Investigating the attentional demands of recognition memory: Manipulating depth of encoding at study and level of attention at test

Two experiments investigated the effects of divided attention at test after manipulating levels of processing at study. In Experiment 1 items were studied either intact or as anagrams. In Experiment 2 items were studied with either full or divided attention (DA). In both experiments participants carried out a recognition test with either full or divided attention. Analysis of remember and know responses revealed that DA at test had no effect on remember responses to anagrams or to items studied with full attention. In contrast, Know responses decreased with DA at test, and this occurred for items studied in both deep and shallow encoding conditions. The present study confirms recent findings (Knott & Dewhurst, 2007a) that knowing can rely on more controlled retrieval processes, whereas remembering can rely on more automatic retrieval processes. Differences in the controlled processes associated with recollection and familiarity and remember and know responses are discussed.     

Accurately Imagining Suicide: Imagine-Self,Imagine-Person,Observer Instructions1

To see if actor versus observer instructions influenced students' perceptions of social support during a suicidal crisis, 80 students completed social support, interpersonal reactivity, and suicidal behaviors questionnaires. In a yoked design, students who had been suicidal were matched with those who were instructed to imagine themselves being suicidal, to imagine that another person was suicidal, or to observe a person who was suicidal. Those who had been suicidal in the past (n= 20) were more suicidal than the other 3 groups (ns= 20). The suicidal group perceived high social support (belonging and appraisal), compared to the others, who perceived moderate support. Overall, nonsuicidal college students consistently underestimated their suicidal peer's social support, regardless of the instructions they were given.     

Generalized latent trait models

In this paper we discuss a general model framework within which manifest variables with different distributions in the exponential family can be analyzed with a latent trait model. A unified maximum likelihood method for estimating the parameters of the generalized latent trait model will be presented. We discuss in addition the scoring of individuals on the latent dimensions. The general framework presented allows, not only the analysis of manifest variables all of one type but also the simultaneous analysis of a collection of variables with different distributions. The approach used analyzes the data as they are by making assumptions about the distribution of the manifest variables directly.     

Divided attention at retrieval disrupts knowing but not remembering

The view that remember and know responses can be explained within a dual-process framework has recently been questioned (e.g., Gardiner, Konstantinou, Karayianni, & Gregg, 2005). The aims of the present study were to investigate further discrepancies between remember/know (R/K) studies and dual-process models of recognition memory. In two experiments participants were required to make old/new and R/K decisions under full and divided attention conditions. Experiment 1 used a two-step R/K procedure and showed that attention during retrieval reduced overall recognition performance. Experiment 2 used a one-step R/K procedure and showed that dividing attention at retrieval only affected know responses, suggesting that knowing but not remembering relies on controlled retrieval processes. These findings and findings from recent research provide evidence that is inconsistent with the dual-process explanation for R/K research.     

Countertransference and Projective Identification Revisited and Applied to the Practice of Group Analytic Supervision

Countertransference and projective identification are two concepts that are very useful when describing the dynamics of atmospheric processes and also more explicit issues in supervision groups. Researching both aspects of interpersonal relationship helps the group analyst to better identify and understand the emotional reactions in the group experience. However, it is important to see the different approaches of these two concepts. Projective identification deals with keenly involuntary and often unperceivable ego-syntonic actions and unconscious thinking related to early identificatory feelings.

While other instances of countertransference are often comparatively easy to perceive, projective identification is considerably more difficult to recognize and therefore more difficult to work through. Concrete examples of countertransference and projective identification predominating countertransference respectively, as well as to commonly occurring, mixed forms of these emotional answers to supervision groups illustrate this.     

Test-induced priming increases false recognition in older but not younger children

The effect of test-induced priming on false recognition was investigated in children aged 5, 7, 9, and 11 years using lists of semantic associates, category exemplars, and phonological associates. In line with effects previously observed in adults, nine- and eleven-year-olds showed increased levels of false recognition when critical lures were preceded by four studied items. This pattern was present with all three list types. In contrast, no effects of test-induced priming were observed in five- or seven-year-olds with any list type. The results also support those of previous studies in showing a developmental shift from phonological to semantic false memories. The findings are discussed in terms of current theories of children's false memories.     

Brain Potentials from Normal Speakers and Stutterers

The purposes of this study were to determine the differences in self-esteeem and alienation between homosexual and heterosexual American males, and the differences in self-esteem and alienation in homosexual males, by selected demographic variables and sexual behavior. Eighty-six American male homosexuals indicated significantly greater alienation than heterosexual males, but similar self-esteem levels. Religion, oral-genital insertion preference, and marital status were significantly related to self-esteem and alienation, whereas anal intercourse insertion preference and degree of homosexuality were not found to be significantly related to self-esteem and alienation.