Generative processing and false memories: when there is no cost

Encoding manipulations (e.g., levels of processing) that facilitate retention often result in greater numbers of false memories, a pattern referred to as the more is less effect (M. P. Toglia, J. S. Neuschatz, & K. A. Goodwin, 1999). The present experiments explored false memories under generative processing. In Experiments 1-3, using Deese-Roediger-McDermott (DRM) lists with items that were either read or generated, the authors found recognition and recall tests indicated generation effects for true memories but no increases in false memories (i.e., generation at no cost). In Experiment 4, in a departure from the DRM methodology, a cuing procedure resulted in a more is less pattern for congruous generation,and a no cost pattern for incongruous generation. This highlights the critical distinction between these encoding contexts.     

Adrenocortical reactivity and social competence in seven year-olds

We examined temporal changes in salivary cortisol in response to a peer self-presentation task in a group of seven year-olds, some of whom scored high, average, and low on the Harter, 1983 Perceived Social Competence Scale. Salivary cortisol was measured pre-task, and 20 and 35 min post-task. We found a significant relation between individual differences in perceived social competence and salivary cortisol reactivity in response to the task. Children who perceived themselves as socially competent exhibited a significantly greater decrease in salivary cortisol from 20 to 35 min following the task compared with children who self-reported a relatively lower degree of social competence. We speculate on the meaning of salivary cortisol changes in childrens socio-emotional development.     

Doing It Together Changing Pedagogies

Changing pedagogies is an ongoing process consequent upon personal and social change. Those of us who teach in religious studies or theology departments risk failure in changing pedagogies if we attempt such change alone. This essay, cast as a personal journey, reviews the changing student body, the reasons why we must adapt our pedagogies to this change, and the processes and consequences of adapting these new pedagogies. The goal of changing pedagogies is to allow the plurality of voices and pedagogies to speak and be used to sustain a community of love and concern in the midst of diversity.     

Sex differences in risk taking and its attribution

In the original Kogan-Wallach Choice Dilemmas Questionnaire (CDQ), an oftused measure of risk-taking disposition, the central character in the majority of items is male. For this study, a revised 10-item CDQ was constructed with content appropriate for both sexes. Two forms were employed, identical in all respects except for the use of a male or female name to identify the central protagonist in each CDQ item. When the two forms were administered to male and female undergraduates, the female form elicited somewhat higher levels of risk taking. This effect was especially pronounced in the male subjects. When asked to specify how their peers would respond to each of the CDQ items, subjects attributed greater caution to female than to male peers relative to their own preferred risk level. The outcomes suggest that subjects (especially males) find highly achieving women in the CDQ items more exceptional than their male counterparts, and hence able to tolerate more risk. In striking contrast, subjects' female peers are considered a rather cautious lot.The present research was formulated in the course of discussions with Marvin Frankel. The authors are enormously grateful for his help and would also like to thank Kathleen Connor and Joel Kostin for their aid in statistical and computer analyses. An earlier version of of this article was presented as a paper at the annual convention of the American Psychological Association, Chicago, 1975. The article was completed during the period (1976–1977) that the senior author was a Visiting Scholar in the Department of Psychology, University of California, Berkeley.     

Substance use disorders in the DSM-IV

Since late 1988, the Substance Use Disorders Work Group has considered alternative concepts and definitions of substance abuse and dependence and their significance for possible changes (in the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders) in existing criteria for abuse and dependence. The three other matters to which the group has devoted itself include the development of guidelines for distinguishing behaviors that typically accompany the abuse of specific substances from psychiatric disorders with similar behavioral consequences, examination of the predictive validity of possible alcoholic subtypes on the basis of family history, and the relationship of the organic brain syndromes to intoxication and withdrawal.     

The effect of repeated testing on judgement bias in domestic dogs (Canis familiaris)

Animal Cognition - Judgement bias paradigms are increasingly being used as a measure of affective state in dogs. Approach to an ambiguous stimulus is commonly used as a measure of affect, however,...     

Integrity Testing and Job Performance Within High Performance Work Teams: A Short Note

Integrity tests have exhibited robust validity for predicting performance among traditional jobs. However, some organizations have shifted to self-managed work teams and the relationship between integrity and performance within these jobs is untested. One hundred fourteen high performance team members within a single department completed the Hogan Personality Inventory (HPI). The HPI Reliability scale was used as the integrity measure. The subjects' job performance was evaluated by their team leaders. Performance ratings were transformed to equalize ratings across the eight teams. Results indicate that integrity was related to transformed performance ratings (r = .25) within a high performance team environment. Limitations and implications are discussed.