The effect of instruction with relational and item-specific elaborative strategies on young children's organization and free recall

One hundred and sixty second-grade children were assigned on the basis of a free recall pretest to four instruction conditions and were given a series of lists of pictures for free recall. For three groups, the instructions were directed at encoding either (a) list organizational information, (b) item-specific semantic information, or (c) organizational and individual item information, while the fourth group constituted a “No-training” control with standard free recall instructions. The subjects received either related or unrelated lists during the training phase and related or unrelated lists during two post-tests, immediately following and 1 week after training. For both types of lists, instructions emphasizing list organization were more effective than those emphasizing item-specific elaboration. Subjects given individual item elaborative instructions showed levels of recall which were comparable to those of the control subjects. While the combined effect of organizational and individual item processing did not exceed the performance produced by organizational instructions alone, the degree of generalization was greater for subjects processing both kinds of information, especially when subjects received related lists during training.     

Low accuracy in judgments of others' psychological well-being as seen from a phenomenological perspective

The generally low degree of agreement between self-ratings on personality traits and ratings by others may be interpreted from the viewpoint that self-reports reflect people's experience of themselves but not necessarily their behaviors. A detailed analysis of self and other ratings on subjective well-being as a central dimension of human experience is consistent with this phenomenological view. Ratings of well-being were not significantly correlated with rated behaviors either in self-ratings or in ratings by others. Screening subjects in terms of avowed consistency and observability on a trait did not improve self-other agreement for well-being, nor did it replicate the individual trait effects reported by Kenrick and Stringfield (1980). Judgments by others were found to have poor interjudge reliability and to reflect biases associated with projection of own well-being and a halo effect organized around the subject's perceived friendliness or likability. It was demonstrated that pooling the judgments of several observers should not and does not lead to accurate prediction of the phenomenal personality, and that accuracy may generally depend on the level of self-disclosure.     

REFLECTIONS ON THE FIRST TWENTY YEARS OFCASIRAS: A PERSONAL REVIEW

Abstract. The history of CASIRAS and of Zygon is not only anintellectual history but a personal history-a history of humanencounter with hopes and disappointments, dreams and conces-sions. Notwithstanding, it is the story of an ambitious enterprisewith significant achievements and genuine promise of continuedcontributions to this important inquiry.     

Memory deficits in compulsive checkers: replication and extension in a clinical sample

Thirteen checkers and twelve noncheckers, identified on the basis of their responses to the checking subscale of the Maudsley Obsessional-Compulsive Inventory (MOCI; Rachman and Hodgson, 1980), were recruited from a sample of 99 consecutive admissions to the outpatient department of a community mental health center. Consistent with our previous research with nonclinical samples of college students (Sher et al., 1983, 1984), checkers were found to show deficits in memory, especially recall for recently completed actions, compared to noncheckers. This result demonstrates the replicability of our previous findings across different types of samples and implicates deficits in memory for actions as a potentially important determinant of checking behavior. Assessment of spontaneous imagery associated with the anamnestic process suggested that checkers utilized less imagery, especially visual imagery, when recalling biographical information. Additional measures collected at the time of testing indicated that checkers were more neurotic and reported more psychological distress than noncheckers.     

A comparison of simple correction and functional feedback in schema learning

The role of knowledge of results (KR) in a schematic concept formation task was clarified by manipulating the specificity of information provided during feedback. Ss learned to discriminate between pairs of random forms from two schema families. Verbal correction was compared with a functional KR procedure in which the schema prototypes were superimposed over test stimuli. In no case did verbal correction improve learning in comparison with functional KR. Differences in acquisition persisted in a retention test.     

Tactile localization

Clinical studies suggested that errors of tactile localization made by leucotomized subjects were due to a failure of analysis of a conceptual type.

The present experiment examines the normal mechanisms of localizing stimuli to different sites on the hands by measuring the time taken to make a correct response as well as by an analysis of the errors made under conditions of stress (the reaction-time situation). It is demonstrated that healthy subjects of above-average intelligence have appreciable difficulty in determining which of their fingers has been touched. The degree of this difficulty depends on which finger has been stimulated. The results strongly support the hypothesis that normal tactile localization involves the analysis of primary sensory data in terms of a few simple parameters of orientation. It is suggested that some of the errors which occur are due to contamination between different systems of conceptual analysis.