Processing implicit and explicit representations.

This article summarizes the results of a 15-year research program dedicated to understanding how implicitly activated memories affect remembering and proposes a model for describing such influences. Implicit memories are manipulated by varying the number of associates preexperimentally linked to test cues or to studied words. Assumptions of the model specify when implicit memories of various types are likely to contribute to performance in various tasks. The main assumptions are that encoding involves both explicit and implicit processing components and that these components provide mutually exclusive sources of information during testing. Experiments designed to evaluate the exclusivity assumption are reported, and implications of the findings for several theoretical frameworks are discussed.     

Social factors influence haloperidol-induced catalepsy in rat

This study employed manipulations which presumably influence social interactions in rats: (1) paired housing with a heavier conspecific and (2) exposure to the odors of other rats. The dependent variable was the akinetic state induced by haloperidol, a neuroleptic and dopamine antagonist. In Experiment 1, adult male Long-Evans hooded rats were matched by weight and caged alone or in pairs with one rat 30 g heavier than its cagemate. All rats received haloperidol (1.5 mg/kg) and catalepsy testing. Heavy rats showed more catalepsy than the lighter member of pairs or weight-matched, singly housed controls. In Experiment 2, adult male rats were left unrecaged or were recaged into cages with bedding recently soiled by females or other adult males. After haloperidol (1.0 mg/kg), the rats exposed to bedding soiled by other adult males showed more catalepsy than did the control groups. Thus, the results of both experiments indicated that social factors can influence the akinesia induced by dopamine antagonists.     

The relation between feelings of knowing and the number of neighboring concepts linked to the test cue

We investigated whether feeling-of-knowing judgments are influenced by the number of different neighboring concepts linked to the test cue in long-term memory as measured using association norms. The purpose was to evaluate contrasting predictions made by the partial-retrieval hypothesis and the competition hypothesis. The partial-retrieval hypothesis assumes the more neighboring concepts activated by the test cue, the higher the feeling of knowing. In contrast, the competition hypothesis assumes that feelings of knowing are sensitive to competition between neighboring concepts, and it predicts that the fewer neighboring concepts activated by the cue, the higher the feeling of knowing. The findings were compatible with the competition hypothesis showing that both feeling-of-knowing and prediction-of-knowing ratings always were higher, the fewer different concepts were linked to the test cue. We obtained an identical pattern of results using different kinds of cues including taxonomic category names, ending sounds, and meaningfully related associates. We consider different ways that these findings could be reconciled with the partial-retrieval hypothesis, and we also discuss implications for other explanations of feeling-of-knowing effects.     

Issues in psychotherapeutic encounters of patients suspected of post-traumatic stress disorder malingering

The literature indicates on high rates of post-traumatic stress disorder (PTSD) malingering in various mental health settings but only few articles relate to therapeutic encounters with this population. The aim of this article is to present some of the difficulties that characterize psychotherapeutic encounters with patients suspected of PTSD malingering, and to examine the vicissitudes of significant elements of psychotherapy during these complex clinical situations. Some therapeutic interventions and indications that may help therapists to distinguish between patients with exaggerated symptomatology who suffer from true mental distress, and from full malingerers are also provided. It is argued that therapists and policy makers should relate to PTSD malingering more seriously due to the negative consequences of this phenomenon.     

Examining the positive effects of rapport building: When and why does rapport building benefit adult eyewitness memory?

Most investigative interviewing protocols recommend building rapport with cooperative adult witnesses to increase the accuracy of their reports. Although a few recent studies support the benefits of rapport building on adult witness recall, no study has examined whether the timing of rapport in relation to post-event misinformation affects recall accuracy, and whether these effects are related to witness anxiety levels throughout the interview. The present study provided two hundred and thirty-three undergraduates with a videotaped mock crime followed by building high or low rapport either before or after they received post-event misinformation. All witnesses were then interviewed about the mock crime. Results indicated that high rapport before misinformation increased the amount of accurate information reported in a subsequent witness interview compared to low rapport. However, these recall benefits were not due to a reduction in anxiety. Theoretical implications and practical recommendations for police interviewing practices are discussed.     

Transforming Training: A Perspective on the Need for and Payoffs From Common Standards

Standards today position the research community on the eve of scientific breakthrough. Efficiency and warfighter competency are likely to improve greatly as a result of the feedback and research studies enabled by the use of common standards for defining competencies, assessing performance, and enabling technologies to collect data. Such standards make it possible to evaluate warfighter performance across sites and across time. Standards also make it possible to do rigorous comparisons in the lab, operational simulator settings, and even live exercises. The standardized methods and leveraging of common data will yield unprecedented scientific power and opportunity to rapidly transform training.     

Rapport‐Building During Witness and Suspect Interviews: A Survey of Law Enforcement

Building rapport with adult witnesses and suspects is recommended by major investigative interviewing protocols (e.g., Cognitive Interview and the Army Field Manual in the USA and PEACE in the UK). Although recent research suggests that building rapport can sometimes benefit police investigations by increasing the accuracy of adult eyewitness reports and potentially enhance the diagnosticity of evidence obtained from suspects, little data exist regarding how law enforcement interviewers actually define and build rapport in real‐world investigations. To fill this void, the present study distributed a questionnaire containing open and closed‐ended questions to 123 law enforcement interviewers in police training courses to determine how they conceptualize and build rapport with adult interviewees. Results indicate that a majority of law enforcement interviewers define rapport as a positive relationship involving trust and communication, with a strong minority defining rapport as a ‘positive or negative’ relationship. Further, law enforcement interviewers reported building rapport with adult witnesses and suspects in a similar manner, often by using verbal techniques (e.g., discussing common interests via small talk) and non‐verbal techniques (e.g., displaying understanding via empathy and sympathy). Theoretical and applied implications of these results are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Participatory Evaluation: A Case Study of Involving Stakeholders in the Evaluation Process

ABSTRACT

One way to ensure that an evaluation has “utility” is to use a participatory evaluation approach where the evaluator partners with primary users to carry out various phases of an evaluation. This article provides a case study of how participatory evaluation was used in an out-of-school youth development and employment program at the Science Museum of Minnesota's Kitty Andersen Youth Science Center. Youth staff participated in a series of evaluation workshops where they learned about evaluation, made their own meaning of evaluation data, generated recommendations to improve their museum work, and ultimately took more ownership and control of their program. As a result of the workshops, youth also carried out their own formative evaluation of four museum programs. The program manager and the youth staff reaped a number of benefits from this process. The factors leading to its success are discussed.