Effects of Level of Processing on Implicit and Explicit Memory in Depressed Mood

Recently, several studies have addressed the question of whether depression affects priming in implicit memory tasks. The main aim of this experiment was to assess the presence of a bias for negative information in explicit memory (free recall) and implicit memory (word-stem completion) tasks among subclinically depressed subjects compared to nondepressed subjects, using the typical levels of processing manipulation. The results of this study show the existence of a mood-congruent memory bias for both implicit and explicit memory in depressed subjects. The theoretical implications of these findings for implicit and explicit memory biases associated with depressed mood are discussed.     

Implicit learning: Below the subjective threshold

In this review, we consider three possible criteria by which knowledge might be regarded as implicit or inaccessible: It might be implicit only in the sense that it is difficult to articulate freely, or it might be implicit according to either an objective threshold or a subjective threshold. We evaluate evidence for these criteria in relation to artificial grammar learning, the control of complex systems, and sequence learning, respectively. We argue that the convincing evidence is not yet in, but construing the implicit nature of implicit learning in terms of a subjective threshold is most likely to prove fruitful for future research. Furthermore, the subjective threshold criterion may demarcate qualitatively different types of knowledge. We argue that (1) implicit, rather than explicit, knowledge is often relatively inflexible in transfer to different domains, (2) implicit, rather than explicit, learning occurs when attention is focused on specific items and not underlying rules, and (3) implicit learning and the resulting knowledge are often relatively robust.     

Is visual attention automatically attracted by one’s own name?

Subjects were presented with briefly exposed visual displays of words that were common first names with a length of four to six letters. In the main experiment, each display consisted of four words: two names shown in red and two shown in white. The subject’s task was to report the red names (targets), but ignore the white ones (distractors). On some trials the subject’s own name appeared as a display item (target or distractor). Presentation of the subject’s name as a distractor caused no more interference with report of targets than did presentation of other names as distractors. Apparently, visual attention was not automatically attracted by the subject’s own name.     

Fuzzy Logic and Arithmetical Hierarchy,II

A very simple many-valued predicate calculus is presented; a completeness theorem is proved and the arithmetical complexity of some notions concerning provability is determined.     

SUBLIMINAL EXPOSURE TO DEATH-RELATED STIMULI INCREASES DEFENSE OF THE CULTURAL WORLDVIEW

Abstract— Three experiments reported here provide empirical support for the hypothesis derived from terror management theory that unconscious concerns about death motivate allegiance to cultural beliefs, Study 1, contrasted exposure to a subliminal death-related stimulus, a standard mortality-salience treatment, and a neutral subliminal stimulus, and found that both the subliminal and the standard reminder of mortality led to more favorable evaluations of people who praised subjects' cultural worldview and more unfavorable evaluations of those who challenged it Study 2, replicated this finding by comparing the effects of exposure to subliminal death stimuli and subliminal pain stimuli. Study 3, contrasted subliminal death stimuli, supraliminal death stimuli, and subliminal pain stimuli and found that only subliminal death stimuli produced these effects.     

Nurses' Anxieties about Biohazards as a Function of Context and Knowledge1

Final-year nursing students (N= 96) described their anxieties about biohazards, not only in relation to the occupational context of a hospital ward, but also in relation to their general life context. These contexts were reported to vary in the extent to which they permitted control over exposure to the two particular biohazards chosen for study: human immunodeficiency virus (HIV) and hepatitis B virus (HBV). The data showed that nurses' anxiety about contracting HIV infection varied significantly across the two contexts, while anxiety about contracting HBV infection did not. In the general life context, anxiety about HIV was greater than anxiety about HBV for all subjects. This difference was significantly greater for those with incorrect knowledge about objective HIV seroconversion rates than for those with correct knowledge.     

Comprehension of nonlexical categories in agrammatism

The focus of the paper is a proposal advanced by Grodzinsky (1984, 1986, 1990) concerning a possible syntactic deficit in agrammatism with respect to nonlexical categories. Eight native speakers of Serbo-Croatian, who presented a clinical picture of Broca's aphasia with agrammatism, were tested. Subject's sensitivity to traces and their knowledge of the inflectional and determiner system was investigated using a grammaticality judgment paradigm. The processing load was further minimized by use of short sentences that unequivocally exemplified different syntactic violations. These steps led to significant improvement in the performance of agrammatic aphasics, a result that is incompatible with the claim that the content of nonlexical elements is lost in agrammatism.A partial account of the findings was presented at the 31 st Meeting of the Academy of Aphasia, October 24–26, 1993. Tucson, Arizona. The authors gratefully acknowledge help in data collection from Mile Vukovi, Faculty of Defectology, University of Belgrade, and from Jovanka Jezdimirovi and Veronika Ispanovi-Radojkovi, the Institute for Mental Health in Belgrade. This research was supported in part by a grant (HD-01994) to Haskins Laboratories from the National Institute of Child Health and Human Development.     

Interbehavioral field systems assessment: Examining its utility in preservice teacher education

Behavior analytic evaluation instruments should benefit teacher education programs in assessing: (a) teacher and student interactions in practice teaching settings, and (b) the immediate and long range effects of the teacher training received. Though empirical substantiation remains scarce, such instruments may be designed to foster teacher trainee sensitivity to, and better control of, complex stimulus and response mechanisms which either impede or facilitate learning. This study analyzed one technologically driven Behavior Analysis Strategy and Taxonomy (BEST) and related Temporal Analysis System (TAS) (Hawkins, Sharpe, & Ray, 1994) currently used within one preservice teacher education program. A multiple probe design with experimental and control groups demonstrated the instruments' effects when used as an instructional feedback tool with teachers in training. Findings supported the instruments' use in terms of teacher and student behavior changes demonstrated for the experimental group as compared to a control group not exposed to the instrument. Implications of this technology when applied to teacher education are last described.