THERE ARE TWO WORD-LENGTH EFFECTS IN VERBAL SHORT-TERM MEMORY:

Abstract— In the word-length effect (WLE), lists of shorter words are better recalled than lists of longer words This effect a fundamental to decay-based theories of verbal short-term memory, such as the phonological loop theory (Baddeley, 1986) The WLE has been attributed to the time taken to articulate words, not their structure, a critical point in the debate between decay and interference theories However, this article, we show that the traditional WLE comprises two opposed effects an advantage for words spoken more quickly (short words in terms of duration) and an advantage for words with more elements (long words in terms of complexity) We also report two interactions a disadvantage for a midlist change in duration and an advantage for a midlist change in complexity These results contradict simple decay- based theories and establish the importance of interference in short- term memory We discuss whether decay is also required     

The role of absolute and relative amounts of time in forgetting within immediate memory: The case of tone-pitch comparisons

Many investigators of auditory sensory memory have assumed that memory loss during a retention interval of some seconds results from a process (such as decay) that depends on the absolute amount of time that has elapsed since presentation of the sound. An alternative possibility, brought to light by studies on immediate verbal memory, is that it is the relative, rather than the absolute, amount of time that matters. We examine these factors in a tone-comparison study by varying not only the retention interval between two tones to be compared, but also the interpair interval. Relative time played a role, but absolute time also appeared to be important. Several concepts of “decay” are considered in relation to the results.     

The differentiation hypothesis and the Flynn effect

Many studies have shown that IQs have been increasing over the last half century. These increases have come to be known as "the Flynn effect". The "Flynn effect" represents a difference on ability-level between groups of the same age but different cohort. The ability-level differentiation hypothesis represents a difference on the relevance of cognitive factors between groups of high and low ability. Hence, it should be possible to imitate the ability-level differentiation effect by comparing groups of the same age but different cohort. The indifferentiation hypothesis represents no differences on the relevance of cognitive abilities in all age groups within the same cohort. The aim of the present study is to test the relationships between these phenomena. For this purpose we analyzed the American standardisation samples of the WISC, WISC-R and WISC-III. Results support the link between the Flynn effect and the differentiation hypothesis. Also, reported evidence replicate previous findings supporting the indifferentiation hypothesis. Implications for the assessment of the intelligence are discussed.     

When Are Clients Ready to Terminate?

Termination of psychotherapy has received less attention in the research literature than other aspects of the treatment process. This paper presents a structured framework emphasizing observable markers to indicate when termination with a client is appropriate during cognitive behavioral treatment. The 7 criteria that indicate when a client is ready for termination are: (a) decrease in symptoms as assessed by sound measures; (b) decrease in symptoms that is stable and maintained for 8 weeks; (c) decrease in functional impairment; (d) evidence that the decrease in symptoms is not a spontaneous remission, such as lower symptoms associated with the use of new skills; (e) usage of the new skills, particularly at times or on themes of former vulnerability; (f) sense of pride regarding the new skills, in contrast to initial doubt regarding whether the techniques would work; and (g) carryover of decrease in symptoms to other areas. A case report and discussion regarding the clinical application of the framework is presented.     

“I think you understand me.” Studying the associations between actual,assumed, and perceived understanding within couples

The current study examined the associations between actual, assumed, and perceived understanding and partners’ levels of dyadic adjustment. One hundred fifty-two couples provided questionnaire data (assumed and perceived understanding), participated in a videotaped conflict interaction, and in a video-review task to assess actual understanding (empathic accuracy). The data were analyzed by means of the Actor-Partner Interdependence Model. The results suggest that (a) some aspects of how well someone assumes that (s)he has understood the partner during a preceding conflict interaction were positively associated with his/her own objective level of understanding (actor effect), (b) that someone's perception of how understood (s)he feels was not associated with the partner's objective level of understanding (partner effect), and (c) perceived understanding, but not actual understanding, was positively associated with dyadic adjustment.     

Why did I buy this? Consumers' post‐impulse‐consumption experience and its impact on the propensity for future impulse buying behaviour

This paper advances research into impulse buying by examining how this behaviour is reinforced/curtailed, highlighting the primary role of the post‐purchase experience in encouraging future impulse buying behaviour. Extant research emphasizes the role of the purchase experience, that is, psychological benefits attained from the impulse purchase experience itself, as a reinforcer of impulse buying. Conversely, this paper uses experiments to demonstrate that it is the post‐purchase experience, not the purchase experience, that reinforces or curtails future impulse buying. Indeed, irrespective of the valence of the purchase experience, a negative post‐purchase experience (whereby a product or service is found to have limited use/does not deliver expected benefits) results in post‐purchase regret, which in turn curtails future impulse buying. In contrast, a positive post‐purchase experience reinforces impulse buying. This research also demonstrates that consumers utilize three types of coping mechanisms to mitigate post‐purchase regret, that is, planful problem solving, positive reinterpretation, or mental disengagement. However, although the use of planful problem solving curtails future impulse buying, use of the other two mechanisms results in behaviour reinforcement. These findings have several important implications for both marketers and consumers, which the authors discuss in detail.