The child in time: The influence of parent–child discussion about a future experience on how it is remembered

We investigated the influence of preparation provided by parents on preschoolers’ recall. One day before children participated in a staged novel event, parents discussed the event with their child either with (verbal+photos) or without (verbal) photographs. Parents and children in a control condition read an unrelated story. Then 8–10 days later the children were interviewed about the event. Children in the verbal+photos condition recalled significantly more than those in the control condition. Parental preparation style (e.g., evaluations, hypothetical language) was associated with the child's contributions to the preparatory discussion, but no aspect of parent or child style or content was associated with children's verbal recall. Similarly, there were no significant associations between children's performance on a task of episodic future thinking, and their preparatory discussion or recall, although episodic future thinking was strongly associated with language ability. The potential underlying mechanisms and theoretical implications are discussed.     

Effects of instruction on learners’ ability to generate an effective pathway in the method of loci

One of the most effective mnemonic techniques is the well-known method of loci. Learning and retention, especially of sequentially ordered information, is facilitated by this technique which involves mentally combining salient loci on a well-known path with the material to be learned. There are several variants of this technique that differ in the kind of path that is suggested to the user and it is implicitly assumed that these variants are comparable in effectiveness. The experiments reported in this study were designed to test this assumption. The data of two experiments show that participants who are instructed to generate and apply loci on a route to their work recall significantly more items in a memory test than participants who are instructed to generate and apply loci on a route in their house. These results have practical implications for the instruction and application of the method of loci.     

A pilot exploration of the use of compassionate images in a group of self‐critical people

Self‐criticism has long been associated with a variety of psychological problems and is often a key focus for intervention in psychotherapy. Recent work has suggested that self‐critics have underelaborated and underdeveloped capacities for compassionate self‐soothing and warmth. This pilot study developed a diary for monitoring self‐attacking and self‐soothing thoughts and images. It also explored the personal experiences of a group of volunteer self‐critics from the local depression support group who were given training in self‐soothing and self‐compassion. Although using small numbers, this study suggests the potential value of developing more complex methodologies for studying the capacity for self‐compassion, interventions to increase self‐compassion (including imagery techniques), and their effects on mental health.     

Confabulation and the Control of Recollection

It is argued that current models of memory do not adequately account for the confabulations that are found in the recall of certain neurological patients. A model of the relation between control processes and memory involved in recalling autobiographical episodes is put forward. It is based on detailed analysis of the protocols of healthy volunteers' autobiographical recollections of recent everyday events. It is held that damage to different components of the model fits with the different patterns of performance found in confabulators, and examples of the errors that confabulators make are discussed in terms of those made by normal subjects.     

Prospective memory: The relative effects of encoding,retrieval, and the match between encoding and retrieval

Previous prospective memory studies have revealed some important features of encoding, retrieval, and the match between the encoding and the retrieval that contribute to prospective memory performance. However, these studies have not provided evidence concerning the relative importance of these three factors because no study has investigated all three in a single design. We developed a laboratory-based paradigm that allowed us to manipulate different characteristics of encoding, retrieval, and the match between encoding and retrieval simultaneously in a single experiment. The results of eight experiments showed that all three factors have an influence on prospective memory performance, but that the match between encoding and retrieval has a significantly larger influence than either encoding or retrieval factors.     

Constructive Empiricism and the Vices of Voluntarism

Abstract

Constructive empiricism – as formulated by Bas van Fraassen – makes no epistemological claims about the nature of science. Rather, it is a view about the aim of science, to be situated within van Fraassen’s broader voluntarist epistemology. Yet while this epistemically minimalist framework may have various advantages in defending the epistemic relevance of constructive empiricism, I show how it also has various disadvantages in maintaining its internal coherence.     

Measuring cognitive and dispositional characteristics of creativity in elementary students

This article describes the theoretical underpinning and development of a measurement instrument that provides teachers with a tool to observe the personal creativity characteristics of individual students. The instrument was developed by compiling a list of characteristics derived from the literature to be indicative of the personal characteristics of creative people. The list was then reduced by grouping like characteristics to 9 cognitive and dispositional traits that were considered appropriate for elementary students. The 9‐item instrument was then administered in 24 classrooms to 520 Year 6 and Year 7 students. Factor analysis using maximum likelihood extraction with an oblimin rotation revealed a single factor with an eigenvalue greater than 1 and accounting for 63% of the variance. All 9 items on this factor loaded at .72 or greater. The results indicated that the Creativity Checklist has very high internal consistency and is a reliable measurement instrument (a = .93).     

Thinking Outside the Square: Business Students' Conceptions of Creativity

Creativity is an important attribute of a successful graduate of higher education, recognised by universities and employers alike. In this paper, we investigate ideas about creativity that were discussed during interviews by a group of business students at a university in Sydney, Australia. Using a phenomenographic approach, we identified three levels of conceptions of creativity, labeled Definition, Attribute, and Comprehensive, from the narrowest and most limited to the broadest and most inclusive. We discuss the characteristics of these different ways of viewing creativity and the pedagogical implications of our findings for business education (and higher education generally).     

Decision-Making during Games by Professional Handball Coaches Using Regulatory Focus Theory

The main goal of this study, based on regulatory focus theory, is to assess the effects of the reward structure on the defensive strategy of handball teams. The results show that (a) a promotional defensive strategy is more often preferred in the second half of the second half-time than in any other game period and (b) second-division coaches are more likely to put their players in regulatory fit situations than are first-division coaches, and could, thus, be more influenced by affordance situations than first-division coaches, who would be more concerned with the ratio of strength between the teams.