Recalled aspects of original encoding strategies influence episodic feelings of knowing

We tested the hypothesis that the feeling of knowing (FOK) after a failed recall attempt is influenced by recalling aspects of the original encoding strategy. Individuals were instructed to use interactive imagery to encode unrelated word pairs. We manipulated item concreteness (abstract vs. concrete) and item repetitions at study (one vs. three). Participants orally described the mediator produced immediately after studying each item, if any. After a delay, they were given cued recall, made FOK ratings, and attempted to recall their original mediator. Concreteness and item repetition enhanced strategy recall, which had a large effect on FOKs. Controlling on strategy recall reduced the predictive validity of FOKs for recognition memory, indicating that access to the original aspects of encoding influenced FOK accuracy. Confidence judgments (CJs) for correctly recognized items covaried with FOKs, but FOKs did not fully track the strategy recall associations with CJs, suggesting emergent effects of strategy cues that were elicited by recognition tests but not accessed at the time of the FOK judgment. In summary, cue-generated access to aspects of the original encoding strategy strongly influenced episodic FOKs, although other influences were also implicated.     

Check & Connect: The importance of relationships for promoting engagement with school

The purpose of this study was to examine whether the closeness and quality of relationships between intervention staff and students involved in the Check & Connect program were associated with improved student engagement in school. Participants included 80 elementary and middle school students referred to the Check & Connect program for poor attendance, an early sign of disengagement, while in elementary school. After accounting for student risk and prior attendance, student and interventionist perceptions of the closeness and quality of their relationship were found to be associated with improved engagement in terms of school attendance, and interventionist perceptions of their relationships with students were associated with teacher-rated academic engagement (e.g., prepared for class, work completion, persistence). The importance of designing and evaluating relationship-based interventions for students at-risk for school failure is discussed.     

The Effects of Source Credibility and Message Framing on Exercise Intentions,Behaviors, and Attitudes: An Integration of the Elaboration Likelihood Model and Prospect Theory1

This study examined the influence of source credibility and message framing on promoting physical exercise in university students. Participants were randomly assigned to reading a positively or negatively framed communication that was attributed to either a credible or a noncredible source. Exercise intentions and attitudes were measured immediately following the delivery of the communication and following a 2‐week delay. Exercise behavior was also measured following the delay. There were Source Frame interactions for the exercise intentions, exercise behaviors, and cognitive response/elaboration measures such that participants receiving a positively framed communication from a credible source elaborated more and reported more positive exercise intentions and behaviors than participants in the other conditions. The results of the present investigation indicate that it might be beneficial for health professionals to provide exercise‐related information stressing the benefits of participating in exercise, rather than the traditional fear appeals, to motivate clients to engage in regular physical exercise. Implications for future research are discussed.