lures, (3) the instruction-set lures were camouflaged in the study instructions and (4) the instruction-set lures were presented verbally at study but visually at test. False recognition of instruction-set lures was only mitigated when participants were distracted between encountering the instruction-set lures and studying the training list. The results confirm the ease with which recognition succumbs to familiarity and demonstrate the robustness of false recognition.     

INCREASING HANDICAPPED PRESCHOOLERS' PEER SOCIAL INTERACTIONS: CROSS-SETTING AND COMPONENT ANALYSIS

The purposes of our study were: (a) to train a set of observationally determined social behaviors via peer initiation; (b) to determine if effects generalized across classroom settings and to directly intervene if generalization did not occur; and (c) to analyze components of the peer-initiation intervention. After baseline, nonhandicapped preschool children (confederates) were taught to direct social initiations to the three handicapped preschool-aged students. Teachers prompted the confederates to engage the students in social interaction when necessary and rewarded the confederates with tokens. Confederates' initiations to the students resulted in increased frequencies of positive social interaction. There was no generalization to other classroom settings, and the intervention was subsequently implemented in a second and third classroom. Next, the confederates' token reinforcement system was withdrawn, with no apparent deleterious effects on the confederates' or students' social interactions. When teachers substantially reduced their prompts to the confederates, students' social interactions decreased. Finally, reinstatement of teacher prompts resulted in increases in the confederates' social initiations and, consequently, the positive social interactions of the students.     

Miracles or Mirages?: Some Elements of Pupil Work Experience

Some of the features of work experience for school-age students are examined. The major thesis is that work experience is underdeveloped both practically and theoretically. It has an uncertain place in educational institutions, and the uncertainty is compounded by competition between institutions for placements. Despite this underdevelopment, the activity is assented to by an unusually wide range of groups and interests. Extensive claims are made for work experience, many of which on examination are found wanting. Some of the meanings derived from work experience by students are analysed, and some of the learning goals set for work-experience programmes are discussed.     

Applying an exemplar model to the artificial-grammar task: inferring grammaticality from similarity

We present three artificial-grammar experiments. The first used position constraints, and the second used sequential constraints. The third varied both the amount of training and the degree of sequential constraint. Increasing both the amount of training and the redundancy of the grammar benefited participants' ability to infer grammatical status; nevertheless, they were unable to describe the grammar. We applied a multitrace model of memory to the task. The model used a global measure of similarity to assess the grammatical status of the probe and captured performance both in our experiments and in three classic studies from the literature. The model shows that retrieval is sensitive to structure in memory, even when individual exemplars are encoded sparsely. The work ties an understanding of performance in the artificial-grammar task to the principles used to understand performance in episodic-memory tasks.     

Mere effort and stereotype threat performance effects

Although the fact that stereotype threat impacts performance is well established, the underlying process(es) is(are) not clear. Recently, T. Schmader and M. Johns (2003) argued for a working memory interference account, which proposes that performance suffers because cognitive resources are expended on processing information associated with negative stereotypes. The antisaccade task provides a vehicle to test this account because optimal performance requires working memory resources to inhibit the tendency to look at an irrelevant, peripheral cue (the prepotent response) and to generate volitional saccades to the target. If stereotype threat occupies working memory resources, then the ability to inhibit the prepotent response and to launch volitional saccades will be impaired, and performance will suffer. In contrast, S. Harkins's (2006) mere effort account argues that stereotype threat participants are motivated to perform well, which potentiates the prepotent response, but also leads to efforts to counter this tendency if participants recognize that the response is incorrect, know the correct response, and have the opportunity to make it. Results from 4 experiments support the mere effort but not the working memory interference account.     

Self-monitoring and mimicry of positive and negative social behaviors

This study examined the role that self-monitoring plays in behavioral mimicry. Participants were exposed to videotaped targets who were laughing, yawning, frowning, or neutral in their expression. Participants’ behavioral mimicry while viewing the targets was recorded. It was hypothesized that higher self-monitors would show greater mimicry than lower self-monitors. It was also hypothesized that participants would respond differently to positive and negative target expressions. Participants who scored higher in self-monitoring did mimic the targets’ behaviors more often, and participants showed less mimicry of frowns than of laughs or yawns.     

Do conjunction errors in auditory recognition imply feature migration?

It has recently been proposed that the feature values (e.g., pitch, duration, etc.) of tones are processed in separate perceptual channels and are later reintegrated to form the experience of a unitary percept. Patterns of errors in recognizing combinations of auditory features have been taken as failures of, and thus evidence for, an auditory feature-integration process. We outline an alternative interpretation of these effects based on similarity structure of the stimuli.     

Duties to the Distant: Aid, Assistance, and Intervention in the Developing World

In his classic article, Famine, Affluence, and Morality (Philosophy and Public Affairs 1 (1972), pp. 229–243), Peter Singer claimed that affluent people in the developed world are morally obligated to transfer large amounts of resources to poor people in the developing world. For present purposes I will not call Singers argument into question. While people can reasonably disagree about exactly how demanding morality is with respect to duties to the desperate, there is little question in my mind that it is much more demanding than common sense morality or our everyday behavior suggests. Even someone who disagrees with this might still find some interest in seeing what a demanding morality would imply for well-off residents of the rich countries of the world. I proceed in the following way. First, I survey humanitarian aid, development assistance, and intervention to protect human rights as ways of discharging duties to the desperate. I claim that we should be more cautious about such policies than is often thought. I go on to suggest two principles that should guide our actions, based on an appreciation of our roles, relationships, and the social and political context in which we find ourselves.     

Television exposure predicts body size ideals in rural Nicaragua

Internalization of a thin ideal has been posited as a key risk factor in the development of pathological eating attitudes. Cross‐culturally, studies have found a preference for heavier bodies in populations with reduced access to visual media compared to Western populations. As yet, however, there has been little attempt to control for confounding variables in order to isolate the effects of media exposure from other cultural and ecological factors. Here, we examined preferences for female body size in relation to television consumption in Nicaraguan men and women, while controlling for the potential confounding effects of other aspects of Westernization and hunger. We included an urban sample, a sample from a village with established television access, and a sample from a nearby village with very limited television access. The highest BMI preferences were found in the village with least media access, while the lowest BMI preferences were found in the urban sample. Data from the rural sample with established television access were intermediate between the two. Amongst rural women in particular, greater television consumption was a stronger predictor of body weight preferences than acculturation, education, hunger, or income. We also found some evidence for television consumption increasing the likelihood of women seeking to lose weight, possibly via body shape preferences. Overall, these results strongly implicate television access in establishing risk factors for body image disturbances in populations newly gaining access to Western media.