Memory for Brand-Product Information in Pictorial Advertising

In two experiments, we investigated whether the type of picture that accompanies a brand-product pair has an effect on memory in an advertising context. Subjects were students in introductory psychology classes who received course credit for participation. We formed 24 fictitious brand-product pairs and illustrated them using pictorial presentation and letter accentuation in both interactive and noninter-active relationships. In Experiment 1, subjects in the interactive pictorial presentation group recalled more brands in a paired-associate task than did the interactive letter accentuation group or the control group. In a paired-associate task in Experiment 2, we examined relative effectiveness of interactive and noninteractive presentation relationships and revealed two main effects: (a) Interactive was superior to noninteractive, and (b) pictorial presentation was superior to letter accentuation in aiding recall. Results are discussed in terms of implications for advertising.     

The coupling-constitution fallacy revisited

The hypothesis of extended cognition maintains that cognitive processes sometimes span the brain, body, and world. One of the most prominent types of arguments for this hypothesis begins with observations of the role of certain sorts of bodily and environmental influences on cognitive processes, then concludes that these bodily and environmental influences are themselves cognitive processes. This paper will argue that, while it is widely appreciated that the simplest versions of these “coupling arguments” are fallacious, the advocates of extended cognition still seem to underestimate how prevalent even the simplest forms are in the literature, why they are so pervasive, and how these fallacious arguments might be avoided by greater attention to a plausible theory of what distinguishes cognitive processes from non-cognitive processes.     

Wild Analysis in Politics

This commentary provides a critical discussion of Crouse and Stalker's (2007) attempt to psychoanalyze right‐wing authoritarian beliefs. The psychological inventory used by Crouse and Stalker for this purpose, The Right‐Wing Authoritarian Scale (Altemeyer, 1998), has dubious validity characteristics, and the conclusions reached by Crouse and Stalker regarding the origins and characteristics of right‐wing political beliefs and attitudes may be more reflective of the authors' political prejudices than of a serious psychoanalytic study of different personality structures. In the present article, the author demonstrates not only the flaws associated with the measuring instrument used, but also the left‐wing biases in the Crouse and Stalker analysis. Unfortunately, these prejudices against individuals with conservative political beliefs may be extensively present in the psychology and psychoanalytic communities and serve neither an appropriate clinical nor scientific purpose.     

Single-Letter Retrieval Cues for Anagram Solution

Anagram solution, as related to single-letter retrieval cues and first letter of the solution word (consonant or vowel), was examined. In Experiment 1, college-aged solvers were presented both types of 5-letter words and either the first letter of the solution word as a cue, or no cue. In Experiment 2, the effects of four types of retrieval cues (first, middle, or last letter or no cue) upon solving consonant-beginning words was examined. Finally, Experiment 3 examined the solution of both types of solution words as related to the preceding four types of retrieval cues. The results of all 3 experiments showed that a single letter can be an effective cue. For consonant-beginning words, the middle and last letters were as effective as the first letter. For vowel-beginning words, the first letter was more effective than either the middle or last letter. It was concluded that solvers select one letter of the anagram, typically a consonant, to serve as the first letter of the solution word, and then rearrange the remaining letters.     

Metamemorial Knowledge of Good and Poor Readers: A Developmental Perspective

Torgesen (1977b) suggested that reading-disabled children exhibit passivity in learning situations; they fail to employ strategies that enhance learning. Such passivity resembles that of young children who lack awareness of the utility of strategies that enhance cognitive efficiency in a variety of situations (e.g., listening, reading, and memory tasks). Such awareness is one aspect of metamemory, and children with reading problems may lag behind other children with regard to this aspect. Good readers (second-, third-, and fifth-graders) and poor readers (third- and fifth-graders) were interviewed to determine their level of knowledge about a number of variables that affect memory in real-life situations. Each child was asked questions concerning his or her memory ability, and then was shown pictures depicting manipulations of the variables number, time, category, and strategy, as well as two-way combinations of the four variables. Results generally failed to support the developmental lag hypothesis. Poor readers did not resemble younger children in their awareness of variables that affect memory but exhibited knowledge commensurate with that of good readers in the same grade.     

Depression After Traumatic Brain Injury: A Review of Evidence for Clinical Heterogeneity

Depression represents a major source of disability among individuals who have suffered a traumatic brain injury (TBI), with estimates of prevalence in this population ranging over 50%. In comparison with other sequelae of TBI, depression is often poorly conceptualized and treated among acute care and rehabilitation professionals. One reason for this is the lack of clear etiological models for the development of depression following TBI. This paper argues that post-TBI depression actually represents a heterogeneous category, with multiple etiologic pathways and clinical implications. The literature in this area is reviewed, with an emphasis on an appreciation of the diversity within this clinical population. Conclusions focus on suggestions for differential diagnosis and treatment options.     

Partisan Ambivalence,Split‐Ticket Voting,and Divided Government

Despite recent periods of unified party control of government in Washington, DC, divided government has been the norm in recent decades. Scholars agree that when both presidential and congressional candidates are on the ballot the driving force behind divided government at the national level is split‐ticket voting. In this study, I present a new psychological model of split‐ticket voting. I posit that ticket splitting is motivated by ambivalence over the two major political parties. I test this partisan ambivalence explanation on split‐ticket votes between president and Congress nationally between 1988 and 2004 and voting for state executive offices in Ohio in 1998. I find that partisan ambivalence predicts ticket splitting at both the national and state levels and does so about as well as some other explanations. The results of this study suggest that divided government occurs, in part, because voters are divided within themselves.     

The role of coding time in estimating and interpreting growth curve models

The coding of time in growth curve models has important implications for the interpretation of the resulting model that are sometimes not transparent. The authors develop a general framework that includes predictors of growth curve components to illustrate how parameter estimates and their standard errors are exactly determined as a function of receding time in growth curve models. Linear and quadratic growth model examples are provided, and the interpretation of estimates given a particular coding of time is illustrated. How and why the precision and statistical power of predictors of lower order growth curve components changes over time is illustrated and discussed. Recommendations include coding time to produce readily interpretable estimates and graphing lower order effects across time with appropriate confidence intervals to help illustrate and understand the growth process.