Free recall of everyday retrospective and prospective memories: The intention-superiority effect is moderated by action versus state orientation and by gender

Individual differences in the relative accessibility of everyday memories were investigated. Based on the theory of action control described by Kuhl and colleagues (Kuhl & Beckmann, 1994b), an intention-superiority effect (heightened activation and accessibility of intentions—i.e., prospective memories—compared to retrospective memories) was predicted for state-oriented individuals, but not action-oriented individuals. As predicted, only state-oriented individuals showed an intention-superiority effect, recalling more prospective than retrospective real-life memories. In addition, females, but not males, showed an intention-superiority effect in retrieval of the most accessible memories, memories recalled in the first minute. These results show important moderator variables for the intention-superiority effect and extend previous research to real-life, everyday memories.     

Peer victimization, depressive symptoms, and high salivary cortisol predict poorer memory in children

The predictive relations of peer victimization, depressive symptoms, and salivary cortisol on memory in 168 children aged 12 at Time 1 (T1) were examined using a longitudinal design in which data were collected on four occasions over a 2-year period. Results indicated that: (1) peer victimization, depressive symptoms, and evening cortisol were stable over time, (2) peer victimization and elevated symptoms of depression were concurrently linked at each time, (3) T1 peer victimization predicted elevated symptoms of depression at T2 which in turn predicted lower cortisol levels at T3, and (4) controlling for earlier associations, T3 peer victimization, depressive symptoms, and higher morning and evening cortisol levels uniquely predicted memory deficits at T4. The links between elevated cortisol, symptoms of depression, and poor memory are consistent with published research on depressed adults and extend the findings to children exposed to peer victimization. These findings highlight that peer abuse is harmful and may impact children's long-term mental health and memory functioning.     

Development and validation of the Material Values Scale for children (MVS-c)

The aim of this study was to develop a scale to measure materialism among children while relying on insights from research conducted among adults. Although research among adults suggests that materialism is a second-order construct with three underlying factors (i.e., material centrality, material happiness, and material success), existing materialism scales for children include only one or two of these factors. Hence, we adapted the items of the well-established Material Values Scale (MVS) of Richins and Dawson (1992) to make them appropriate for use among children. We then administered the Material Values Scale for children (MVS-c) to 1001 8- to 11-year-olds. Structural equation modeling confirmed the presumed second-order structure of the MVS-c. Based on these findings, we created 6- and 3-item versions in addition to the full-length, 18-item MVS-c. All three versions performed well in terms of test–retest reliability and construct validity.     

Theoretical approaches to psychological trauma: Implications for research and practice

In recent years, a range of counselling and psychotherapy interventions have been developed in work with clients and patients suffering from the psychological effects of trauma. This paper outlines various theoretical models of psychological trauma, selected because they can specifically encompass both the external aetiology (i.e. the traumatic event) and also explain (to a greater or lesser extent) the enormous range of reactions to that event. These models are critically discussed in terms of their implications for counselling practice, and as guides to further research. Examples are given of ways in which the author has drawn on different theoretical frameworks to inform her own therapeutic practice in work with people experiencing post‐traumatic stress disorder.     

Development and Validation of a Survey Instrument to Measure Children's Advertising Literacy

The aim of this study was to develop and validate a survey measurement instrument for children's advertising literacy. Based on the multidimensional conceptualization of advertising literacy by Rozendaal, Lapierre, Van Reijmersdal, and Buijzen (2011) Rozendaal, E., Lapierre, M. A., van Reijmersdal, E. A., &; Buijzen, M. (2011). Reconsidering advertising literacy as a defense against advertising effects. Media Psychology, 14, 333–354. doi:10.1080/15213269.2011.620540[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar], 39 items were created to measure two dimensions of advertising literacy (i.e., conceptual and attitudinal advertising literacy) and their 9 underlying components (i.e., recognition of advertising, understanding selling intent, recognition of advertising's source, perception of intended audience, understanding persuasive intent, understanding persuasive tactics, understanding advertising's bias, skepticism toward advertising, and disliking of advertising). The survey was administered to 1,026 8- to 12-year-olds in the first wave and 519 in the second wave. Structural equation modeling revealed that the Advertising Literacy Scale for children consists of two separate and unrelated subscales: the Conceptual Advertising Literacy Scale (CALS-c) and the Attitudinal Advertising Literacy Scale for children (AALS-c). Both scales performed well in terms of test–retest reliability and construct validity. In addition to the full-length scale, shortened versions were created. Specific directions for future advertising literacy research are discussed as well.     

Identifying learning patterns of children at risk for Specific Reading Disability

Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (?SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi‐trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga‐speaking Zambia. A multi‐group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the ?SRD group. This study illustrates the promise of LGCM applied to multi‐trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low‐to‐middle income countries are discussed.     

Remembering the past and imagining the future: a neural model of spatial memory and imagery

The authors model the neural mechanisms underlying spatial cognition, integrating neuronal systems and behavioral data, and address the relationships between long-term memory, short-term memory, and imagery, and between egocentric and allocentric and visual and ideothetic representations. Long-term spatial memory is modeled as attractor dynamics within medial-temporal allocentric representations, and short-term memory is modeled as egocentric parietal representations driven by perception, retrieval, and imagery and modulated by directed attention. Both encoding and retrieval/imagery require translation between egocentric and allocentric representations, which are mediated by posterior parietal and retrosplenial areas and the use of head direction representations in Papez's circuit. Thus, the hippocampus effectively indexes information by real or imagined location, whereas Papez's circuit translates to imagery or from perception according to the direction of view. Modulation of this translation by motor efference allows spatial updating of representations, whereas prefrontal simulated motor efference allows mental exploration. The alternating temporal-parietal flows of information are organized by the theta rhythm. Simulations demonstrate the retrieval and updating of familiar spatial scenes, hemispatial neglect in memory, and the effects on hippocampal place cell firing of lesioned head direction representations and of conflicting visual and ideothetic inputs.     

THE WOMEN'S STUDIES EXPERIENCE

The impact of women's studies courses on students'feminist activism and related behaviors was assessed through quantitative and qualitative methods. At pretesting, women's studies students (10 classes: 161 women and 18 men) did not report significantly more activism than nonwomen's studies students taught by women's studies faculty (9 classes: 73 women and 48 men) or nonwomen's studies students taught by nonwomen's studies faculty (12 classes: 107 women and 47 men). At posttesting, women's studies students, relative to the comparison students, reported more activism during the semester of evaluation, stronger intentions to engage in future feminist activism, and more important and more positive course-related influences on their personal lives ( p < .0001).