Women outperform men in remembering to remember

The study of gender differences in prospective memory (i.e., remembering to remember) has received modest attention in the literature. The few reported studies investigating either subjective or objective evaluations of prospective memory have shown inconsistent data. In this study, we aimed to verify the presence of gender differences during the performance of an objective prospective memory test by considering the weight of specific variables such as length of delay, type of response, and type of cue. We submitted a sample of 100 healthy Italian participants (50 men and 50 women) to a test expressly developed to assess prospective memory: The Memory for Intentions Screening Test. Women performed better than men in remembering to do an event-based task (i.e., prompted by an external event) and when the task required a physical response modality. We discuss the behavioural differences that emerged by considering the possible role of sociological, biological, neuroanatomical, and methodological variables.     

Reducing implicit prejudice towards migrants in fifth grade pupils: efficacy of a multi-faceted school-based program

Social Psychology of Education - This study evaluated the impact of a school-based program designed to reduce implicit prejudice towards migrants in fifth-grade school children. The program used...     

Effects of semantic relationship and preactivation on memory updating

Cognitive Processing - Semantic relationship modulates working memory (WM) processes by promoting recall but impairing recognition. Updating is a core mechanism of WM responsible for its stability...     

Detecting surface changes in a familiar tune: exploring pitch,tempo and timbre

Animal Cognition - Humans recognize a melody independently of whether it is played on a piano or a violin, faster or slower, or at higher or lower frequencies. Much of the way in which we engage...     

Culture and the distinctiveness motive: constructing identity in individualistic and collectivistic contexts

The motive to attain a distinctive identity is sometimes thought to be stronger in, or even specific to, those socialized into individualistic cultures. Using data from 4,751 participants in 21 cultural groups (18 nations and 3 regions), we tested this prediction against our alternative view that culture would moderate the ways in which people achieve feelings of distinctiveness, rather than influence the strength of their motivation to do so. We measured the distinctiveness motive using an indirect technique to avoid cultural response biases. Analyses showed that the distinctiveness motive was not weaker-and, if anything, was stronger-in more collectivistic nations. However, individualism-collectivism was found to moderate the ways in which feelings of distinctiveness were constructed: Distinctiveness was associated more closely with difference and separateness in more individualistic cultures and was associated more closely with social position in more collectivistic cultures. Multilevel analysis confirmed that it is the prevailing beliefs and values in an individual's context, rather than the individual's own beliefs and values, that account for these differences.     

The Bears Family Projective Test: evaluating stories of children with emotional difficulties

The aim of this study was to describe and analyze the storytelling of children with emotional difficulties. Forty children with emotional and relational difficulties (inhibited and impulsive), ages between 5.5 and 9.4 years old, were assessed by a multiaxial procedure and the bears family projective test. The bears family test is a constructive-thematic-projective method based on an anthropomorphic family of bears that children can manipulate to tell a story. The stories of 40 children without emotional difficulties (matched by IQ, socio-economic status, and gender) and 322 typically developing children, aged between four and 10 years old, were used as a reference for comparisons. Results indicated that the stories of children with emotional difficulties showed many unsolved problematic events, unclear characters, negative relationships, and negative behaviors. Unlike the stories of children without emotional difficulties, positive contents didn't prevail over negative, and there wasn't a positive compensation for negative elements.     

Low motor performance scores among overweight children: Poor coordination or morphological constraints?

This study examined whether lower motor performance scores can be full attributed to poor coordination, or whether weight related morphological constraints may also affect motor performance. Data for 666 children and adolescents from the longitudinal Western Australian Pregnancy Cohort (Raine) Study were grouped into normal weight, overweight and obese categories based on the International Obesity Task Force cut points. Participants completed the 10-item McCarron Assessment of Neuromuscular Development (MAND) at the 10 and 14 year follow-up. The prevalence of overweight and obese participants classified with mild or moderate motor difficulties was not different from the normal weight group at 10 years (χ² = 5.8 p = .215), but higher at 14 years (χ² = 11.3 p = .023). There were no significant differences in overall motor performance scores between weight status groups at 10 years, but at 14 years, the normal weight group achieved better scores than the obese group (p < .05). For specific items, the normal weight group consistently scored higher than the overweight and obese groups on the jump task at 10 (p < .001) and 14 (p < .01) years but lower on the hand strength task at both ages (p < .01). Our findings raise the question as to whether some test items commonly used for assessing motor competence are appropriate for an increasingly overweight and obese population.     

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five elementary school basal readers and how the basals suggest that the strategies be taught. The analysis found that two thirds of instructional recommendations were research-based strategies; several strategies did not appear in basals, and others received minimal attention. Findings suggest that though the state of comprehension instruction in basals is not as dire as previous research suggests, improvements can be made.     

Categorical perception of newly learned faces

Five experiments investigated identification and discrimination of faces. Stimuli were blends of two faces generated with a morphing algorithm. Two same-gender and two different-gender pairs of faces were tested. Experiment 1 (identification) estimated the point of indifference along the morphing sequence, and the associated differential threshold. Experiment 2 (discrimination, ABX) demonstrated that novel faces are perceived categorically. Identity was a more important factor than gender in generating the perceptual categories. Experiment 3 and 4 (identification) demonstrated that categories are generated progressively in the course of the experiment and depend on the range of morphs tested in any one condition. Confidence ratings (Experiment 5) showed that the multidimensional space where faces are represented can be collapsed onto a single dimension. Response probabilities and response times for Experiments 1–4 were predicted simultaneously by a counting model postulating that quanta of discriminal information are sampled independently from the stimuli.     

Is attention necessary for perceiving gaze direction? It depends on how you look at it: Evidence from the locus-of-slack method

Several researchers have studied how we process and perceive gaze direction. However, it is still unclear at which perceptual stage of gaze processing (encoding or/and categorization), attention is required to judge gaze direction. We report a study in which we manipulated the difficulty of gaze perceptual judgements (easy vs. difficult) and used the locus-of-slack method to test the role of different types of attention (spatial and central) in the encoding and categorization of gaze direction. In Experiment 1 we used the spatial cueing paradigm to investigate if gaze direction judgements can be carried out while spatial attention is diverted. In Experiment 2 we used the psychological refractory period (PRP) paradigm to determine whether judgement of gaze direction involves central attention processes. The findings demonstrate that gaze judgements require input attention (both for the encoding and categorization stage) but not central attention. The implications of the results are discussed.