Memory flexibility training for autobiographical memory as an intervention for maintaining social and mental well-being in older adults

Autobiographical memory specificity (AMS) reduces with increasing age and is associated with depression, social problem-solving and functional limitations. However, ability to switch between general and specific, as well as between positive and negative retrieval, may be more important for the strategic use of autobiographical information in everyday life. Ability to switch between retrieval modes is likely to rely on aspects of executive function. We propose that age-related deficits in cognitive flexibility impair AMS, but the “positivity effect” protects positively valenced memories from impaired specificity. A training programme to improve the ability to flexibly retrieve different types of memories in depressed adults (MemFlex) was examined in non-depressed older adults to determine effects on AMS, valence and the executive functions underlying cognitive flexibility. Thirty-nine participants aged 70+ (MemFlex, n?=?20; control, n?=?19) took part. AMS and the inhibition aspect of executive function improved in both groups, suggesting these abilities are amenable to change, although not differentially affected by this type of training. Lower baseline inhibition scores correlated with increased negative, but not positive AMS, suggesting that positive AMS is an automatic process in older adults. Changes in AMS correlated with changes in social problem-solving, emphasising the usefulness of AMs in a social environment.     

Changing Versus Protecting the Status Quo: Why Men and Women Engage in Different Types of Action on Behalf of Women

We investigate women’s and men’s willingness to engage in action on behalf of women, and we identify two distinct categories of behavior: action that aims to challenge gender inequality (feminist action) and action that aims to protect women from violence (protective action). Three online studies were conducted. For each study, a U.S. community sample was recruited. In Study 1 (n?=?602), women reported greater intentions to engage in feminist action than men did. Men, however, were just as willing as women to participate in protective action. In Study 2 (n?=?726), we replicated these gender differences and found that protective action was positively predicted by benevolent sexism among men. In Study 3 (N?=?582), we investigated why women reported greater intentions to engage in feminist action compared to men. We found that women were more aware of gender inequality, which was associated with identification as a feminist, and through this, intentions to engage in feminist action. Awareness of gender inequality also predicted intentions to engage in protective action among women. Men, however, were less aware of gender inequality, which was associated with the belief that feminist action leads to women having more rights than men do and subsequently greater willingness to participate in protective action. Our results can assist social policymakers and activists to develop appropriate campaigns for gender equality if their goal is to challenge, rather than protect women from, the status quo.     

Changing the criterion for memory conformity in free recall and recognition

People's responses during memory studies are affected by what other people say. This memory conformity effect has been shown in both free recall and recognition. Here we examine whether accurate, inaccurate, and suggested answers are affected similarly when the response criterion is varied. In the first study, participants saw four pictures of detailed scenes and then discussed the content of these scenes with another participant who saw the same scenes, but with a couple of details changed. Participants were either told to recall everything they could and not to worry about making mistakes (lenient), or only to recall items if they were sure that they were accurate (strict). The strict instructions reduced the amount of inaccurate information reported that the other person suggested, but also reduced the number of accurate details recalled. In the second study, participants were shown a large set of faces and then their memory recognition was tested with a confederate on these and fillers. Here also, the criterion manipulation shifted both accurate and inaccurate responses, and those suggested by the confederate. The results are largely consistent with a shift in response criterion affecting accurate, inaccurate, and suggested information. In addition we varied the level of secrecy in the participants’ responses. The effects of secrecy were complex and depended on the level of response criterion. Implications for interviewing eyewitnesses and line-ups are discussed.     

Cultural Training Based on a Theory of Relational Ideology

This article describes the development of a theory-based cross-cultural training intervention, named relational ideology training, and reports a field experiment testing its effectiveness in facilitating intercultural collaborations. The intervention was based on our Protestant relational ideology (PRI) theory and cross-cultural research derived from this theory. An experiment compared the effectiveness of this novel intervention with the well established cultural assimilator training. Results show that compared to cultural assimilator training, relational ideology training is more effective in improving managers' task performance and affective adjustment in cross-cultural ventures. Important practical and theoretical benefits can be gained from integrating theoretical advances in cultural psychology into cross-cultural training. We discuss the implications of RI training as an empirically validated intervention for Americans living locally yet working globally.     

