Memory for faces: A social learning analysis

Recognition memory for unfamiliar faces was related to locus of control and anxiety. On the basis of Rotter's social learning theory, it was predicted that memory for faces would be associated with more internal locus of control in an unstructured memory task but not when encoding was controlled. In Experiment 1, where no specific instructions about encoding were presented, the predicted relationship was found for males. In addition, better recognition was associated with low anxiety for females. In Experiment 2, where encoding was controlled by having subjects judge the faces, no significant correlations between the personality measures and memory were found. The results are interpreted as supporting predictions made on the basis of social learning theory.     

Maintained generalization testing of conditioned suppression

This study concerns the use of a multiple stimulus discrimination procedure for producing data on the generalization of conditioned suppression. Four rats were maintained on a variable interval schedule of milk reinforcement in the presence of five stimuli varying in auditory click rate. When response rates were stable, electric shock was regularly paired with the termination of one of the click stimuli. For two rats the shock was paired with the slowest click rate, and for two rats shock was paired with the fastest click rate. The VI schedule remained in effect. Plots of the relative rates of response to each of the five stimuli yielded concave gradients for both animals suppressed at the slowest click rate, and flat gradients with a sharp drop at the warning stimulus for both animals suppressed at the fastest click rate. When the warning stimuli were reversed for both pairs of subjects, both gradient forms were reproduced. The present procedure was contrasted with procedures used by other investigators.     

Demeter's Compromise: Separation,Loss, and Reconnection in Mothers with Daughters Entering Adulthood

Drawing on contemporary theory of female development that focuses on the dynamics of the mother/daughter relationship regarding issues of separation and individuation, this article examines the treatment of a middle aged mother as she navigates her way through her daughter's adolescence and early adulthood. Psychoanalytic object relations, psychoanalytic relational theory, and feminist theory serve to frame an understanding of the case material in terms of developmental challenges that are uniquely female. Issues around mother/daughter attachment, separation, competition, conflict, and love are explored in the relationships between the patient and her mother, the patient and her daughter, and the patient and the therapist. The therapist's countertransference, intensified by her relationships with her own mother and daughter, suggests the possibility of both pitfalls and opportunities in the treatment. The article attempts to address a gap in psychoanalytic developmental theory, which offers little understanding of the challenges for women in midlife.     

小学儿童形象与語詞記忆特点的初步实驗研究

目的根据馬克思列宁主义反映论的观点,記忆过程和其他心理过程一样,是客观現实在人脑中的反映。客观現实的对象和現象对人的作用,不外是形象的与語詞的两种主要形式,因此,形象的东西利語詞的材料,就构成了記忆过程和其他心理过程反映的主要內容。形象的、語詞的材料,不仅是人的記忆的主要內容,而且从个体記忆的发展来看,形象     

COMMENTS

The Irish are not in a conspiracy to cheat the world by the false representations of the merits of their countrymen.

No, sir; the Irish are a fair people — they never speak well of one another

Samuel Johnson (1709–1784)
Boswell's Life Johnson     

Remembering Deese’s 1959 articles: The Zeitgeist, the sociology of science, and false memories

Two contemporaneous reports by J. Deese—one concerned with correct recall (1959a), the other with recall intrusions (1959b)-have differed dramatically in their citations to date. The differences represent an unusually compelling instance of the operation of the scientific Zeitgeist. The article dealing with correct recall was congruent with the Zeitgeist of memory research when it was published. Hence it flourished. Just the opposite was true of the article on intrusions, which by the mid 1970s had gone into eclipse. A markedly different Zeitgeist in the 1990s, however, led two investigators simultaneously and independently to adapt Deese’s intrusion method to the investigation of false memories.     

Counseling Expectations Among Students in an Opportunity Program: Dispositional and Cultural Influences

College students (N = 102) from African American and Latino backgrounds who participated in an opportunity program completed H. E. A. Tinsley's (1982) Expectations About Counseling‐Brief Form (EAC‐B) and measures of self‐esteem, attributional style, problem‐solving appraisal, acculturation, and cultural congruity. Lower self‐esteem and a more depressive attributional style were linked to lower counseling expectations. All 3 dispositional variables were more strongly related to counseling expectations among students reporting higher levels of immersion in their ethnic group of origin. Implications for help‐seeking and the counseling relationship are discussed.