Very Long-term Recall in Infants: Infantile Amnesia Reconsidered

Abstract

Subjects who had participated in a study on non-verbal recall before their first birthday returned to the laboratory one year later and were tested for recall of their previous visit. During their previous visit they had shown recall of both familiar and novel actions on a set of novel objects. However, after a year's delay, evidence for recall was found for the familiar actions only. One action in particular was responsible for this finding: feeding a teddy bear with a schematic bottle. The majority of the returning subjects who had been shown this action repeated it after a year, whereas none of the other returning subjects and few of the subjects in the control groups performed this action. The results indicate that young infants have the ability to recall an event both at 11 months of age and after a delay as long as one year. The finding that infants can recall during a period that later becomes inaccessible to memory is important to our understanding of infantile amnesia.     

The Attentional Focus of Expert Golfers in Training and Competition: A Naturalistic Investigation

This study explored the attentional focus of expert golfers using a naturalistic approach. Eight male professional golfers were filmed in two contexts (training and competition). Self-confrontation interviews based on the video were conducted immediately afterwards. Qualitative data analyses showed that golfers used various attentional foci. Foci were classified according to their content and their characteristics. Golfers adapted their attentional foci to the context. They used sequences of attentional foci and moved from one attentional focus to another when they prepared, executed, or evaluated their shot. Future research on attentional focus of expert athletes should study the phenomenon over time.     

The Developmental Activities of Elite Ice Hockey Players

The purpose of this study was to analyze the development of four 20 year-old elite hockey players through an in-depth examination of their sporting activities. The theoretical frameworkof deliberate practice (Ericsson, Krampe, & Tesch-Romer, 1993) and the notion of deliberate play (Côté, 1999) served as the theoretical foundations. Interviews were conducted to providea longitudinal and detailed account of each participant.s involvement in various sporting activities. The interviewer asked questions about the conditions and sporting activities for eachyear of development. The data obtained were validated through independent interviews conducted with three parents of three different athletes. The results were consistent with Côté.s(1999) three stages of development in sport: the sampling (age 6.12), specializing (age 13. 15), and investment (age 16+) years.     

Adaptation in Visuomanual Tracking Depends on Intact Proprioception

The role of arm proprioception in motor learning was investigated in experiments in which, by moving the arm, subjects followed the motion of a target displayed on a monitor screen. Adaptive capabilities were tested in visuomanual tracking tasks following alterations in the relationship between the observer's actual arm movement and visual feedback of the arm movement given by a cursor motion on the screen. Tracking performance and adaptive changes, measured in terms of spatiotemporal error, tracking trajectory curvature, and spatial gain, were compared in 7 control subjects (CSs) and in 1 deafferented subject (DS). CSs adapted appropriately to altered visuomanual relationships; those changes were present in trials immediately after restoration of normal scaling. In contrast, although the DS modified his tracking strategy from trial to trial according to the altered conditions, he did not show plastic changes in internal visuomanual scaling. Like the results of prismatic adaptation experiments, the present results suggest that arm proprioception contributes to the plastic changes that follow alterations in the scaling of visuomanual gain.     

A Note on Modulations and Structuring of Locomotion in Children and Adults

The aim of this study was to investigate the modulations of locomotion induced by a rhythmic cognitive task (counting one’s steps). Subjects (6-and 8-year-olds and adults) were requested to walk freely, and then to walk while counting their steps. Here a decrease in cadence values was observed in children only, with quasi-total repercussions on velocity at the age of 6 only. The spatiotemporal structuring of locomotion described here is already present at 6 years of age and is not altered in the step-counting situation: strong links were observed between cadence and velocity, and between stride length and velocity, and weak links between cadence and stride length.     

Development of the Bias in Attitudes Survey: A Sex-Role Questionnaire

Empirical research into sex bias continues to grow at the same time that societal attitudes are changing. For this reason, broader and more sensitive measuring tools are necessary. The present study describes the development of such an instrument, the Bias in Attitudes Survey, a female/male role questionnaire. The BIAS was developed from the responses of 354 male and female college students to a 89-item tryout draft. Thirty-five items were retained, yielding a reliability estimate of.91. Scores across gender, age, and marital status are discussed, as well as implications and applications for further study.     

THE EFFECT OF NOTE TAKING ON NINTH GRADE STUDENTS' COMPREHENSION

This study examined factors affecting motivation for reading, writing, and spelling in primary grade students using a new measure, the Early Literacy Motivation Survey (ELMS). First-graders (198) responded to questions measuring attributions, self-efficacy, and perceived competence. The ELMS uses scenarios and short tasks to contextualize the questions for young children. A confirmatory factor analysis validated the motivation constructs investigated. A structural equation model produced a good fit for the data and indicated that literacy attributions in young children mediated between achievement and self-efficacy and perceived competence. Findings showed that first-grade students differentiate among their self-efficacy for reading, writing, and spelling.     

Erratum

The letter which follows was sent to the Editors in response to an article which appeared in our last issue Psychological Perspectives hopes this clears up any misunderstanding     

Dispositions of the Will

According to Aquinas (1888–1906), the virtue of justice is a habit, that is to say, a stable disposition of the will. Many commentators have found this claim to be puzzling, since it is difficult to see what this might entail, beyond a simple tendency to choose and act in accordance with precepts of justice. However, this objection does not take account of the fact that for Aquinas, the will is the principle of human freedom, and as such, it is expressed through, but not limited to a capacity for particular choices and actions. It therefore needs stable dispositions, towards characteristic aims, in order to function effectively. This paper sets out a case for the cogency of Aquinas’s overall account of the will and its dispositions, by way of an examination of familiar expressions of human freedom which cannot be reduced to a series of individual choices and acts. It then turns to a closer examination of Aquinas’ analysis of the will, arguing that Aquinas’ claims about the orientation of the will towards some overarching and comprehensive good can fruitfully be understood in terms of this expansive conception of human freedom.     

The role of verbal memory in regressions during reading

During reading, participants generally move their eyes rightward on the line. A number of eye movements, called regressions, are made leftward, to words that have already been fixated. In the present study, we investigated the role of verbal memory during regressions. In Experiment 1, participants were asked to read sentences for comprehension. After reading, they were asked to make a regression to a target word presented auditorily. The results revealed that their regressions were guided by memory, as they differed from those of a control group who did not read the sentences. The role of verbal memory during regressions was then investigated by combining the reading task with articulatory suppression (Exps. 2 and 3). The results showed that articulatory suppression affected the size and the accuracy of the initial regression but had a minimal effect on corrective saccades. This suggests that verbal memory plays an important role in determining the location of the initial saccade during regressions.