Now you see it; now you don't: inhibiting recall and recognition of scenes

Postevent misleading information can distort people's memories by altering and adding scenes. But can you also inhibit the retrieval of information from memory? In two studies we show that postevent information can make memory for a scene less accessible. In both studies participants first saw an event (e.g. a restaurant scene displayed in slides, or a drunk‐driving incident shown via a video clip). Later they were shown the same event without a critical scene and were told either to use this to generate a story (Experiment 1) or to imagine the event (Experiment 2). Finally they were tested. Relative to controls, this postevent omission led to fewer people reporting the critical scene in free recall and in recognition. Thus, we demonstrated that it may be possible to inhibit memories. This finding has important implications for eyewitness testimony and the recovered memory debate. Copyright © 2001 John Wiley & Sons, Ltd.     

The Role of Abstract and Specific Knowledge in the Formation of Product Judgments: An Analogical Learning Perspective

Prior research has assumed that existing knowledge exerts its influence on consumer judgments primarily through abstract knowledge structures. Consequently, little attention has been given to the possibility that judgments may, under certain circumstances, be influenced by knowledge associated with more specific knowledge structures. This article examines the factors responsible for determining the impact of abstract versus specific knowledge on consumer judgments. Based on the Consumer Learning by Analogy model (CLA model; Gregan‐Paxton & John, 1997), it is argued that the relative influence of abstract and specific knowledge is a function of (a) the relation between the new product and existing knowledge and (b) the nature of consumer's knowledge. These ideas were tested in a series of experiments in which participants were required to judge a new product that varied in its relation to an existing product or brand. In this context, the influence of specific knowledge was most evident when participants were able to construct an attribute mapping, but not a relational mapping, to link the novel product to a familiar brand exemplar. When it was possible to construct a relational mapping, a more abstract knowledge structure, such as a schema, was retrieved and used as the basis of product judgments.     

Examining a Gender Stereotype: Menopausal Women1

Two studies evaluated whether there was a subtype of menopausal women and, if so, how it differed from the global gender stereotype. Study 1 had participants generate items associated with women going through menopause, midlife women, and midlife men. Results showed that there is a menopausal women stereotype, and it is mostly negative in content. Moreover, this stereotype differs from the perceptions of women in general. Study 2 examined the effects of the menopausal women stereotype by employing the illusory correlation paradigm (e.g., McConnell, Sherman, & Hamilton, 1994) and found that participants greatly overestimated the number of times that menopausal women and negative moods appeared together. This research highlights the importance of examining stereotype subtypes and subgroups     

Thinking styles,self‐esteem,and extracurricular experiences

This study had two objectives. The first was to examine the relationship between thinking styles and self‐esteem. The second objective was to investigate the relationship of the participants' extracurricular experiences to both thinking styles and self‐esteem. Seven‐hundred and ninety‐four university students from Hong Kong participated in the study. Participants responded to the Thinking Styles Inventory (Sternberg & Wagner, 1992) and the Self‐Esteem Inventory (Adult Form, Coopersmith, 1981) as well as to a questionnaire designed to elicit both personal and situational characteristics. It was found that thinking styles and self‐esteem are statistically related. Meanwhile, both thinking styles and self‐esteem are statistically related to the participants' extracurricular experiences. Implications of these findings for teachers are discussed.