Do children "DRM" like adults? False memory production in children

The Deese/Roediger-McDermott (DRM) paradigm was used to investigate developmental trends in accurate and false memory production. In Experiment 1, DRM lists adjusted to be more consistent with children's vocabulary were used with 2nd graders, 8th graders, and college students. Accurate and false recall and recognition increased with age, but semantic information appeared to be available to all age groups. Experiment 2 created a set of child-generated lists based on the free associations by a group of 3rd graders to critical items. The child-generated associates were different from those generated by adults; long and short versions of the child-generated lists were therefore presented to 2nd, 5th, and 8th graders and college students in Experiment 3. Second graders exhibited few false memories, whereas 5th graders were similar to adults in low-demand conditions and more similar to younger children in high-demand conditions. Findings are discussed in terms of developmental changes in automatic and effortful processing and the use of semantic networks.     

A characterization of individual differences in prospective memory monitoring using the Complex Ongoing Serial Task

Prospective memory--remembering to retrieve and execute future goals--is essential to daily life. Prospective remembering is often achieved through effortful monitoring; however, potential individual differences in monitoring patterns have not been characterized. We propose 3 candidate models to characterize the individual differences present in prospective memory monitoring: attentional focus, secondary memory retrieval, and information thresholding. Two experiments using a novel paradigm, the Complex Ongoing Serial Task (COST), investigated the resource allocation patterns underlying individual differences in monitoring. Individuals exhibited differential resource allocation patterns, and the differences remained relatively stable across experimental sessions. Resource allocation patterns associated with information thresholding (high prospective memory, preserved ongoing task performance) and attentional focus (high prospective memory, inefficient ongoing task performance) were superior to secondary memory retrieval (low prospective memory, very inefficient ongoing task performance). Importantly, personality (openness, prevention focus) and cognitive (primary, working, and secondary memory) individual differences influenced monitoring patterns. This research represents the first explicit attempt to elucidate individual differences in prospective memory monitoring patterns.     

Motion in the mind’s eye: Comparing mental and visual rotation

Mental rotation is among the most widely studied visuospatial skills in humans. The processes involved in mental rotation have been described as analogous to seeing an object physically rotate. We used functional magnetic resonance imaging of the whole brain and localized motion-sensitive hV5/MT1 to compare brain activation for stimuli when they were mentally or visually rotated. The results provided clear evidence for activation in hV5/MT1 during both mental and visual rotation of figures, with increased activation for larger rotations. Combined with the overall similarities between mental and visual rotation in this study, these results suggest that mental rotation recruits many of the same neural substrates as observing motion.     

Dual n-back training increases the capacity of the focus of attention

Working memory (WM) training has been reported to benefit abilities as diverse as fluid intelligence (Jaeggi et al., Proceedings of the National Academy of Sciences of the United States of America, 105:6829–6833, 2008) and reading comprehension (Chein & Morrison, Psychonomic Bulletin & Review, 17:193–199, 2010), but transfer is not always observed (for reviews, see Morrison & Chein, Psychonomics Bulletin & Review, 18:46–60, 2011; Shipstead et al., Psychological Bulletin, 138:628–654, 2012). In contrast, recent WM training studies have consistently reported improvement on the trained tasks. The basis for these training benefits has received little attention, however, and it is not known which WM components and/or processes are being improved. Therefore, the goal of the present study was to investigate five possible mechanisms underlying the effects of adaptive dual n-back training on working memory (i.e., improvements in executive attention, updating, and focus switching, as well as increases in the capacity of the focus of attention and short-term memory). In addition to a no-contact control group, the present study also included an active control group whose members received nonadaptive training on the same task. All three groups showed significant improvements on the n-back task from pretest to posttest, but adaptive training produced larger improvements than did nonadaptive training, which in turn produced larger improvements than simply retesting. Adaptive, but not nonadaptive, training also resulted in improvements on an untrained running span task that measured the capacity of the focus of attention. No other differential improvements were observed, suggesting that increases in the capacity of the focus of attention underlie the benefits of adaptive dual n-back training.     

How semantic is automatic semantic priming?

Priming for semantically related concepts was investigated using a lexical decision task designed to reveal automatic semantic priming. Two experiments provided further evidence that priming in a single presentation lexical decision task (McNamara & Altarriba, 1988) derives from automatic processes. Mediated priming, but no inhibition or backward priming was found in this type of lexical decision task. Experiments 3 and 4 demonstrated that automatic priming was found only for associated word pairs, as determined by word association norms, and not for word pairs that are semantically related but not associated. It is argued that automatic priming in the lexical decision task occurs at a lexical level not at a semantic level.     

Family Empowerment as a Mediator between Family-Centered Systems of Care and Changes in Child Functioning: Identifying an Important Mechanism of Change

We investigated the associations among perceived fidelity to family-centered systems of care, family empowerment, and improvements in children's problem behaviors. Participants included 79 families, interviewed at two time points across a one-year period. Paired samples t-tests indicated that problem behaviors decreased significantly across a one-year period. Hierarchical multiple regressions indicated that both fidelity to family-centered systems of care and family empowerment independently predicted positive change in children's problem behavior over a one-year period. However, when family empowerment is entered first in the regression, the relationship between fidelity to family-centered systems of care and change in children's problem behavior drops out, indicating that family empowerment mediates the relationship between family-centered care and positive changes in problem behaviors. Consistent with other literature on help-giving practices, family empowerment appears to be an important mechanism of change within the system of care philosophy of service delivery. Implications for practice and staff training are discussed.     

A group-administered lag task as a measure of working memory

The purpose of the present studies was to evaluate the utility of a group-administered version of the n-back, or lag task. Experiments 1 and 2 describe the construction of the task and reveal that the modified lag task (MLT) produces the same performance trends as have been observed in individually administered versions of the lag task; performance decreased significantly as lag conditions increased in difficulty. Experiments 3 and 4 established convergent validity by comparing the MLT to another common working memory task, the operation-word span task, as well as the updated version of this task, the automatic operation span task. The results showed that MLT performance was significantly correlated to scores on both measures. These experiments provide important details about the MLT as a measure of working memory, in a group- or individual-administration setting.     

The production of gender among Black and White women and men: The case of household labor

Using the National Survey of Families and Households (N = 13,017; 11.09% Black, 79.99% White), we compare the household labor time of Black and White women and men, and assess the extent to which the time constraint, relative resource, and ideology explanations account for racial and gender differences in housework time. We find that although time constraint, relative resource, and ideology explanations account for some of the variation in housework time, they do not account for all of the gender and racial differences. We also find that paid work and housework trade off differently for Black men than for White men and also for women and men. Finally, a variety of relative resource, time constraint, and ideology factors are associated differently with women’s and men’s housework time. We argue that our findings lend support to the production of gender approach to understanding the division of household labor and that this approach can be used to help us understand racial differences in housework time as well. We would like to thank the anonymous reviewers for their helpful comments.