Transactive memory in organizational groups: the effects of content, consensus, specialization, and accuracy on group performance

Previous research on transactive memory has found a positive relationship between transactive memory system development and group performance in single project laboratory and ad hoc groups. Closely related research on shared mental models and expertise recognition supports these findings. In this study, the author examined the relationship between transactive memory systems and performance in mature, continuing groups. A group's transactive memory system, measured as a combination of knowledge stock, knowledge specialization, transactive memory consensus, and transactive memory accuracy, is positively related to group goal performance, external group evaluations, and internal group evaluations. The positive relationship with group performance was found to hold for both task and external relationship transactive memory systems.     

An examination of the value of the generation effect for learning new material

The generation effect involves an improvement in memory when learners must complete or modify materials. Several researchers have suggested that this effect involves enhanced access to learners' existing memory representations; therefore, the effect should be less effective with meaningless, low meaningful, or unfamiliar material. In the present study, the authors conducted 4 experiments in which legal nonwords were used, and they found no generation effect. In another 2 experiments in which familiar clichés were contrasted with new sentences and with unfamiliar sentences from textbooks, the results showed a greatly reduced generation effect for the new, unfamiliar material. Those findings suggest that memory strategies that depend on the generation effect will have limited effectiveness when they are applied to new or unfamiliar material.     

Capacity,strategies, and metamemory: tests of a three-factor model of memory development

Multiple measures of three of the factors (capacity, strategies, and metamemory) hypothesized to cause improvements in memory with age were obtained from 179 children in kindergarten to second grade (younger: ages 5-8) or third and fourth grade (older: ages 8-11) during nine sessions of testing. Confirmatory factor analysis was computed separately for each age group. Results suggested that the fit of the three-factor model was statistically significantly better than a one-factor, general memory model for both age groups. However, the fit indices were borderline, and there was not sufficient evidence for a metamemory factor for younger children. The factors that influence memory performance may differ with age.     

A dog's got personality: a cross-species comparative approach to personality judgments in dogs and humans

This research offers a blueprint for how a cross-species comparative approach can be realized empirically. In a single design, parallel procedures and instruments were used in 2 species, dogs (Canis familiaris) and humans (Homo sapiens), to test whether personality differences exist and can be judged in dogs as accurately as in humans. Personality judgments of humans and dogs were compared on 3 accuracy criteria: internal consistency, consensus, and correspondence. Results showed that, on all 3 criteria, judgments of dogs were as accurate as judgments of humans. These findings are consistent with the evolutionary continuity hypothesis and suggest an important conclusion not widely considered by either personality or animal researchers: Personality differences do exist and can be measured in animals other than humans.     

Four studies extending the utility of the Schwartz Outcome Scale (SOS-10)

The Schwartz Outcome Scale (SOS-10; Blais et al., 1999) is a brief, cost free, and easy to administer assessment device designed to measure a broad domain of psychological health. The 4 studies using the SOS-10 reported here extend the initial reliability and validity studies beyond psychiatric patients in a hospital setting to examine (a) test-retest reliability in a college student population, (b) concurrent validity with college students using an indirect technique assessing maladjustment, (c) concurrent validity with college counseling center clients using a self-report measure of client distress, and (d) sensitivity to treatment changes with outpatient clients. These studies lend further support for using the SOS-10 as a measure of psychological well-being and as an outcome measure in varied settings.     

Revisiting the Myth of the Historical Jesus and the Evolution of Consciousness

Hal Childs has written a solid, subtle, and courageous evaluation of the state of Jesus scholarship, focusing on a critique of the work of John Dominic Crossan. The impact of the fact that the scholars in this field are functioning within the limitations of Cartesian epistemology and ontology is addressed throughout this work, but in a subtle and respectful manner. More directly addressed is the fact that the historical Jesus cannot be discovered solely from that perspective; it requires what Childs terms a fundamentally hermeneutic, archetypal and psychological approach (2000, p. 2). The term historical is in quotes because Childs carefully distinguishes the object of the study from what we like to think of as scientific knowledge.     

Exploring the role of repetition and sensory elaboration in the imagination inflation effect

Two experiments were conducted to examine whether a misattribution of specific characteristics or a misattribution of global familiarity underlies false memories as assessed through imagination inflation. Using the paradigm developed by Goff and Roediger (1998), we found that the proportion of false memories increased with repeated imagination, replicating the imagination inflation effect. False memories developed through imagination were greatest in conditions that forced participants to include sensory detail in their imaginings. Finally, conscious recollection more often accompanied false memories in perceptually detailed imagination conditions, whereas feelings of familiarity more often accompanied false memories in conditions that lacked sensory cues. These results suggest that imagination that contains more perceptual information leads to more elaborate memory representations containing specific characteristics that can be confused with actually performed actions. Confusion based on these representations, as opposed to confusion based on processing fluency, is more likely to lead to false memories.     

Transferring voice effects in recognition memory from remembering to knowing

In five experiments, we investigated the effects of voice congruency (same vs. different voices at study and at test) on remembering and knowing in recognition memory. With low- and medium-frequency three- or four-syllable words, a voice congruency effect occurred only in remembering. With nonwords, voice congruency effects occurred both in remembering and in knowing. With nonwords and divided attention at study, the voice congruency effect transferred almost completely from remembering to knowing. By showing a transfer of effects from remembering to knowing as encoding became more impoverished, these findings support a distinctiveness/fluency account of remembering and knowing as well as the theory that remembering and knowing indicate retrieval of events from episodic and semantic memory systems, respectively.     

Children's working-memory processes: a response-timing analysis

Recall response durations were used to clarify processing in working-memory tasks. Experiment 1 examined children's performance in reading span, a task in which sentences were processed and the final word of each sentence was retained for subsequent recall. Experiment 2 examined the development of listening-, counting-, and digit-span task performance. Responses were much longer in the reading-and listening-span tasks than in the other span tasks, suggesting that participants in sentence-based span tasks take time to retrieve the semantic or linguistic structure as cues to recall of the sentence-final words. Response durations in working-memory tasks helped to predict academic skill and achievement, largely separate from the contributions of the memory spans themselves. Response durations thus are important in the interpretation of span task performance.