Autobiographical memory in middle childhood: recollections of the recent and distant past

To address the question of whether memories from early childhood survive into later childhood, participants visited the laboratory at age 3 and again at 7, 8, or 9. At age 3, each talked with a parent about six events; at the later age each child talked with a researcher about four of these distant events as well as two more recent events. School-aged children recalled fewer than half of the distant events introduced. Further, the proportion of distant events recalled was negatively correlated with age. Those distant events that were recalled, however, were recounted in an accurate, detailed manner. Importantly, reports of distant events did not reflect the full extent of children's narrative ability. Reports of recent events were more coherent and included twice the detail. Implications for existing interpretations of autobiographical memory and childhood amnesia are discussed, and the need for further research employing innovative methods is emphasised.     

Snatching defeat from the jaws of victory: self-esteem differences in the experience and anticipation of success

Successes--defined broadly as meeting important standards or receiving positive evaluations--are widely assumed to be enjoyed equally by people with high self-esteem (HSEs) and low self-esteem (LSEs). Three studies examined the contradictory hypothesis that HSEs react more favorably to success than do LSEs and that success brings about certain unfavorable consequences for LSEs. Undergraduate participants reacted to a laboratory-manipulated success (Studies 1 and 2) or imagined highly positive events in the future (Study 3). Self-esteem differences emerged in anxiety, thoughts about the self, and (in Study 3) thoughts about non-self-related aspects of the event. LSEs were more anxious than HSEs after succeeding, success improved HSEs' self-relevant thoughts but not LSEs', and LSEs focused more on success's negative aspects.     

Anticipating upcoming words in discourse: evidence from ERPs and reading times

The authors examined whether people can use their knowledge of the wider discourse rapidly enough to anticipate specific upcoming words as a sentence is unfolding. In an event-related brain potential (ERP) experiment, subjects heard Dutch stories that supported the prediction of a specific noun. To probe whether this noun was anticipated at a preceding indefinite article, stories were continued with a gender-marked adjective whose suffix mismatched the upcoming noun's syntactic gender. Prediction-inconsistent adjectives elicited a differential ERP effect, which disappeared in a no-discourse control experiment. Furthermore, in self-paced reading, prediction-inconsistent adjectives slowed readers down before the noun. These findings suggest that people can indeed predict upcoming words in fluent discourse and, moreover, that these predicted words can immediately begin to participate in incremental parsing operations.     

Speech disruption under delayed auditory feedback in multilingual speakers

The present study investigated the language familiarity hypothesis formulated by Mackay [(1970). How does language familiarity influence stuttering under delayed auditory feedback? Perceptual and Motor Skills, 30, 655-669] that bilinguals speak faster and stutter less under delayed auditory feedback (DAF) when speaking their more familiar language than a less familiar language. Thirty normally fluent native speakers of Dutch (17 males and 13 females, aged between 18;1 and 26;4 years) who were also proficient in French and English read meaningful and nonsense text under DAF in their mother tongue and in the two later acquired languages. The existence of a language familiarity effect was confirmed. The participants required significantly more time and showed significantly more speech disruptions under DAF in the later acquired languages than in the mother tongue, and reading time and number of speech disruptions was significantly higher for the nonsense texts than for the meaningful text for each of the three languages. An additional question addressed was whether or not there were any gender differences in the susceptibility to DAF. Results did not reveal a clear gender difference. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) summarize the importance of language familiarity for the degree of speech disruption experienced by normally fluent multilingual speakers under delayed auditory feedback; and (2) describe gender differences in the susceptibility to delayed auditory feedback.     

Are we on the Right Course? Lessons Learned about Current FBA/BIP Practices in Schools

Schools across the nation have been charged with the task of conducting functional behavioral assessments (FBAs) to aid in the development of behavior intervention plans (BIPs) to address the challenging behavior of students with special education needs. In response, schools have initiated efforts to provide the various members of their student services and individualized education program (IEP) teams with the knowledge and training to insure compliance with the federal mandate. The current study examines the FBAs and BIPs developed by school teams across one state with regards to best practices and the requirements identified in recent litigation. Following a state-wide training effort, service team members from school districts across Wisconsin were encouraged to submit completed FBA/BIPs for a critical review (whether or not they had participated in the training). Findings suggest that the majority of the FBAs submitted displayed serious flaws. The most common problem resulted from a lack of clarity in the identification and operational definition of the target behavior or behaviors under investigation. There was a general failure to identify any effort taken by the team members to verify the hypothesized function of the behavior before attempting intervention. Perhaps most alarmingly, a significant number of the teams did not appear to take the function of the behavior identified in the FBA into consideration when developing the BIP. Teams that included members who had completed two or more days of intensive in-service education related to FBA/BIP development were found to produce better results. Readers are provided a simplified checklist for use in reviewing their own FBA/BIPs.     

