Between-list lag effects in recall depend on retention interval

Although the benefits of spaced retrieval for long-term retention are well established, the majority of this work has involved spacing over relatively short intervals (on the order of seconds or minutes). In the present experiments, we evaluated the effectiveness of spaced retrieval across relatively short intervals (within a single session), as compared to longer intervals (between sessions spaced a day apart), for long-term retention (i.e., one day or one week). Across a series of seven experiments, participants (N = 536) learned paired associates to a criterion of 70 % accuracy and then received one test–feedback trial for each item. The test–feedback trial occurred within 10 min of reaching criterion (short lag) or one day later (long lag). Then, a final test occurred one day (Exps. 1–3) or one week (Exps. 4 and 5) after the test–feedback trial. Across the different materials and methods in Experiments 1–3, we found little benefit for the long-lag relative to the short-lag schedule in final recall performance—that is, no lag effect—but large effects on the retention of information from the test–feedback to the final test phase. The results from the experiments with the one-week retention interval (Exps. 4 and 5) indicated a benefit of the long-lag schedule on final recall performance (a lag effect), as well as on retention. This research shows that even when the benefits of lag are eliminated at a (relatively long) one-day retention interval, the lag effect reemerges after a one-week retention interval. The results are interpreted within an extension of the bifurcation model to the spacing effect.     

Regulatory focus as a predictor of omission bias in moral judgment: Mediating role of anticipated regrets

Omission bias occurs when people are more reluctant to accept negative consequences caused by their actions than by their inaction. Recent research on omission bias in decision‐making has found evidence for individual differences, thus indicating that some people are more likely to show omission inclination than others. The present research aims to explore the role of regulatory focus as individual difference variables in omission bias. Moreover, we examine whether anticipated regret mediates the relationship between regulatory focus and moral judgement. Moral judgement tasks utilized include: (i) moral dilemma scenarios (Study 1); and (ii) ethical scenarios embracing apparent legal rule violations (Study 2). The results of both studies show that only prevention focus is significantly related to omission bias in moral judgement. Specifically, this relationship holds regardless of the nature of the ‘omission’ (whether they are deontological or utilitarian). In addition, anticipated regret/guilt for action was found to mediate the relationship between prevention focus and omission bias. Implications and limitations are discussed based on the results of the current study.     

The Role of Positive Emotions in Reducing Depressive Symptoms Among Army Wives

The homecoming period following combat deployment can be as stressful to military spouses as the deployment itself. This study used the broaden-and-build theory of positive emotions to examine whether personal resources (adaptive coping, maladaptive coping, and resilience) mediate the relationship between positive emotions and depressive symptoms in Army wives (N = 252) following the homecoming of a deployed active-duty service member. Using path analysis, after controlling for demographic variables and marital satisfaction, positive emotions were related to all 3 personal resources (positively to adaptive coping and resilience, negatively to maladaptive coping). In turn, adaptive coping and resilience were related to fewer depressive symptoms and maladaptive coping to greater depressive symptoms. The direct path between positive emotions and depressive symptoms was nonsignificant, suggesting complete mediation. The final model accounted for 54% of the total variance in depressive symptoms. Results support the important role that positive emotions play in decreasing depressive symptoms in this high-risk population.     

Enhanced saccadic control in young people with Tourette syndrome despite slowed pro‐saccades

Tourette syndrome (TS) is a neurodevelopmental disorder characterized by motor and vocal tics. Tics are repetitive and uncontrolled behaviours that have been associated with basal ganglia dysfunction. We investigated saccadic eye movements in a group of young people with TS but without co‐morbid ADHD. Participants performed two tasks. One required them to perform only pro‐saccade responses (pure pro‐saccade task). The other involved shifting, unpredictably, between executing pro‐ and anti‐saccades (mixed saccade task). We show that in the mixing saccade task, the TS group makes significantly fewer errors than an age‐matched control group, while responding equally fast. By contrast, on the pure pro‐saccade task, the TS group were shown to be significantly slower to initiate and to complete the saccades (longer movement duration and decreased peak velocity) than controls, while movement amplitude and direction accuracy were not different. These findings demonstrate enhanced shifting ability despite slower reflexive responding in TS and are discussed with respect to a disorder‐related adaptation for increased cognitive regulation of behaviour.     

Concordance of self- and informant ratings of adults' current and childhood attention-deficit/hyperactivity disorder symptoms

Self-informant rating concordance for attention-deficit/hyperactivity disorder (ADHD) symptoms was assessed in 281 adults at the subscale (Inattention, Hyperactivity-Impulsivity) and individual symptom levels. Potential demographic, diagnostic, and informant identity moderators were also investigated. Concordance levels were similar for current and childhood symptoms. Although moderate positive correlations were found between self- and informant ratings on both subscales, informants endorsed more significant inattentive symptom severity. Kappa coefficients were variable, suggesting low concordance for certain symptoms. Sex and ADHD diagnosis moderated concordance, although effect sizes were small. These results have implications for the use of behavior rating scales in diagnosing ADHD, raise questions about the validity of self- and informant ratings, and support the need to investigate individual-differences variables that may impact concordance.     

Pedagogy and Theology in Cyberspace: “All That We Can’t Leave Behind. . .”

The questions raised by the integration of digital technologies into theology and pedagogy are broader than simple questions of how to use a particular tool. Instead, this integration raises cultural questions that require cultural interventions in response. Shweder's notion of “thinking through others” provides an evocative framework for envisioning more complex pedagogical responses. This essay is based on a presentation delivered to the first annual conference on Theology and Pedagogy in Cyberspace, held in Evanston, Illinois on 19–20 April 2001.     

Developmental patterns in priming and familiarity in explicit recollection

Developmental trajectories of two classes of human memory, implicit and explicit memory, appear to diverge. We examined how developmental differences in perceptual and conceptual priming, two types of implicit memory, coincide with differences between familiarity and recollective responses on explicit memory tests that employ the Remember/Know paradigm ( Tulving, 1985 ). Both types of priming were characterized by developmental invariance in 52 children and adolescents ages 8-19 years. Contrary to Komatsu, Naito, and Fuke (1996) results, few age-group differences in perceptual priming were observed following a levels-of-processing encoding manipulation. In contrast, age group differences were found for "Remember" but not "Know" responses. Neither levels of awareness nor strategies influenced priming. Adult levels of performance appear earlier in development on perceptual and conceptual priming tests compared to explicit memory tests. Similar developmental dissociations exist between explicit and implicit memory performance as between "Remember" and "Know" recollective responses.