Item-Cued Directed Forgetting of Related Words and Pictures in Children and Adults: Selective Rehearsal Versus Cognitive Inhibition

The main purpose of this study was to compare the relative importance of selective rehearsal and cognitive inhibition in accounting for developmental changes in the directed-forgetting paradigm developed by R. A. Bjork (1972). In two experiments, children in Grades 2 and 5 and college students were asked to remember some words or pictures and to forget others when items were categorically related. Their memory for both items and the associated remember or forget cues was then tested with recall and recognition. Fifth graders recognized more of the forget-cued words than college students did. The pattern of results suggested that age differences in rehearsal and source monitoring (i.e., remembering whether a word had been cued remember or forget) were better explanatory mechanisms for children's forgetting inefficiencies than retrieval inhibition was. The results are discussed in terms of a multiple process view of inhibition.     

How Do You Get Where You Want to Be When You Don't Know Where You Want to Be?

I tell the story of my own development from the childhood of a psychiatrist's daughter in wartime Britain, through a brief career in family medicine, to the position of a member of the Independent tradition in British psychoanalysis. As well as having psychoanalysts from different theoretical orientations in my family, I became confused during my training by the different strands of thought and technique taught and promulgated in the British Psychoanalytical Society. For some time after qualification, I took the lonely path of listening mostly to my patients' material as the prime source of understanding mental suffering. It was only after a few years that I was satisfied at being able to connect psychoanalytic theory with what I heard in the consulting room, and following this was further able to explore different strands of psychoanalytic thinking to reach my own position.     

Instrument Development With Web Surveys and Multiple Imputations

This article outlines the development of a tool to assess psychosocial needs in U.S. Air Force (USAF) units. Instrument development began with the construction of an item taxonomy, pretesting procedures (Q-sort; cognitive interviews), and a pilot web survey to document internal consistency and test-retest reliability, followed by two large-scale Web surveys to derive a viable factor structure. Because certain items (e.g., child care) were not relevant to all respondents, multiple imputations to replace missing values were necessary before factor analyses could proceed. Exploratory factor analyses of data from the first Web survey revealed an eight-factor solution; and data from the second Web survey confirmed that the eight-factor solution could be replicated on an independent sample. Developed in accordance with psychometric principles, the final assessment tool tapped a range of psychosocial factors spanning quality of work life, community life, family functioning, and personal well-being.     

Personal Resources Moderate the Relationship Between Work Stress and Psychological Strain of Submariners

Work stress and personal resources that protect against personal strain and psychological distress were surveyed in 78 Royal Australian Navy submariners. We hypothesized that work stress and distress would be greater for senior than junior ranks, for married than single personnel, and for submariners with few personal resources. We also hypothesized that distress, and the moderating effects of personal resources, would be greater at sea than ashore. Work stress and psychological distress were greater for senior than junior ranks, both at sea and ashore. As well, psychological distress was greater at sea than ashore, particularly for senior ranks, but was moderated by personal resources. These findings have important implications for improving work conditions and individual well-being for submariners.     

Leadership Development of Women Preparing for Ministry

This mixed-methods study investigates the leadership development and leadership skills of women graduate students at a theological seminary. Through the Student Leadership Practices Inventory (Student LPI) and Leadership Competency Inventory (LCI), demographic questionnaire, and focus group interviews, the researchers explored the leadership training the women had received and their perception of their leadership abilities and development needs. The findings showed that the women reported frequently demonstrated exemplary leadership practices and many possessed significant leadership experience. Participants scored highest on competencies utilizing people skills and lowest in areas reflecting competence in cognitive or strategic skills. While exposed to formal leadership education they reported receiving their leadership education primarily through observation and experience.     

Gender Comparisons of Fat Talk in the United Kingdom and the United States

This study compared different forms of body talk, including ??fat talk,?? among 231 university men and women in central England (UK; n?=?93) and the southeastern United States (US; n?=?138). A 2 (gender) by 2 (country) repeated measures ANOVA across types of body talk (negative, self-accepting, positive) and additional Chi-square analyses revealed that there were differences across gender and between the UK and US cultures. Specifically, UK and US women were more likely to report frequently hearing or perceiving pressure to engage in fat talk than men. US women and men were also more likely to report pressure to join in self-accepting body talk than UK women and men.     

Interval estimation: Effect of processing demands on prospective and retrospective reports

Undergraduate students performed one of three levels of processing on each word (15, 30, or 45) presented during a 120-sec interval. Subjects were told in advance that they would be required to estimate the length of the presentation interval (prospective condition) or were presented with an unexpected estimation task (retrospective condition). In the prospective condition, interval estimates were an inverse function of list length when relatively deep levels of processing were required, but were an increasing function of list length when shallow processing was required. In the retrospective condition, estimates were an increasing function of list length and were unaffected by different levels of processing. The interval estimation model proposed by Hicks, Miller, and Kinsbourne (1976) provided a better account of the data than did the storage-size hypothesis of Ornstein (1969).     

Stimulus-response compatibility affects auditory Stroop interference

The contribution of stimulus-response compatibility to Stroop interference was tested in an auditory version of the Stroop test. The words “high” and “low” were presented in high and low pitches with either the pitch or the word designated as the relevant dimension. College students categorized the relevant stimulus dimension with a verbal response, a buttonpress, or a pitched hum. Significant interference occurred in the incompatible conditions (pitch-verbal, word-hum, pitch-button), but not in the compatible conditions (pitch-hum, word-verbal, word-button). The results indicated that stimulus-response compatibility was an important determinant of observed interference. It was suggested that stimulus-response incompatibility contributed to the response competition that presumably occurs in Stroop tasks.     

Speed of simple arithmetic in bilinguals

Four types of bilinguals solved simple addition problems that were auditorily presented in their preferred language, the language in which they first learned arithmetic, or in their nonpreferred language. Subjects responded in the language in which the problems were presented. Solution time averaged .227 sec faster in the preferred language and was an increasing linear function of the number of addition operations required. The intercepts of the preferred and nonpreferred language functions significantly differed, but the slopes did not. The preferred language advantage was attributed to faster encoding and/or response times in the preferred language. When bilinguals used only one of their languages in a given experimental session, encoding/response times in the two languages were equivalent and the preferred language advantage was eliminated.