Pictorial rehearsal effects in younger and older adults

Abstract

In three studies, we examined pictorial rehearsal effects in younger and older adults. Concrete and abstract line drawings that varied in the amount of pictorial detail were presented for study under different presentation conditions. In the pictorial rehearsal condition, each picture was followed by a blank rehearsal interval where the picture was no longer presented. In all three experiments, the poststimulus interval enhanced picture recognition for both age groups, relative to a control condition where no rehearsal interval occurred. These findings suggest that older adults, like younger adults, form and maintain visual images across a blank rehearsal interval. Implications of these findings for current views on imaginal processes in older adults are discussed.     

Individual differences in the ability to avoid distracting sounds

The present work aims to establish a greater understanding of the cognitive mechanisms involved in avoiding distraction from speech and nonspeech sounds. Although mixed results have been presented by research investigating the hypothesis that individuals with superior working memory abilities are better able to avoid acoustic distraction, we found that working memory correlated with some aspects of performance during distraction when carefully examined. This is consistent with the view that working memory involves resisting interference. In a large sample, we examined two different tasks accompanied by acoustic distraction—serial recall and rapid colour naming—as well as two different measures of working memory (operation span and running span). We show that the previous inability to find relations between working memory and avoidance of distraction may stem from the use of inadequate correlational techniques. Additionally, the level of difficulty of the serial recall task may be an important factor. The results illustrate that commonly used statistical techniques can be misleading and furthermore that the ability to avoid distraction from irrelevant items may not be a unitary construct.     

Major depression,chronic minor depression,and the five‐factor model of personality

Fifty‐eight outpatients with major depression completed the NEO Personality Inventory at intake (time 1) and after up to three months of anti‐depressant treatment (time 2). Within this group, 26 patients met additional Research Diagnostic Criteria for chronic minor depression. Repeated‐measures analyses revealed significant decreases in Neuroticism scores, and significant increases in Extraversion and Conscientiousness scores, from time 1 to time 2 for both patient groups. In addition, despite similar symptom severity at time 2, the patients with major depression+chronic minor depression scored significantly higher on the Angry Hostility facet of Neuroticism and significantly lower on Agreeableness than those with major depression alone. We suggest from these findings that Angry Hostility and low Agreeableness may represent a trait vulnerability in individuals with chronic minor depression that persists even following remission of the major depressive state, and that this may help to explain their high rates of relapse and recurrence. Copyright © 2002 John Wiley & Sons, Ltd.     

Culturally Competent Assessment: More Than Nonbiased Tests

The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive. An extensive literature on test bias has failed to find evidence of bias sufficient to fully explain disproportional representation of minorities in special education. Yet minorities in this nation, most especially African Americans, have been exposed to a long history of unequal opportunity and oppression, and these inequities continue to be played out in educational settings. In the face of inadequate cultural and educational opportunity, unbiased tests provide an accurate estimate not only of individual capability, but also of the inhospitable conditions that depress that capability. A failure to take differential educational opportunity into account when considering minority test performance may lead to serious errors of test score interpretation. In the face of unequal educational opportunity, culturally competent assessment thus means more than manipulating the content of tests. Rather, it represents a comprehensive process that uses the results of assessment to identify and remedy educational conditions that systematically disadvantage students of color.     

Assessment Instruments Used by Addictions Counselors

The Association for Assessment in Counseling's Committee on Assessment and Training in Addictions Counseling conducted a survey of Master Addictions Counselors (MACs) certified by the National Board for Certified Counselors. The intent of the survey was to identify which standardized assessment instruments were most frequently used by MACs and perceived to be most important in their substance abuse practices. This article describes survey results and provides training and practice recommendations.     

The problem of unconsciousness in qualitative research

Although reflexivity is critical to the practice of qualitative research, the problem of unconsciousness seems to stand in its way. If aspects of lived experience are unconscious to an engaged participant, then how can one become reflexive? This paradox, and the problems it poses for qualitative research, are discussed. Varying conceptualisations of unconsciousness are presented. Unconsciousness can be understood as revealed through language, as primarily non-verbal, or as ultimately irrelevant to human experience. In addition, the source of unconscious material can be conceptualised as internal and subjective, or as contextual and direcdy observable. From these assumptions follow diverse approaches to qualitative research. If unconsciousness is structured via language, then research must focus on the words through which participants describe their experience. If, however, unconsciousness is distinct from language, then qualitative methods must incorporate non-verbal data. The presumed locus of unconsciousness will also affect one's research methods. Internal explanations require querying the subject, and external explanations entail scrutinising context. Examples of qualitative methods and the diverse approaches from which they proceed are presented It is argued that reflexivity demands scrutiny and articulation of the verbal, non-verbal and contextual components that define a particular research project. The author details his own experiences in this regard, and outlines areas in need of further methodological development.