Secrecy and suggestibility: are children's memories for secrets less suggestible than other memories?

Adult secrecy research has found a memory‐enhancing effect for information kept secret as the secret is mentally rehearsed each time the adult is required to prevent it being reported (e.g. Lane & Wegner, 1994). The present study examined possible memory‐enhancing effects of children keeping information secret. Two hundred and thirty two five to eight year olds took part in a puppet‐making task. During the task the puppet‐maker sprayed glitter onto the puppets. Half the children were told to keep a secret (that the spray had been taken from Disneyland) and the other half (the control group) were merely told the spray was from Disneyland. One week later the children were interviewed either by the puppet‐maker (the secret‐giver) or by the puppet‐maker's friend (the secret‐novice). The five to six year olds showed no effect of the secret condition, whereas the seven to eight year olds made significantly less errors in their free recall in the secret condition compared to the control condition. There was no effect of the secret condition on children's suggestibility to leading questions. However, both age groups were significantly more suggestible when interviewed by the secret‐giver. Finally, both age groups showed a recall deficit in the secret condition. Copyright © 2004 John Wiley & Sons, Ltd.     

Factors Influencing Levels of Credit‐Card Debt in College Students1

The current study examined the relationship between money attitudes, impulsivity, locus of control, life satisfaction, and stress and credit‐card debt in 227 college students. Students reported an average credit‐card debt of $ 1,518, with over 75% of students holding at least one credit card. Students with credit cards from on‐campus solicitation had higher debt‐to‐income ratios than did those with credit cards from other sources. Personality variables were generally unrelated to level of debt, although they were related to attitudes toward money. Many students requested information about credit and debt, suggesting that knowledge of financial issues may be an important variable for future consideration.     

Autobiographical memory and conceptions of self: getting better all the time

We examine links between self-assessment and autobiographical memory. People generally view themselves as improving over time, relative to their peers. We suggest that this sense of improvement is sometimes illusory, and motivated by the desire to enhance the current self. Our research focuses on people's subjective feeling of temporal distance between an earlier period and the present, a feeling that is only modestly associated with actual time. Research participants praise or criticize the same former self, depending on how far away it feels. An equally distant episode feels close or remote, depending on whether it has favorable or damaging implications for evaluations of the current self. The identical achievement boosts evaluations of the current self or has little impact, depending on how far away it feels. The same failure does or does not harm appraisals of the current self, depending on how far away it feels.     

Social Dominance Orientation and Right-Wing Authoritarianism: Additive and Interactive Effects

The additive and interactive effects of Social Dominance Orientation (SDO) and Right-Wing Authoritarianism (RWA) were examined using 16 independent samples of New Zealand European participants ( N =  2,164). Consistent with Duckitt's (2001) Dual Process Model, SDO and RWA displayed strong additive effects across various domains of intergroup-related attitude, including measures of racism, sexism, homosexual prejudice, and ethnic and religious ingroup identification. In each of these five domains, meta-analysis indicated that the statistical interaction of SDO and RWA accounted for an average of less than .001% variance in addition to their linear combination. It is concluded that the association between SDO and various discriminatory attitudes and beliefs is only extremely weakly dependent on RWA, and vice-versa, suggesting that these two ideological attitudes are primarily additive, rather than interactive, in nature.     

Acute nicotine reinforcement, but not chronic tolerance, predicts withdrawal and relapse after quitting smoking.

Little research has examined the association of tobacco dependence with nicotine tolerance or reinforcement in a clinical sample. Smokers preparing to quit smoking participated in laboratory sessions to assess nicotine tolerance on subjective, cardiovascular, and performance measures and to assess nicotine reinforcement using a choice procedure. Participants were then provided with individual counseling (but no medication), made a quit attempt, and were followed for 1 year to determine clinical outcome, as determined by postquit withdrawal and days to relapse. Nicotine tolerance was unrelated to either withdrawal or relapse. However, acute nicotine reinforcement was significantly related to both greater withdrawal and faster relapse. Results challenge the common assumption that nicotine tolerance is closely related to dependence but suggest that nicotine reinforcement may have theoretical and clinical significance for dependence.     

The relationship between morphological awareness and reading comprehension in Spanish‐speaking children

In the last decades, a series of studies has explored the role of morphological awareness on reading comprehension. Path analysis studies performed in English have shown that morphological awareness benefits reading comprehension both directly and indirectly, through word decoding. This issue has seldom been explored in Spanish. The aim of this study was to replicate in Spanish the results previously found in English. We used path analysis to assess three alternative models of the relationship between morphological awareness, word decoding and reading comprehension in 4th grade Spanish‐speaking children. Contrary to English, we found that morphological awareness benefits reading comprehension only directly. We conclude that in Spanish, in which accurate and fluent pronunciation of written words can be achieved through grapheme‐to‐phoneme conversion rules, morphological awareness does not help the correct pronunciation of words. Thus, morphological awareness is not relevant for word decoding in Spanish but is related to reading comprehension since this type of morphological knowledge provides access to the semantic and syntactic information of new words.     

Enhancing Program Quality in a National Sample of After‐school Settings: The Role of Youth–Staff Interactions and Staff/Organizational Functioning

Using multilevel data from the national evaluation of Boys and Girls Clubs of America (BGCA), this study examined associations among programmatic structures, workplace and workforce characteristics, and relational practices of program staff as they relate to young people's ratings of their experience attending local clubs. The sample included 57,710 members and 5,231 staff members at 740 BGCA sites throughout the United States. Staff relational practices—including establishing caring relationships, setting high expectations, positive behavior management, encouraging youth input and agency, and cultural sensitivity—explained associations between staffing and organizational functioning and youths’ perceptions of the quality of their clubs. Findings suggest a central role of staff relational practices in establishing conditions that youth experience positively, and that staffing and organizational processes, including community engagement and teamwork and efficiency can be viewed as foundations for establishing a culture of positive adult‐youth interaction, which in turn can contribute to the promotion of positive youth development. Further, identification with the experiences of youth had a direct association with youths’ perceptions of club quality. These results underscore the importance of staff workforce development initiatives as key to improving youth experiences in after‐school programs.     

Correction to: Think ahead before you regulate: A focus on future consequences predicts choices of and beliefs about strategies for the downregulation of negative emotions

Motivation and Emotion - The original version of this article unfortunately contained a mistake in the last paragraph of result section in Study 1.     

A Construct Modeling Approach to the Assessment of Reading Comprehension for Adolescent Readers

This article describes the development of an assessment system for adolescent reading comprehension. It presents a research context—a reading intervention implemented in middle and high schools in an urban district—which became the impetus for the work. The article outlines the organizational principles of construct modeling that guided the design of the measures and describes the theory and research on adolescent reading that formed the basis of the work. It outlines the technical aspects of the measurement system and the methodology used to analyze internal and external validity. The curriculum-embedded assessment profiled in this study informs teachers about student learning. It also grounds assessment in cognitive and learning theory, thereby linking the assessments to broader content standards and current research and policy. By aligning what is taught with what is assessed, the article adds to a growing body of work that calls for increased integration between reading intervention and assessment teams.