Reasons for the growth of traditional memory span across age

Three studies, covering together the age range from 3 to 16 years, show the relationships between age, short-term memory span, and language abilities. The growth of the traditional memory span in childhood is systematically related to a concomitant growth of language abilities as tested with CELF-3 Screening, two tests of word knowledge, a test of reception of grammar (TROG-2), and the British Picture Vocabulary Test (BPVS). Linear regression and ANCOVA analyses show that the growth of memory span is fully explained by the growth of language abilities in the three studies that covered different subsamples of children. In a confirmatory factor analysis a two-factor model fits the data well and shows that a “crystallised” language factor is strongly related to age, whereas a “fluid” short-term memory factor is unrelated to age. The two-factor model gives support to Baddeley's multicomponent model of working memory, and the current data suggest that the capacity of the phonological store is fully developed in children younger than 4 years old. The authors hold that chunking capacity, highly dependent on language abilities, is a major source of memory span growth with age. Rather than an increase in the number of chunks, or episodes retained in short-term memory (=chunk span), it is argued that childhood memory span development reflects an increase in the size of each chunk (=chunking capacity).     

The amygdala but not the hippocampus is involved in pattern separation based on reward value

A total of 32 male Long-Evans rats were tested on a modified version of Flaherty, Turovsky, and Krauss's (1994) anticipatory contrast paradigm to assess pattern separation for reward value. Prior to testing, each rat received either a control, a hippocampal, or an amygdala lesion. In the home cage, each rat was allowed to drink a water solution containing 2% sucrose for 3 min followed by a water solution containing 32% sucrose for 3 min. Across 10 days of testing, the rats in each lesion group showed significantly increased anticipatory discriminability as a function of days. To assess the operation of a pattern separation mechanism, each rat was then tested using the same procedure except the 2% solution was followed by a 16% solution for 10 days and then by an 8% solution for 10 days. Control and hippocampal-lesioned rats continued to show high discriminability when the 2% solution was followed by a 16% solution; however, the amygdala-lesioned rats showed low anticipatory discriminability. On trials where the 2% sucrose solution was followed by an 8% sucrose solution, all groups showed low discriminability scores, suggesting that when two reward values are very similar even control animals are not able to separate the reward values in memory. However, the results of a preference task revealed that all groups can perceptually discriminate between a 2% and an 8% sucrose solution. The data suggest that the amygdala but not the hippocampus is involved in the separation of patterns based on reward value.     

Attempting to model dissociations of memory

Kinder and Shanks report simulations aimed at describing a single-system model of the dissociation between declarative and non-declarative memory. This model attempts to capture both Artificial Grammar Learning (AGL) and recognition memory with a single underlying representation. However, the model fails to reflect an essential feature of recognition memory - that it occurs after a single exposure - and the simulations may instead describe a potentially interesting property of over-training non-declarative memory.     

Development Through Work and Play

Adopting a work-play framework that attends to the adaptive, self-enhancing potential of play in work and human development contributes to an enhanced conceptualization of careers, both within career theory generally and the developmental perspective on careers specifically. Such a framework also promotes investigations of the connections between these life domains. Five proposals are made to imbue the developmental perspective on careers with a work-play fusion. These proposals examine how a work-play integration in vocational development theory, research, and counseling practice can foster optimal human development and therein aim to advance a revitalized developmental paradigm of career. Ultimately, theory construction and research inquiry that comprehends and investigates an integration of life roles in the domains of work and play could foster adaptability in human life-span development.     

REPORTING A DREAM ACCOMPANYING AN ENACTMENT IN THE TRANSFERENCE SITUATION

Patients with pathological organisations of the personality present the analyst with considerable technical difficulties. One of these problems arises from the fact that, in such patients, dreams frequently are not being used for communication of unconscious meaning, but instead for purposes of manipulation of the transference situation. They then represent attempts to identify the analyst with a part of the patient's self or with a particular internal object in order to draw him/her into collusive enactments. Following the work of Bion and Segal the paper presents a two-dimensional model in order to clarify the structure and use of dreams in this situation. The model may serve as a background orientation for the analyst in the clinical situation, as is subsequently illustrated in a detailed clinical sequence with a borderline patient. To conclude, the author suggests that whenever tendencies towards acting in are predominant, the interpretation of the enactment should generally be given preference over the interpretation of the dream content. The possible advantages and disadvantages of both strategies of interpretation are discussed. Finally, the author highlights consequences that arise when dealing with countertransference.     

The Twisted Relationship Between School Spending and Academic Outputs: in Search of a New Metaphor

In this commentary we explore both putative and potential relationships between school funding and educational outcomes, for which numerous indices and variables have been examined during the past two decades. We conclude that despite large increases in real dollars, there is no readily discernable link between inputs and outputs, although when statistical control is exerted over prior ability, school mix, and teacher turn-over, certain causal inferences appear warranted. However, it can be argued that the dominant analogy should be reconsidered, and schools serving large numbers of needy children may require higher inputs to keep from further declines, much like certain departments of a hospital require disproportionately more resources than others in order to be successful because they deal with problems that are more severe.     

Review of Jesus

This new psychobiographical analysis of Jesus by Donald Capps promises to be a controversial but important book. While the venture is an engaging one, new theses about what and why Jesus did what he did suffer the same sorts of challenges as have traditional and critical presentations of the historical Jesus. This review engages theological issues and their implications, historical judgments and their plausibility, and methodological approaches and their fruitfulness.     

Moderator effects of attitudinal ambivalence on attitude–behaviour relationships

Attitudinal ambivalence is generally construed as existing when the same attitude object is evaluated simultaneously as both positive and negative. The present research examined the moderating role of attitudinal ambivalence (as assessed by split‐semantic differential measure) on the relationship between bipolar semantic differential measures of attitude and subsequent behaviour using moderated regression analysis. In Study 1, higher levels of attitudinal ambivalence were shown to result in weaker attitude–behaviour relationships for eating a low‐fat diet (N = 140) and eating 5 portions of fruit and vegetables per day (N = 142). Study 2 (N = 361) replicated this effect when also including a measure of past behaviour for eating a low‐fat diet. Implications for understanding the relationship between attitudes and behaviour are discussed. Copyright © 2002 John Wiley & Sons, Ltd.