Identity but not expression memory for unfamiliar faces is affected by ageing

We examined age-related differences in memory for identity and emotional expression of unfamiliar faces. Younger and older adults were presented with happy and angry faces and were later asked to recognise the same faces displaying a neutral expression. When a face was recognised, they also had to remember what the initial expression of the face had been. In addition, states of awareness associated with both identity and expression memory were assessed with the remember/know/guess paradigm. Older adults showed less recollective experience than younger adults for identity but not for emotional expressions of the faces. This evidence indicates that age-related differences in memory may depend on the nature of the to-be-remembered information, with emotional/social information being remembered as well in older as in younger adults.     

Identity and expression memory for happy and angry faces in social anxiety

We examined the influence of social anxiety on memory for both identity and emotional expressions of unfamiliar faces. Participants high and low in social anxiety were presented with happy and angry faces and were later asked to recognise the same faces displaying a neutral expression. They also had to remember what the initial expressions of the faces had been. Remember/know/guess judgements were asked both for identity and expression memory. For participants low in social anxiety, both identity and expression memory were more often associated with "remember" responses when the faces were previously seen with a happy rather than an angry expression. In contrast, the initial expression of the faces did not affect either identity or expression memory for participants high in social anxiety. We interpreted these findings by arguing that most people tend to preferentially elaborate positive rather than negative social stimuli that are important to the self and that this tendency may be reduced in high socially anxious individuals because of the negative meaning they tend to ascribe to positive social information.     

Team learning: collectively connecting the dots

This article tests the degree to which personal and situational variables impact the acquisition of knowledge and skill within interactive project teams. On the basis of the literature regarding attentional capacity, constructive controversy, and truth-supported wins, the authors examined the effects of cognitive ability, workload distribution, Agreeableness, Openness to Experience, and structure on team learning. Results from 109 four-person project teams working on an interdependent command and control simulator indicated that teams learned more when composed of individuals who were high in cognitive ability and when the workload was distributed evenly. Conversely, team learning was negatively affected when teams were composed of individuals who were high in Agreeableness. Finally, teams using a paired structure learned more than teams structured either functionally or divisionally. Theoretical and practical implications are discussed, as well as possible limitations and directions for future research.     

Personality over time: Methodological approaches to the study of short-term and long-term development and change

Although theories of personality emphasize the integrative, enduring, and dynamic nature of personality, the current modal research design in personality ignores the dimension of time. We consider a variety of recent methods of longitudinal data analysis to examine both short-term and long-term development and change in personality, including mean-level analyses both across and within individuals across time, variance structures across time, and cycles and dynamic models across time. These different longitudinal analyses can address classic as well as new questions in the study of personality and its development. We discuss the linkages among different longitudinal analyses, measurement issues in temporal data, the spacing of assessments, and the levels of generalization and potential insights afforded by different longitudinal analyses.     

Rolling away the stone: post-abortion women in the Christian community

This article seeks to bring to awareness and address the issues of a neglected group of people in need of pastoral care: women who have had an abortion. It offers some commentary regarding what many women experience following an abortion, focuses on the story of a specific woman, and goes on to offer a biblical perspective for a pastoral response to their needs. Responses to the article are offered by a healthcare chaplain and a seminary professor.     

Dogs in Animal Shelters: Problems, Suggestions, and Needed Expertise

Because of very real practical constraints, conditions in animal shelters are often reminiscent of those in early primate deprivation studies. Dogs are frequently surrendered to shelters because of behavior problems, and aspects of the shelter environment may induce anomalous behavior, increasing the chances that adopted dogs will be returned to the shelters. Comparative psychologists, psychobiologists, and other behavioral scientists possess the knowledge and techniques to help shelters intervene in this cycle. Experience suggests human interaction and the application of basic conditioning procedures can reduce the impact of the shelter environment, and ease the transition into the adoptive home. A program developed to meet these goals is described. Shelters can provide opportunities both for the training of students in animal-related exercises and for limited applied research. Behavioral scientists stand in a unique position to help transform conditions in animal shelters to the benefit of all involved.     

Assumptions of infantile amnesia: are there differences between early and later memories?

Most adults are able to provide few, if any, reports of autobiographical memories from the first years of life. Early memories that do exist have been characterised as highly emotional, containing an abundance of perceptual as opposed to propositional information, and more often in the third than the first person perspective. These qualities figure prominently in theories of the source of the phenomenon of infantile amnesia. However, early and later memories have not been directly compared with regard to these features. In the present research, we compared early and later memories in the same individuals, with the same methodology. Results indicated few objective differences between the early and later memories of women (Experiment 1) and men (Experiment 2). The findings are discussed in light of their implications for theories as to the source of infantile amnesia.     

The Differential Test of Conduct and Emotional Problems as an evaluative tool for the Willie M. program.

The Differential Test of Conduct and Emotional Problems (DT/CEP) was utilized as a treatment outcome evaluation tool for the severely emotionally and behaviorally handicapped clients served by Specialized Youth Services of Mecklenburg County, North Carolina. A significant change was found in both conduct problem and emotional disturbance scales, indicating improvement for both modalities over a nine-month period. No significant difference in improvement was indicated between males and females. The DT/CEP was established as a justified treatment evaluation tool, with attention given to cautions of scale interaction provided by the test authors (Kelly and Vitali, 1990).     

Group Performance Depends on the Majority Rule

Some group decisions require a two-thirds or three-quarters majority of the people voting; others require only a simple majority. Does the accuracy of a group's decision making depend on which majority rule is used? A signal detection theory analysis was used to answer this question. Each member of a group was presented with a noisy display of either a signal or a nonsignal, and then each member cast a yes or no vote for the existence of a signal. The group decision was determined by a majority rule of the members' votes. Normative groups and groups of 5 or 7 people exhibited the same behavior: Performance was best when the group used a simple-majority rule and decreased when the group used more stringent rules. The worst performance was produced by a unanimous rule. Some group members adopted more liberal response criteria when the majority rule was made more stringent.