The Role of Positive Emotions in Reducing Depressive Symptoms Among Army Wives

The homecoming period following combat deployment can be as stressful to military spouses as the deployment itself. This study used the broaden-and-build theory of positive emotions to examine whether personal resources (adaptive coping, maladaptive coping, and resilience) mediate the relationship between positive emotions and depressive symptoms in Army wives (N = 252) following the homecoming of a deployed active-duty service member. Using path analysis, after controlling for demographic variables and marital satisfaction, positive emotions were related to all 3 personal resources (positively to adaptive coping and resilience, negatively to maladaptive coping). In turn, adaptive coping and resilience were related to fewer depressive symptoms and maladaptive coping to greater depressive symptoms. The direct path between positive emotions and depressive symptoms was nonsignificant, suggesting complete mediation. The final model accounted for 54% of the total variance in depressive symptoms. Results support the important role that positive emotions play in decreasing depressive symptoms in this high-risk population.     

Concordance of self- and informant ratings of adults' current and childhood attention-deficit/hyperactivity disorder symptoms

Self-informant rating concordance for attention-deficit/hyperactivity disorder (ADHD) symptoms was assessed in 281 adults at the subscale (Inattention, Hyperactivity-Impulsivity) and individual symptom levels. Potential demographic, diagnostic, and informant identity moderators were also investigated. Concordance levels were similar for current and childhood symptoms. Although moderate positive correlations were found between self- and informant ratings on both subscales, informants endorsed more significant inattentive symptom severity. Kappa coefficients were variable, suggesting low concordance for certain symptoms. Sex and ADHD diagnosis moderated concordance, although effect sizes were small. These results have implications for the use of behavior rating scales in diagnosing ADHD, raise questions about the validity of self- and informant ratings, and support the need to investigate individual-differences variables that may impact concordance.     

Pedagogy and Theology in Cyberspace: “All That We Can’t Leave Behind. . .”

The questions raised by the integration of digital technologies into theology and pedagogy are broader than simple questions of how to use a particular tool. Instead, this integration raises cultural questions that require cultural interventions in response. Shweder's notion of “thinking through others” provides an evocative framework for envisioning more complex pedagogical responses. This essay is based on a presentation delivered to the first annual conference on Theology and Pedagogy in Cyberspace, held in Evanston, Illinois on 19–20 April 2001.     

Developmental patterns in priming and familiarity in explicit recollection

Developmental trajectories of two classes of human memory, implicit and explicit memory, appear to diverge. We examined how developmental differences in perceptual and conceptual priming, two types of implicit memory, coincide with differences between familiarity and recollective responses on explicit memory tests that employ the Remember/Know paradigm ( Tulving, 1985 ). Both types of priming were characterized by developmental invariance in 52 children and adolescents ages 8-19 years. Contrary to Komatsu, Naito, and Fuke (1996) results, few age-group differences in perceptual priming were observed following a levels-of-processing encoding manipulation. In contrast, age group differences were found for "Remember" but not "Know" responses. Neither levels of awareness nor strategies influenced priming. Adult levels of performance appear earlier in development on perceptual and conceptual priming tests compared to explicit memory tests. Similar developmental dissociations exist between explicit and implicit memory performance as between "Remember" and "Know" recollective responses.     

Examining the Unique Effects of Multiple Motivational Sources on Task Performance

This paper examines whether multiple motivational sources uniquely influence task performance. Using the established framework in the goal-setting literature that suggests a pattern of mediated relationships, we test the relationship between assigned goals, incentives, and intrinsic motivation and task performance. The results show that assigned goals, incentives, and intrinsic motivation each positively influence task performance. However, the magnitude of the relationship varies considerably. The relationship for assigned goals was fully mediated by self-efficacy and self-set goals, whereas only a direct relationship emerged for incentives. The data reveal both direct and indirect relationships associated with intrinsic motivation.     

When autobiographical memory begins

The authors review competing theories concerning the emergence and early development of autobiographical memory. It is argued that the differences between these accounts, although important, may be more apparent than real. The crux of these disagreements lies not in what processes are important, but rather, the role these different processes play in the emergence of autobiographical memory and the temporal primacy of these controlling variables. These differences are explored theoretically and then extant as well as new data are brought to bear on these issues. What emerges is a new, more inclusive, multifactorial framework that integrates the controlling variables from diverse perspectives providing a more complete account of the beginnings of autobiographical memory.     

Memory load as a cognitive antidote to performance decrements in data entry

In two experiments, subjects trained in data entry, typing one 4-digit number at a time. At training, subjects either typed the numbers immediately after they appeared (immediate) or typed the previous number from memory while viewing the next number (delayed). In Experiment 2 stimulus presentation time was limited and either nothing or a space (gap) was inserted between the second and third digits. In both experiments after training, all subjects completed a test with no gap and typed numbers immediately. Training with a memory load improved speed across training blocks (Experiment 1) and eliminated the decline in accuracy across training blocks (Experiment 2), thus serving as a cognitive antidote to performance decrements. An analysis of each keystroke revealed different underlying processes and strategies for the two training conditions, including when encoding took place. Chunking (in which the first and last two digits are treated separately) was more evident in the immediate than in the delayed condition and was exaggerated with a gap, even at test when there was no gap. These results suggest that such two-digit chunking is due to stimulus encoding and motor planning processes as well as memory, and those processes transferred from training to testing.