Making the future memorable: The phenomenology of remembered future events

Although our ability to remember future simulations conveys an adaptive advantage, enabling us to better prepare for upcoming events, the factors influencing the memorability of future simulations are not clear. In this study, participants generated future simulations that combined specific people, places and objects from memory, and for each trial, made a series of phenomenological ratings about the event components and the simulation as a whole. Memory for simulations was later assessed using a cued-recall test. We used multilevel modelling to determine whether the phenomenological qualities of event components (familiarity, emotionality and significance) and simulations (detail, plausibility) were predictive of whether the simulation was successfully encoded and later accessible. Our results demonstrate that person familiarity, detail and plausibility were significant predictors of whether a given future simulation was encoded into memory and later accessible. These findings suggest that scaffolding future simulations with pre-existing episodic memories is the path to a memorable future.     

Spiritually based parenting workshop: An outcome study

The present study observed the effects of one spiritually based parenting workshop: Parent and Family Healing. A repeated-measures design using before, after, and 3-week follow-up revealed that in the sample of 65 parents, Parent and Family Healing significantly lowered parents’ stress and negative affect, and increased their parental efficacy and parental satisfaction. These effects were all maintained at the 3-week follow-up. The workshop also significantly increased parents’ positive affect, but this change was not maintained 3 weeks following the workshop. Spirituality level did not change significantly over the course of the workshop or at follow-up, despite the workshop being spiritually based. Participants rated all the spiritual components of the workshop as between somewhat and very helpful. Finally, parents’ free-response answers revealed very positive opinions about the workshop, its effects, and the spiritual approach taken.     

"Memories" of Anomalous and Traumatic Autobiographical Experiences: Validation and Consolidation of Fantasy Through Hypnosis

What is diversity science and who needs it? This response addresses these and other themes and challenges raised by 11 excellent commentaries. Others include: What are the assumptions of diversity science regarding difference? Is diversity science constrained to the study of multiculturalism and colorblindness? Are race and ethnicity the only dimensions of difference worth studying? At which level of analysis should diversity scientists work and with which types of variables? Should diversity science address the experiences of both majority and minority groups? Should diversity science reside solely on U.S. soil? Is diversity science already in motion (i.e., has the train already left the station)? and Is social psychology a particularly useful site for diversity science?     

Do infants provide evidence that the mirror system is involved in action understanding?

The mirror neuron theory of action understanding makes predictions concerning how the limited motor repertoire of young infants should impact on their ability to interpret others’ actions. In line with this theory, an increasing body of research has identified a correlation between infants’ abilities to perform an action, and their ability to interpret that action as goal-directed when performed by others. In this paper, I will argue that the infant data does by no means unequivocally support the mirror neuron theory of action understanding and that alternative interpretations of the data should be considered. Furthermore, some of this data can be better interpreted in terms of an alternative view, which holds that the role of the motor system in action perception is more likely to be one of enabling the observer to predict, after a goal has been identified, how that goal will be attained.     

On the Model-Based Bootstrap With Missing Data: Obtaining a P-Value for a Test of Exact Fit

Evaluating the fit of a structural equation model via bootstrap requires a transformation of the data so that the null hypothesis holds exactly in the sample. For complete data, such a transformation was proposed by Beran and Srivastava (1985) Beran, R. and Srivastava, M. S. 1985. Bootstrap tests and confidence regions for functions of a covariance matrix. The Annals of Statistics, 13: 95–115. [Crossref], [Web of Science ®] , [Google Scholar] for general covariance structure models and applied to structural equation modeling by Bollen and Stine (1992) Bollen, K. A. and Stine, R. A. 1992. Bootstrapping goodness-of-fit measures in structural equation models. Sociological Methods and Research, 21: 205–229. [Crossref], [Web of Science ®] , [Google Scholar]. An extension of this transformation to missing data was presented by Enders (2002) Enders, C. K. 2002. Applying the Bollen-Stine bootstrap for goodness-of-fit measures to structural equation models with missing data. Multivariate Behavioral Research, 37: 359–377. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar], but it is an approximate and not an exact solution, with the degree of approximation unknown. In this article, we provide several approaches to obtaining an exact solution. First, an explicit solution for the special case when the sample covariance matrix within each missing data pattern is invertible is given. Second, 2 iterative algorithms are described for obtaining an exact solution in the general case. We evaluate the rejection rates of the bootstrapped likelihood ratio statistic obtained via the new procedures in a Monte Carlo study. Our main finding is that model-based bootstrap with incomplete data performs quite well across a variety of distributional conditions, missing data mechanisms, and proportions of missing data. We illustrate our new procedures using empirical data on 26 cognitive ability measures in junior high students, published in Holzinger and Swineford (1939) Holzinger, K. J. and Swineford, F. 1939. A study in factor analysis: The stability of a bi-factor solution. Supplementary Educational Monographs, 48: 1–91.  [Google Scholar].     

