An investigation of people's metamemories for naturally occurring events

Three studies investigated the role of event salience in the validity of metamemory reports for naturally occurring events. Two studies investigated metamemory for daily forgetting behaviours as recorded on memory diaries for either 10 days (Study 1) or a month (Study 2). A third study examined metamemory for remembering recent events (consisting of the first day of class, the most recent weekend, and the first experimental session). The results indicated that metamemory validity was higher for the more salient memory events, e. g. rote memory failures and memory of the first day of class.     

Using Response Accuracy and Latency Scores from an Artificial Language Test to Predict Grades in a Spanish Language Course

This study investigated whether scores of item response accuracy (AC) and item response latencies (RLs) from a computer based artificial language test (ALT) uniquely predicted grades in a Spanish language course at a U.S. law enforcement training academy. As expected, ALT–RLs added to the prediction of course grades provided by ALT–AC. This finding held even after controlling for scores on a logical reasoning test. Results are discussed in terms of the potential benefits of using RLs to predict performance in training.     

The Ethics of Opinion in Academe: Questions for an Ethical and Administrative Dilemma

If we accept that all plagiarism is wrong, the issue is black and white. But are there more challenging questions that color the issue with shades of gray that may influence or help clarify the ethical underpinnings of the act? Does intent matter? Does the venue matter? Does the form of writing matter? What about a professor when working as a private citizen, rather than in his/her academic role? Might plagiarism be mitigated when there is no associated financial gain? Is a writer’s history that exhibits impeccable ethical integrity relevant? Should these factors, and/or other factors, even be considered in a university’s administrative response — or non-response? What might employing an ethical approach contribute to wrestling with the dilemma? The authors explore critical issues that might face a senior academic administrator when confronting the need to respond on behalf of a university to a charge of plagiarism leveled by an influential newspaper against a university professor for a social responsibility-focused opinion-editorial published in this newspaper.     

Personality Strengths as Resilience: A One‐Year Multiwave Study

We examined how personality strengths prospectively predict reactions to negative life events. Participants were 797 community adults from 42 countries. At five points over the course of 1 year, participants completed a series of questionnaires measuring seven personality strengths (hope, grit, meaning in life, curiosity, gratitude, control beliefs, and use of strengths), subjective well‐being, and frequency and severity of negative life events. Using hierarchical linear modeling with assessment periods nested within participants, results from lagged analyses found that only hope emerged as a resilience factor. To illustrate the importance of using appropriate lagged analyses in resilience research, we ran nonlagged analyses; these results suggest that all seven personality strengths moderated the effect of negative life events on subjective well‐being, with greater strengths associated with healthier outcomes. To provide evidence that personality strengths confer resilience, a prospective examination is needed with the inclusion of events and responses to them. The use of concurrent methodologies and analyses, which is the norm in psychology, often leads to erroneous conclusions. Hope, the ability to generate routes to reach goals and the motivation to use those routes, was shown to be particularly important in promoting resilience.     

Higher order influences on evaluative priming: Processing styles moderate congruity effects

A growing body of research challenges the automaticity of evaluative priming (EP). The present research adds to this literature by suggesting that EP is sensitive to processing styles. We relied on previous research showing that EP is determined by the extent to which the prime and the target events on a given trial are processed as a unified compound. Here, we further hypothesised that processing styles encouraging the inclusion of the prime to the target episode support congruity effects, whereas processing styles that enhance the exclusion of the prime from the target episode interrupt (or reverse) these effects. In Experiment 1, a preceding similarity search task produced a congruity effect, whereas a dissimilarity search task eliminated and (non-significantly) reversed this effect. In Experiments 2 and 3, we replicated and extended these findings using a global/local processing manipulation. Overall, these findings confirm that EP is flexible, open to top-down influences and strategic regulation.     

Parentification of Adult Siblings of Individuals with Autism Spectrum Disorder

Many typically-developing (TD) siblings provide care for their siblings with autism spectrum disorder (ASD), both as children and as adults. Research on parentification (i.e., when children assume responsibilities typically reserved for adults) has been mixed, with some studies supporting positive outcomes for TD siblings and others indicating negative outcomes. Some of these discrepancies may be due to inconsistencies in differentiating types of parentification. The current study examined how different types of parentification during childhood (retrospectively-reported) related to distress outcomes and attitudes about sibling relationships among 41 TD adult siblings of individuals with ASD. Results indicated that parent-focused parentification was positively related with anxiety and stress among TD siblings. Sibling-focused parentification was positively related to stress but was also related to more positive sibling relationship attitudes. Accounting for demographic variables and the other form of parentification, parent-focused parentification was a unique predictor of distress, whereas sibling-focused parentification was a unique predictor of positive sibling relationship attitudes. Although parentification is often viewed negatively, sibling-focused parentification and perceived benefits of parentification may predict positive outcomes. Results suggest that parentification may prove important in understanding the complex nature of sibling relationships. Specifically, strengthening the sibling bond and reducing parent-focused parentification during childhood may curtail sibling relationship problems and general distress in TD siblings later in life.     

Curriculum-based measurement of oral reading: Passage equivalence and probe-set development

Curriculum-based measurement of reading (CBM-R) is used to estimate oral reading fluency. Unlike many traditional published tests, CBM-R materials are often comprised of 20 to 30 alternate forms/passages. Historically, CBM-R assessment materials were sampled from curricular materials. Recent research has documented the potentially deleterious effects of poorly controlled alternate forms on CBM-R outcomes. The purpose of this study was to examine alternate procedures for the selection of passages that comprise CBM-R passage-sets. The study examined four procedures for the evaluation and selection of passages, including random sampling, Spache readability formula, mean level of performance evaluation, and Euclidean Distance evaluation. The latter two procedures relied on field testing and evaluation of student performance. Each of eighty-eight students in second- and third-grade were administered 50 CBM-R passages. Generalizability and dependability studies were used to examine students' performance on these passages and evaluate CBM-R passage selection procedures. Results provide support for the use of field testing methods (i.e., calculating performance means and Euclidean Distances) for passage selection. Implications are discussed for future research and practice.     

Neocortical maturation during adolescence: change in neuronal soma dimension

During adolescence, cognitive abilities increase robustly. To search for possible related structural alterations of the cerebral cortex, we measured neuronal soma dimension (NSD = width times height), cortical thickness and neuronal densities in different types of neocortex in post-mortem brains of five 12-16 and five 17-24 year-olds (each 2F, 3M). Using a generalized mixed model analysis, mean normalized NSD comparing the age groups shows layer-specific change for layer 2 (p < .0001) and age-related differences between categorized type of cortex: primary/primary association cortex (BA 1, 3, 4, and 44) shows a generalized increase; higher-order regions (BA 9, 21, 39, and 45) also show increase in layers 2 and 5 but decrease in layers 3, 4, and 6 while limbic/orbital cortex (BA 23, 24, and 47) undergoes minor decrease (BA 1, 3, 4, and 44 vs. BA 9, 21, 39, and 45: p = .036 and BA 1, 3, 4, and 44 vs. BA 23, 24, and 47: p = .004). These data imply the operation of cortical layer- and type-specific processes of growth and regression adding new evidence that the human brain matures during adolescence not only functionally but also structurally.