Does retrieval intentionality really matter? Similarities and differences between involuntary memories and directly and generatively retrieved voluntary memories

Theories of autobiographical memory distinguish between involuntary and voluntary retrieval as a consequence of conscious intention (i.e., wanting to remember). Another distinction can be made between direct and generative retrieval, which reflects the effort involved (i.e., trying to remember). However, it is unclear how intention and effort interacts. For example, involuntary memories and directly retrieved memories have been used interchangeably in the literature to refer to the same phenomenon of effortless, non‐strategic retrieval. More recent theoretical advances suggest that they are separate types of retrieval, one unintentional (involuntary), another intentional and effortless (direct voluntary retrieval), and a third intentional and effortful (generative voluntary retrieval). Whether this also entails differing phenomenological characteristics, such as vividness, rehearsal, or emotional valence, has not been previously investigated. In the current study, participants reported memories in an experimental paradigm designed to elicit voluntary and involuntary memories and rated them on a number of characteristics. If intention affects the retrieval process, then we should expect differences between the characteristics of involuntary and directly retrieved memories. The results imply that retrieval intention seems to differentiate how a memory appears in a person's mind. Furthermore, we argue that these differences in part could result from differences in encoding and consolidation.     

Dynamics of learning new postural patterns: influence on preexisting spontaneous behaviors

In stance, rotations around the hips and ankles typically exhibit a relative phase close to 20 degrees or 180 degrees . In 2 experiments, the authors studied the reciprocal influence of those coordination tendencies with learning an ankle-hip relative phase of 135 degrees . Before, during, and after learning a new mode of coordination, they assessed participants' (N = 24 in each experiment) spontaneous postural patterns with a tracking task in which no specific coordination was required. Learning the 135 degrees phase relation led to persistent modifications of the spontaneous in-phase and antiphase modes. Contrary to the theoretical predictions of the dynamical approach, the initial stability of the preexisting patterns did not influence the difficulty of producing the new mode or the improvement in performance during learning. Initial stability did, however, influence the rate and type of modification of spontaneous patterns. The authors discuss the results in relation to conclusions drawn from bimanual studies.     

The possible benefits of difficulty: how stress can increase and decrease subjective well-being

This study explores the effects of stress, trauma, coping and growth orientation on subjective well-being. Based on cognitive stress theory, it was hypothesized that adversity may contribute to increased or decreased well-being, depending on the subsequent meaning these experiences are given. Survey data from Norwegian UN/NATO veterans (N= 142) showed that stress and well-being were negatively associated (r=-0.20, p < 0.05) at the level of zero-order correlations. However, a full structural equation model revealed that the effect of stress on well-being was mediated positively through a problem-focused coping process combined with a growth component. Stress was negatively mediated through an avoidant-focused coping process and a distress component. The effect from stress was fully mediated in the model. The hypothesis that stress can produce both increased and decreased subjective well-being was confirmed.     

Episodic chasing in pathological gamblers using the Iowa gambling task

"Chasing ones losses" is a key symptom among pathological gamblers (PGs). This study focuses on quantitative differences in episodic chasing (i.e., sequences of disadvantageous decisions within a single gambling session) between PGs and non-pathological gamblers (NPGs). We compared 61 PGs and 39 NPGs on the Iowa Gambling Task (IGT) and the Zuckerman Sensation Seeking Scale (SSS). The PGs showed significantly more chasing and had significantly poorer decision-making strategies than NPGs, particularly among males (F = 4.52, p < 0.05). Random players were significantly less sensation seeking than advantageous and disadvantageous (i.e., chasing) players, but there was no interaction with group or gender. The results suggest that quantifiable within-session gambling behavior holds important implications for detecting underlying vulnerabilities to gambling pathology.     

Experimenting with phenomenology

We review the use of introspective and phenomenological methods in experimental settings. We distinguish different senses of introspection, and further distinguish phenomenological method from introspectionist approaches. Two ways of using phenomenology in experimental procedures are identified: first, the neurophenomenological method, proposed by Varela, involves the training of experimental subjects. This approach has been directly and productively incorporated into the protocol of experiments on perception. A second approach may have wider application and does not involve training experimental subjects in phenomenological method. It requires front-loading phenomenological insights into experimental design. A number of experiments employing this approach are reviewed. We conclude with a discussion of the implications for both the cognitive sciences and phenomenology.     

First graders' literacy and self-regulation gains: The effect of individualizing student instruction

We examined the effect of individualizing student instruction (ISI; N = 445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented.     

Stance Width Influences Postural Stability and Motion Sickness

We examined the influence of stance width (the distance between the feet) on postural sway and visually induced motion sickness. Stance width influences the magnitude of body sway, and changes in sway precede the subjective symptoms of motion sickness. Thus, manipulation of stance width may influence motion sickness incidence. Participants (healthy young adults) were exposed to complex, low-frequency oscillation of a moving room. Participants stood with their feet 5 cm, 17 cm, or 30 cm apart. During exposure to visual motion, the widest stance (30 cm) was associated with reduced incidence of motion sickness. For all stance widths, motion sickness was preceded by significant changes in motion of the head and torso. The results support the postural instability theory of motion sickness and suggest practical implications for the prevention of motion sickness. Adoption of wider stance may decrease the risk of motion sickness in operational situations.