Evaluation of two methods of prompting drivers to use specific exits on conflicts between vehicles at the critical exit

The Florida Department of Transportation used a series of changeable-message signs that functioned as freeway guide signs to divert traffic to Universal Theme Park via one of two eastbound exits based on traffic congestion at the first of the two exits. An examination of crashes along the entire route indicated a statistically significant increase in crashes at the first eastbound exit following the actuation of the system. Furthermore, all of the crashes occurred in close proximity to the exit gore (the crosshatched area at exits that drivers are not supposed to enter or traverse) at the first exit. In Experiment 1, behavioral data were collected using an alternating treatments design. These data revealed that reassigning the exit signs was effective in producing a change in the percentage of drivers using each of the two exits. These data also showed that the reassignment of the theme park exit was associated with an increase in the percentage of motor vehicle conflicts that consisted of vehicles cutting across the exit gore. An analysis revealed that the method used for switching the designated or active theme park exit on the series of changeable-message signs led to the presentation of conflicting messages to some motorists, thus resulting in erratic driving behavior (cutting across the exit gore). In Experiment 2, the treatment evaluated the use of a phased method of switching the designated theme park exit to eliminate the delivery of conflicting messages. The new method for switching the designated theme park exit was not associated with an increase in motorists cutting across the exit gore.     

Lost in the wilderness: terror management, action orientation, and nature evaluation

The authors propose that wilderness is intrinsically associated with death, and, consequently, terror management concerns may promote more negative evaluations of wilderness. Consistent with this, wilderness inspired more thoughts about death than either cultivated nature or urban environments (Study 1), and death reminders reduced perceived beauty of wilderness (Study 2). The authors further suggest that active self-regulation facilitates suppression of the dark side of wilderness. Consistent with this, action orientation was positively related to perceived beauty of wilderness (Study 3), and after viewing wilderness, action-oriented individuals were more efficient at suppressing the association between wilderness and death than state-oriented individuals (Study 4). Direct death reminders overruled the effects of action orientation on nature evaluation (Study 5), presumably because direct death reminders are difficult to suppress even for action-oriented individuals.     

Prolegomena to Dynamic Logic for Belief Revision

In ‘belief revision’ a theory is revised with a formula φ resulting in a revised theory . Typically, is in , one has to give up belief in by a process of retraction, and φ is in . We propose to model belief revision in a dynamic epistemic logic. In this setting, we typically have an information state (pointed Kripke model) for the theory wherein the agent believes the negation of the revision formula, i.e., wherein is true. The revision with φ is a program *φ that transforms this information state into a new information state. The transformation is described by a dynamic modal operator [*φ], that is interpreted as a binary relation [ [*φ] ] between information states. The next information state is computed from the current information state and the belief revision formula. If the revision is successful, the agent believes φ in the resulting state, i.e., Bφ is then true. To make this work, as information states we propose ‘doxastic epistemic models’ that represent both knowledge and degrees of belief. These are multi-modal and multi-agent Kripke models. They are constructed from preference relations for agents, and they satisfy various characterizable multi-agent frame properties. Iterated, revocable, and higher-order belief revision are all quite natural in this setting. We present, for an example, five different ways of such dynamic belief revision. One can also see that as a non-deterministic epistemic action with two alternatives, where one is preferred over the other, and there is a natural generalization to general epistemic actions with preferences.     

A strict test of the phonological loop hypothesis with Libyan data

In Arabic, there are two ways, differing in length, of pronouncing each digit. This feature of word pairs that are conceptually identical but of different length allows for a stricter test of the phonological loop hypothesis than has been reported previously. Libyan schoolchildren, both boys and girls, of two grades took part in a quasi-experimental study in which shorter and longer digits and shorter and longer words were presented in recall and pronunciation tasks. The results confirmed the validity of the phonological loop model in that memory span was longer for shorter stimuli. Analysis of the data with structural equation modeling showed that only 17% of the individual-level variation in memory span could be explained by pronunciation speed. In an analysis of covariance, it was determined that pronunciation speed could account for a substantial proportion of the variation found across age (8-year-olds vs. 10-year-olds), stimulus modality (digits vs. words), and stimulus length (short vs. long), but not for gender differences.