Distinct processes shape flashbulb and event memories

In the present study, we examined the relation between memory for a consequential and emotional event and memory for the circumstances in which people learned about that event, known as flashbulb memory. We hypothesized that these two types of memory have different determinants and that event memory is not necessarily a direct causal determinant of flashbulb memory. Italian citizens (N = 352) described their memories of Italy’s victory in the 2006 Football World Cup Championship after a delay of 18 months. Structural equation modeling showed that flashbulb memory and event memory could be clearly differentiated and were determined by two separate pathways. In the first pathway, importance predicted emotional intensity, which, in turn, predicted the frequency of overt and covert rehearsal. Rehearsal was the only direct determinant of vivid and detailed flashbulb memories. In the second pathway, importance predicted rehearsal by media exposure, which enhanced the accuracy and certainty of event memory. Event memory was also enhanced by prior knowledge. These results have important implications for the debate concerning whether the formation of flashbulb memory and event memory involve different processes and for understanding how flashbulb memory can be simultaneously so vivid and so error-prone.     

Reliability of 2D:4D measurements using a direct method suitable for clinical settings

The second to fourth digit ratio (2D:4D) indicates androgen exposure during early development. Numerous methods are used in the assessment of 2D:4D, however, some are not reliable enough and others are difficult to perform in large epidemiological studies. We assessed the reliability of 2D:4D using a direct method with a caliper, and compared it with a computer-assisted analysis on scanned images. Both methods were moderately correlated, but the scan method produced slightly lower 2D:4D. The main source of variation was differences between subjects (real variation). Reliability was higher among men and among younger participants. All reliability coefficients were higher than 0.8 when three repeated measurements were averaged. Our results suggest that reliability is influenced by participants’ characteristics. Digit ratios determined directly with calipers are reliable when repeated measurements are averaged.     

Nonautomated Pre-Performance Routine in Tennis: An Intervention Study

The effect of a nonautomated pre-performance routine (PPR) on performance in a high-pressure situation was investigated. Twenty-nine tennis players served in a low- and high-pressure condition in a pre- and posttest design. The intervention group learned a nonautomated PPR for 4 weeks. Increases in subjective but not objective (i.e., cortisol) levels of stress were detected in the high-pressure conditions. The intervention group showed a significant decrease in performance in the high-pressure condition in the pretest (p =.005) but not posttest (p =.161). Using a nonautomated PPR may benefit athletes who experience a drop in performance in high-pressure situations.     

The strategic role of language abstraction in achieving symbolic and practical goals

This article addresses the role of linguistic abstraction in the achievement of symbolic and practical goals. Reviewing evidence from laboratory studies, we first elaborate on the power of language as a means of ingroup enhancement or outgroup derogation under different intergroup conditions. We then report several experimental and archival studies that showed how language serves the achievement of different practical goals such as initiating, maintaining, and ending romantic relations, accounting for individual and group decisions, maintaining or obtaining political and gender power, and persuading others. The analysis of open-ended language measures—which represents a methodological thread of the reviewed studies—shows how language is strategically moulded according to individual and group goals in laboratory as well as in real-life contexts. The implications of the interplay among language, cognition, and action are addressed.     

Antecedents and consequences of coping in the anticipatory stage of an exam: A longitudinal study emphasizing the role of affect

Abstract

A longitudinal study with three periods of data collection has been designed to test a model concerning the antecedents and consequences of coping in the anticipatory stage of an examination stress process. The model tested focuses on the role of positive and negative affect at an early stage as the main antecedents for coping. Primary and secondary appraisal, and dispositional variables (perceived personal competence and optimism) have been related to early affect. Moreover, the consequences of coping, considered as the affect measured after the deployment of coping strategies, and the grade obtained in the exam, are also tested. Results show that early affect is the main antecedent of displayed coping strategies. Dispositional variables and appraisal are related to affect, and differential effects of coping in later affect have been noticed. No relationship between coping and grade has been found. Implications for research on coping with examination stress are discussed.     

Use of Anticipatory Cues to Reduce Dependence on Physical Prompts by an Adolescent with Multiple Disabilities

Anticipatory cues (vibratory stimulation activated through remote control) were used in this study to help an adolescent with multiple disabilities to reduce his dependence on the caregiver's physical prompts. The results show that anticipatory cues were effective in helping the adolescent perform practical daily responses independently of physical prompts. Towards the end of the study, the adolescent could also perform increasingly independently of the anticipatory cues. Implications of the findings are discussed.     

Attachment,Assessment, and Psychological Intervention: A Case Study of Anorexia

Attachment patterns and personality dimensions have always been considered important to the development and adaptation of the individual. The first aim of this article was to address some basic questions about the place of attachment in a multimethod assessment when compiling a complete picture of the patient's personality functioning. The second aim was to present the Adult Attachment Projective Picture System (AAP; George &; West, 2001 George, C. and West, M. 2001. The development and preliminary validation of a new measure of adult attachment: The Adult Attachment Projective. Attachment and Human Development, 3: 30–61. [Taylor &; Francis Online] , [Google Scholar]) as a valid and productive assessment measure. Based on a single case study of an anorexic young woman, the article demonstrates how the AAP is integrated with the Rorschach Comprehensive System (Exner, 1991 Exner, J. E. 1991. The Rorschach: A comprehensive system: Vol. 2. Interpretation , 2nd ed., New York, NY: Wiley.  [Google Scholar], 1993) and other assessment tools in both the assessment and in developing a treatment plan.     

Spatial-simultaneous working memory and selective interference in Down syndrome

Several studies have suggested that individuals with Down syndrome (DS) have impairments in some aspects of the visuospatial domain. It has been reported that they are particularly impaired in the spatial-simultaneous working memory (WM) even in advantageous conditions such as when information is grouped to form a configuration. This study aimed to assess the performance of individuals with DS carrying out a spatial-simultaneous WM task in single and dual selective interference conditions in order to better explore the characteristics of their impairment in this area.

Groups of individuals with DS and mentally age-matched typically developing (TD) children were asked to carry out a spatial-simultaneous WM task in a single- and in two dual-task conditions. In the single condition, the participants were required to recall an increasing number of positions of red squares presented simultaneously in a matrix. In the dual-task conditions, together with the spatial-simultaneous WM task, the participants were asked to carry out an articulatory suppression task or a tapping task.

As has already been shown in other studies, individuals with DS were found to be impaired in carrying out a spatial-simultaneous WM task and showed a worse performance with respect to the TD group in both the conditions.

These findings indicate that individuals with DS use the same coding modality as TD children of the same mental age. Just as the TD children, they performed lower in the dual- than in the single-task condition and there was no difference between the verbal and visuospatial conditions.