The factor structures of the STEM and the STEU

The factor structures of two recently developed measures of emotional intelligence, the Situational Test of Emotional Understanding and Situational Test of Emotion Management (STEU, STEM; MacCann & Roberts, 2008) were examined. The results did not support a factor structure of either measure’s subscales indicated by the approach used in developing the test items, and examination of the factors obtained using parallel analysis to determine the number of factors to extract did not yield interpretable factors. These findings suggest that only total scale scores should be used for these tests, although the general factor extracted from the items was not strong for either test; further development work on these tests is indicated.     

Predictors of reading development in deaf children: A 3-year longitudinal study

The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7-8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed.     

Reason to Believe: Representations of Aggression as Phenomenological Read-Out

Men tend to view their own aggression as an instrumental act aimed at imposing control, whereas women tend to view theirs as an expressive act resulting from a loss of self-control. These interpretations have been called social representations based on their presumed social origins and mode of transmission. However, if women’s self-control is generally higher than men’s, they would be expected to behave aggressively only infrequently and at higher levels of provocation. Aggression would be experienced phenomenologically as a loss of self-control. In Study 1, a student sample, men scored higher than women on instrumental beliefs, impulsivity, and risk seeking. As predicted, instrumental beliefs were associated with higher impulsive risk seeking and an expressive representation was positively associated with temper. In Study 2, an offender sample, there were no gender differences in instrumental beliefs, physical aggression, temper, carelessness, and present orientation. Instrumental beliefs were again associated with impulsive risk seeking and, to a lesser extent, temper. Expressive beliefs were again associated with temper and, to a lesser extent, present orientation. Physical aggression was associated with holding instrumental beliefs, impulsive risk seeking, and temper. The model is broadly supported and directions for future work are suggested.     

Unravelling the effects of sequential presentation in culprit‐present lineups

It is well established that sequential presentation of faces in an eyewitness situation can reduce false identification rates. The effect of a sequential presentation on the probability of accurately identifying a culprit when present in a lineup is less clear. The current study examined the efficacy of the sequential procedure in culprit present lineups approximating the real life condition where a person's appearance has changed between the time they were seen and the identification. Young (17–33 years) and older (58–80 years) witnesses viewed a video of a crime and then engaged in some filler tasks. Later they viewed a culprit‐present lineup presented in a simultaneous or sequential format. Some witnesses viewed lineups in which target appearance (hairstyle) had changed and some where it had not. Sequential testing was associated with fewer choices (hits and foil choices) as compared to simultaneous testing. A change of appearance lowered hit rates in sequential test conditions among young adults. Finally, participants in sequential conditions were more likely to report that they expected the target to be present in the lineup. We advise policy makers not to advocate sequential testing until we have a full understanding of the conditions under which the sequential‐superiority effect may be observed. Copyright © 2003 John Wiley & Sons, Ltd.     

Minding the Gap not Bridging the Gap: Family Therapy From a Psychoanalytic Perspective

Following recent interest in this journal in building bridges between a psychoanalytic and systemic approach to family therapy (Vol. 19, 1997), the authors take up the debate. A clinical vignette from a recent article is used for discussion and, in order to describe further work from a psychoanalytic perspective, two case vignettes are presented. The comparisons are discussed with particular reference to the concepts of projective identification, transference/countertransference and internal object relations.     

Pre-event discussion and recall of a novel event: how are children best prepared?

We investigated the conditions under which information 1 day before a novel event influenced 6-year-olds' recall 2 weeks later. In Experiment 1A, four preparation conditions included either the event goals, goals with narration of the event actions and objects, photographs of the objects with goals and narration, or photographs with narration and child verbalization of the actions and objects. Compared with an irrelevant preparation control condition, goals with narration reduced errors, but correct recall was increased only when photographs were included. Child verbalization together with goals, narration, and photographs increased correct recall relative to goals with narration. In Experiment 1B, neither photographs nor preparation alone improved recall relative to the control condition. Experiment 2 found no further advantage of increasing children's participation in the preparation via questions. Overall, the impact of preevent information on memory is influenced by the nature of the information and the child's participation in the preparation.