Valence and the development of immediate and long-term false memory illusions

Across five experiments we examined the role of valence in children's and adults’ true and false memories. Using the Deese/Roediger-McDermott paradigm and either neutral or negative-emotional lists, both adults’ (Experiment 1) and children's (Experiment 2) true recall and recognition was better for neutral than negative items, and although false recall was also higher for neutral items, false recognition was higher for negative items. The last three experiments examined adults’ (Experiment 3) and children's (Experiments 4 and 5) 1-week long-term recognition of neutral and negative-emotional information. The results replicated the immediate recall and recognition findings from the first two experiments. More important, these experiments showed that although true recognition decreased over the 1-week interval, false recognition of neutral items remained unchanged whereas false recognition of negative-emotional items increased. These findings are discussed in terms of theories of emotion and memory as well as their forensic implications.     

Stress as a trigger for headaches: Relationship between exposure and sensitivity

Abstract

This study investigated the relationship between length of exposure to a stressor and capacity of the stressor to elicit head pain. Some 127 participants, 93 of whom suffered from regular headaches, were randomly assigned to five experimental conditions, defined by length of exposure to a stressor. Participants attended a single laboratory session divided into three phases: pre-intervention test, intervention and post-intervention test. The main finding was a significant cubic trend between length of exposure to the stressor and ratings of head pain. This trend indicated that very short exposure to the stressor increased sensitivity, whilst longer exposure decreased sensitivity, but even longer exposure increased sensitivity. These results build on earlier studies that suggest the traditional clinical advice to headache sufferers, that the best way to prevent headaches is to avoid the triggers, runs the risk of establishing an insidious sensitization process, thereby increasing headache frequency.     

Mental models in propositional reasoning and working memory's central executive

We examine the role of working memory's central executive in the mental model explanation of propositional reasoning by using two working memory measures: the classical “reading span” test by Daneman and Carpenter (1980 Daneman, M. and Carpenter, P. A. 1980. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19: 450–466. [Crossref] , [Google Scholar]) and a new measure. This new “reasoning span” measure requires individuals to solve very simple anaphora problems, and store and remember the word solution in a growing series of inferential problems. We present one experiment in which we check the involvement of the central executive in conditional and disjunctive inference tasks and compare predictions of the new reasoning span test with those of the classical reading span test. The results of the experiment confirm that reasoning responses, which according to mental model theory require high cognitive work, are predicted by working memory measures. Results also show that some reasoning responses are probably obtained by means of superficial biases or strategies that do not load working memory. The reasoning span test, which involves the central executive to a greater degree, predicts reasoning performance better than the reading span test. The significance and possibilities of the new measure in studying reasoning are discussed.     

The Elective System in American Education

Abstract

The Distribution and Relation of Educational Abilities. By Cyril Burt. London, Darling, 1917. 93 p.

The Child's Unconscious Mind. By Wilfrid Lay. N. Y., Dodd, Mead and Co., 1919. 329 p.

Education For Character. By Frank C. Sharp. Indianapolis, Bobbs-Merrill Co., 1917. 453 p.

Mental Hygiene of Childhood. By William A. White. (With an introduction by H. Addington Bruce.) Boston, Little, Brown and Co., 1919. 193 p.

Experimental Education. By Robert R. Rusk. N. Y., Longmans, Green and Co., 1919. 346 p.

The American Language. By H. L. Mencken. N. Y., Knopf, 1919. 374 p.

The Winston Simplified Dictionary. Edited by William D. Lewis and Edgar A. Singer. Phil., Winston Co., 1919. 820 p.

First Lessons in Business. By J. A. Bexell. Philadelphia, Lippincott, 1919. 174 p. (Thrift Text Series).     

Traditionalism and reformism polemic in Malay–Muslim religious literature

At the end of the twentieth century, the Muslim academic world has been faced with a polemic between traditionalism and reformism, to the extent that it has come to preoccupy most present-day scholars. Most modern studies on contemporary Islamic law have mainly concentrated on Muslim countries in the Middle East and the Indian sub-continent, but this study will look at Malaysia, which is a relatively new field of Islamic legal inquiry. The article will concentrate on historical events in Malaysia from 1900 until the 1940s and, on the basis of what these events revealed, will highlight the legal polemic initiated by Malayan Islamic reformism and traditionalism. The discussion will focus on three issues: first, the capacity of human reason to understanding Islamic teaching; second, the concepts of ijtihād and taqlīd; and third, attitudes towards classical Muslim fiqh.     

Review of refugee mental health and wellbeing: Australian perspectives

This review covers refugee mental health and wellbeing within the Australian context to assist psychologists who provide services for, or who conduct research with, refugees. It provides a brief overview of the refugee movement, prior to examining evidence relating to the impacts of pre‐displacement, displacement and resettlement factors on psychological adjustment in the resettlement phase, and the systemic and sociopolitical factors that influence the process of adaptation during resettlement. Australian findings suggest that mental health and wellbeing outcomes are influenced by a complexity of pre‐displacement, displacement, resettlement and systemic factors; the detention or award of temporary residence to refugees who are already experiencing psychological distress on arrival are cases in point. Limitations of the findings are considered. More research into the combined, pathwise relations between the psychosocial pre‐determinants and psychological sequelae of the refugee experience is required. Finally, suggestions for the development of practice, training and ethical guidelines are offered.     

Training parents to help their children read: A randomized control trial

Background . Low levels of literacy and high levels of behaviour problems in middle childhood often co‐occur. These persistent difficulties pose a risk to academic and social development, leading to social exclusion in adulthood. Although parent‐training programmes have been shown to be effective in enabling parents to support their children's development, very few parent interventions offer a combination of behavioural and literacy training. Aims . This paper (1) reports on a prevention programme which aimed to tackle behaviour and literacy problems in children at the beginning of school, and (2) presents the effects of the intervention on children's literacy. Sample . One hundred and four 5‐ and 6‐year‐old children selected from eight schools in an inner city disadvantaged community in London participated in the intervention. Methods . This is a randomized control trial with pre‐ and post‐measurements designed to evaluate the effectiveness of an intervention. The behavioural intervention consisted of the ‘Incredible Years’ group parenting programme combined with a new programme designed to train parents to support their children's reading at home. Results . Analyses demonstrated a significant effect of the intervention on children's word reading and writing skills, as well as parents' use of reading strategies with their children. Conclusion . A structured multicomponent preventive package delivered with attention to fidelity can enable parents to support their children's reading at home and increase their literacy skills. Together with the improvement in child behaviour, these changes could improve the life chances of children in disadvantaged communities.     

Internationalizing the counseling psychology curriculum: toward new values,competencies, and directions

The changing world in which we now live requires that counseling psychology alter its training curriculum assumptions, content, and methods to prepare students and faculty for meeting the challenges of life in the global community. Global problems such as poverty, migration, overpopulation, international war and violence, rapid urbanization, and cultural disintegration are posing new challenges for service professions that are no longer suited to ethnocentric values, content, and interventions. Adjustment syndromes such as alienation, culture shock, acculturation, identity conflict and confusion, and migration stress are now emerging as major problems for counselors in schools, colleges, industry, clinics and private practice. New competencies are needed. The present article offers 50 different ways to assist in the internationalization of the counseling curriculum, with specific recommendations for professional psychological associations and department of psychology curriculum content and extra-curricular activities, and universities. The article calls upon counseling psychologists around the world to help create a new professional and global consciousness that can advance our field by addressing the problems we face and restoring dignity to those we serve through the provision of more informed and culturally sensitive services.