Directed forgetting shares mechanisms with attentional withdrawal but not with stop-signal inhibition

To explore the mechanisms underlying the ability to intentionally forget, the present study combined an itemmethod directed forgetting paradigm with tasks that measure stop-signal inhibition (Experiments 1 and 2) and inhibition of return (IOR; Experiment 2). Following each study-phase instruction to remember (R) or forget (F), a target was presented centrally (Experiment 1) or to the left or right in the visual periphery (Experiment 2); the target required a speeded response that was sometimes countermanded by a central stop signal. Although stopsignal reaction times were unaffected by the preceding memory instruction (or relationship with word-target location), F instructions improved stopping and delayed responses. Replicating previous findings in the literature, significant IOR was observed following F instructions but not following R instructions (Experiment 2). These findings suggest that intentional forgetting is an active cognitive process that more likely engages attentional mechanisms related to orienting than those related to stop-signal inhibition.     

Representational momentum in children born preterm and at term

The term representational momentum (RM) refers to the idea that our memory representations for moving objects incorporate information about movement – a fact that can lead us to make errors when judging an object’s location (the RM effect). In this study, we explored the RM effect in a sample of children born very prematurely and a sample born at term. Because preterm children are known to be at risk for problems with motion perception, we anticipated that they would show a weaker or absent RM effect. This prediction was confirmed. In addition, we found that, in both samples of children, 5–6 year olds showed a reduced RM effect compared to 7–9 year olds. These results demonstrate that the ability to represent motion information in memory shows continued development over this age range, and may help to elucidate factors contributing to problems with fine and gross motor planning and execution that have been observed in the preterm population. We propose that problems affecting the formation, maintenance, or use of predictive models, or motion extrapolation skills, may have cascading effects on the development of other abilities.     

Social desirability and self-reported driving behaviours: Should we be worried?

There is widespread use of self-report measures of driving behaviour in the traffic psychology literature, despite the frequent criticism that such measures are subject to social desirability bias. However, no research has yet investigated the more recently developed measures of driving anxiety and avoidance behaviour for socially desirable responding. Furthermore, relatively little research has investigated the issue of socially desirable responding on self-reported driver behaviour in general, and that which does exist has several shortcomings. The present study used a repeated measures design to assess the effect of social desirability on a measure of driving avoidance, the Driving and Riding Avoidance Scale (DRAS), and the Driver Behaviour Questionnaire (DBQ). A sample of 228 undergraduate students completed the DRAS, DBQ and a measure of socially desirable responding in class, which constituted a public place, and then again 2 months later in the privacy of their homes. None of the DBQ items were significantly different across the two locations. However, two of the DRAS general avoidance items were higher in the public setting, perhaps demonstrating the effect of socially desirable responding on driving avoidance due to environmental or practical concern. Nevertheless, overall it appears as though the DRAS and DBQ are not particularly vulnerable to socially desirable responding, although further well-designed research on the effects of such bias on these and other self-report measures of driving behaviour should be undertaken.     

"Elicitation hooks": a discourse analysis of chaplain-patient interaction in pastoral and spiritual care

The article considers the communicative role of the hospital chaplain and maps some of the language strategies deployed to facilitate disclosure of the patients' concerns and achieve enhanced spiritual care. These include: i) involvement, ii) politeness and iii) encouraging disclosure or exploring emotion.     

The Comparative Effects of a Modified Self-Questioning Strategy and Story Mapping on the Reading Comprehension of Elementary Students with Learning Disabilities

An alternating treatments design was used to examine the effects of story mapping, a modified self-questioning strategy, and no intervention on literal and inferential reading comprehension of elementary students with learning disabilities. Immediate post-tests indicated that students attained significantly greater comprehension in the self-questioning and story mapping conditions over no intervention. Although students attained similarly high levels of overall comprehension when they used story mapping and self-questioning, students scored slightly higher on inferential comprehension questions in the self-questioning condition. Additionally, 4 out of the 5 students indicated a preference for the self-questioning strategy.