The effect of cognitive reappraisal on the emotional memory trade-off

Emotional information is often remembered better than neutral information, but this enhancement can come at the cost of memory for non-emotional stimuli presented alongside emotionally salient items. Two encoding-related factors have been proposed to influence the magnitude of this trade-off: The intensity of the affective response to the scenes (which increases the trade-off) and the cognitive control exerted to process the scenes (which decreases the trade-off). The present study examined the relative importance of these two factors by assessing the effect of cognitive reappraisal on the magnitude of the trade-off effect. Cognitive reappraisal refers to the implementation of cognitive strategies to assist a person in changing the intensity of their response to an experience. Thus, reappraisal provides a way to assess both of the factors that are important for the elicitation of the trade-off. The results revealed that when participants were asked to view the scenes, without cognitive reappraisal, a robust memory trade-off occurred. But, when participants were asked to either heighten or decrease their emotional reactions via reappraisal, there was a reduction in the magnitude of the trade-off. These results suggest that the cognitive process of reappraising the scenes is sufficient to reduce the trade-off effect, even when such processing leads to an intensified affective response.     

Efficacy of and preference for reinforcement and response cost in token economies

Researchers have shown that both differential reinforcement and response cost within token economies are similarly effective for changing the behavior of individuals in a group context (e.g., Donaldson, DeLeon, Fisher, & Kahng, 2014; Iwata & Bailey, 1974). In addition, these researchers have empirically evaluated preference for these procedures. However, few previous studies have evaluated the individual effects of these procedures both in group contexts and in the absence of peers. Therefore, we replicated and extended previous research by determining the individual effects and preferences of differential reinforcement and response cost under both group and individualized conditions. Results demonstrated that the procedures were equally effective for increasing on‐task behavior during group and individual instruction for most children, and preference varied across participants. In addition, results were consistent across participants who experienced the procedures in group and individualized settings.     

The sex difference in rotary pursuit performance: aptitude or inhibition?

This study examined the hypothesis that male dominance in the acquisition and performance of rotary pursuit skill reflects a lower male proclivity for the generation and accumulation of reactive inhibition rather than some innately superior ability to profit from practice. On this hypothesis, the magnitude of male dominance should decline as the length of the intertrial interval increases. The experimental sample consisted of 120 Caucasian subjects (60 of each sex) who were given sixty 30-sec trials on rotary pursuit with intertrial intervals ranging from 0 to 40 sec. The principal finding was that the magnitude of the sex difference depended significantly upon the length of the intertrial interval, as hypothesized. When the interval was 10 sec or longer, performance levels of the sexes were essentially equal. The sex variance was reduced to insignificance even on the first trial when allowance was made for the inhibitory effect of practice. Thus, male dominance in rotary pursuit skill appears to be a procedural effect mediated by and inhibitory mechanism rather than a consequence of differential endowments of learning ability.     

Psychomotor performance as a function of time of day

Previously reported data on mirror tracking were reexamined for time-of-day (TOD) effects on performance and for the interaction of these effects with sex and practice effects. Analyses showed a significant linear decline of mean score from 0900 through 1300 hours, a sharp postlunch recovery at 1400 hours, and another significant linear decline from 1400 through 1700 hours. These effects were orthogonal to sex and practice effects. Discussion emphasized the importance of control for time of day in experimental design and suggested several hypotheses about the decremental effects of time of day.     

Impact of individual differences upon emotion-induced memory trade-offs

After seeing a scene containing an emotional component (e.g., a snake in a forest) people often demonstrate a “trade-off” in memory, where memory for the emotional component (e.g., the snake) is good, but memory for the non-emotional elements (e.g., the forest) is poor. The result is an incomplete memory retaining central emotional information at the expense of neutral background information. Though almost everyone demonstrates the trade-off, there may be individual differences in the magnitude of the effect. We investigated whether differences in the strength of the trade-off would correlate with anxiety levels, working memory capacity, and executive functioning abilities. Sixty-four participants studied scenes comprised of a negative or neutral item placed on a neutral background, and memory was later tested for items and backgrounds separately. The magnitude of the trade-off correlated positively with anxiety and negatively with visuospatial working memory and executive function. These results suggest that greater anxiety, poor visuospatial working memory, and poor executive function may inhibit formation of complete mental representations of these complex emotional scenes.     

Giving up problem solving

How do people decide to abandon a problem? Participants were presented with unsolvable water jar problems, having been accurately informed of the prior probability of solvability. Across three experiments, we discovered effects of prior probability of solvability and of problem size (number of distinct problem states) on measures of effort and confidence. If a problem is more likely to be solvable and allows more problem states, a problem solver spends longer trying to solve the problem. Giving-up decisions are informed by the same judgments of probability of success and costs of solution that inform move-choice in a rational model of problem solving.     

Strategic use of familiarity in display-based problem solving

The authors report 4 experiments that investigated the role of recognition memory and plausibility in a display-based problem-solving task (computer menu search). It was found that both the familiarity of options and their plausibility played a role in determining choices when the correct options could not be recollected. The use of familiarity was adaptive: Participants relied less on familiarity when it was a less valid guide to correct choices. The implications of these findings for theories of problem solving and learning are discussed.     

Effective warnings in the Deese-Roediger-McDermott false-memory paradigm: the role of identifiability

These experiments document that warnings can substantially reduce false memories in the Deese-Roediger-McDermott (DRM) paradigm when the critical items are easily identifiable. Participants in a norming study identified the critical item after hearing a list of words. The lists with critical items that could be identified by the largest proportion of participants (high identifiable [HI] lists) and the smallest proportion of participants (low identifiable [LI] lists) were used in the experiment. Participants heard lists of words (e.g., bed, rest, doze) related to a critical item (e.g., sleep) and were warned about the nature of the lists before the study phase. The results indicated that warnings reduced false recognition of critical items for HI lists but not LI lists.     

Stereotypes as dominant responses: on the "social facilitation" of prejudice in anticipated public contexts

This article challenges the highly intuitive assumption that prejudice should be less likely in public compared with private settings. It proposes that stereotypes may be conceptualized as a type of dominant response (C. L. Hull, 1943; R. B. Zajonc, 1965) whose expression may be enhanced in public settings, especially among individuals high in social anxiety. Support was found for this framework in an impression formation paradigm (Experiment 1) and in a speeded task designed to measure stereotypic errors in perceptual identification (Experiment 2). Use of the process dissociation procedure (B. K. Payne, L. L. Jacoby, & A. J. Lambert, in press) demonstrated that these effects were due to decreases in cognitive control rather than increases in stereotype accessibility. The findings highlight a heretofore unknown and ironic consequence of anticipated public settings: Warning people that others may be privy to their responses may actually increase prejudice among the very people who are most worried about doing the wrong thing in public.