Recovering Substantive Factor Loadings in the Presence of Acquiescence Bias: A Comparison of Three Approaches

Researchers are often advised to write balanced scales (containing an equal number of positively and negatively worded items) when measuring psychological attributes. This practice is recommended to control for acquiescence bias (ACQ). However, little advice has been given on what to do with such data if the researcher subsequently wants to evaluate a 1-factor model for the scale. This article compares 3 approaches for dealing with the presence of ACQ bias, which make different assumptions: an ipsatization approach based on the work of Chan and Bentler (CB; 1993), a confirmatory factor analysis (CFA) approach that includes an ACQ factor with equal loadings (Billiet & McClendon, 2000; Mirowsky & Ross, 1991), and an exploratory factor analysis (EFA) approach with a target rotation (Ferrando, Lorenzo-Seva, & Chico, 2003). We also examine the “do nothing” approach which fits the 1-factor model to the data ignoring the presence of ACQ bias. Our main findings are that the CFA method performs best overall and that it is robust to the violation of its assumptions, the EFA and the CB approaches work well when their assumptions are strictly met, and the “do nothing” approach can be surprisingly robust when the ACQ factor is not very strong.     

Gratitude,Social Cognition,and Well-Being in Emerging Adolescents

The authors explored Canadian emerging adolescents' social and moral reasoning skills (empathy, theory of mind), and their perceptions of gratitude, self-competencies, and well-being (spiritual, emotional). As part of a larger five-year longitudinal study, the authors describe results of Year 2 (2016–2017) data from 46 ninth-grade students (33 girls; M_age?=?13.5?years, SD?=?5.436 years) from eight schools (Ontario, Canada). Students’ perceptions of gratitude, spirituality, self-compassion, competencies, and well-being were measured by self-report questionnaires. Significant positive correlations were found among adolescents’ perceptions of gratitude, self-competencies, and emotional and spiritual well-being. Differently valenced patterns of associations were found among students’ perceptions of gratitude (appreciation for others and sense of abundance), self-compassion, and existential well-being, and spiritual comfort, and omnipresence. Simple appreciation was the only aspect of gratitude to show significant positive relations with religious well-being. Significant positive correlations were found between gratitude (sense of abundance) and self-compassion, whereas significant negative correlations were found between self-compassion and empathy, theory of mind, existential well-being, and religious well-being. Implications for theory and educational applications are discussed.     

Service User Perception of and Satisfaction with Programs Having Higher Education and Employment Goals for People Diagnosed with Mental Illness

This study examined quantitative and qualitative outcomes of service users’ perceptions of and satisfaction with a program having higher education and employment goals. In a one-group post-test design, 48 participants with various mental health diagnoses completed a quantitative questionnaire and 29 of those participated in qualitative focus groups. Participants identified positive and negative aspects of the program and provided recommendations for change. Results indicated that service users with higher education and employment goals benefit from a multi-faceted program that includes person-centered individualized care, concrete, goal-directed activities, practitioners who are compassionate and knowledgeable, and plans addressing setbacks and obstacles.     

Development in reading and math in children from different SES backgrounds: the moderating role of child temperament

Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development.     

Rats know when they remember: transfer of metacognitive responding across odor-based delayed match-to-sample tests

Metamemory entails cognitively assessing the strength of one’s memories. We tested the ability of nine Long-Evans rats to distinguish between remembering and forgetting by presenting a decline option that allowed a four-choice odor-based delayed match to sample (DMTS) tests to be by-passed. Rats performed significantly better on tests they chose to take than on tests they were forced to take, indicating metacognitive responding. However, rather than control by internal mnemonic cues, one alternative explanation is that decline use is based on external test-specific cues that become associated with increased rewards overtime. To examine this possibility, we tested rats on three generalization tests in which external contingencies were inconsistent and therefore could not serve as discriminative cues. Rats transferred adaptive use of the decline response in tests that eliminated memory by presenting no sample, increased memory by presenting multiple samples, and both weakened and strengthened memory by varying the retention interval. Further, subjects chose to take or decline the test before encountering the memory test, providing evidence that rats based their metacognitive responding on internal cues rather than external ones. To our knowledge, this is the first robust evidence for metamemory in rats using the DMTS decline-test paradigm in which several possible sources of external stimulus control can be ruled out.