Beliefs about memory among psychology students and their professors in psychodynamic clinical and experimental study programs

IntroductionResearch has shown that lay people, and even psychologists, may have distorted knowledge about memory functioning. May different study programs in psychology influence their ideas?Objective(s)The study was aimed at evaluating psychology students’ and psychology professors’ knowledge about memory and factors potentially affecting the accuracy of episodic memory reports in clinical and legal contexts.MethodA questionnaire was administered to introductory and advanced students of psychology enrolled at different curricula – experimental psychology and clinical psychology with a psychoanalytical orientation – and to professors teaching the courses in the same curricula.ResultsResults showed that advanced students and professors in experimental psychology have higher general knowledge of factors influencing memory performance than their peers, including memory issues of particular relevance to clinical psychology; no difference between the curricula was found for the introductory students.ConclusionThe results are discussed in terms of the risks that the lack of knowledge on memory functioning of the psychologists with a psychodynamic orientation may have in producing wrong reports in forensic contexts.     

Memory for reward location is enhanced even though acetylcholine efflux within the amygdala is impaired in rats with damage to the diencephalon produced by thiamine deficiency

Sleep facilitates declarative memory processing. However, we know little about whether sleep plays a role in the processing of a fundamental feature of declarative memory, relational memory – the flexible representation of items not directly learned prior to sleep. Thirty-one healthy participants first learned at 12 pm two sets of face–object photograph pairs (direct associative memory), in which the objects in each pair were common to both lists, but paired with two different faces. Participants either were given approximately 90 min to have a NREM-only daytime nap (n = 14) or an equivalent waking period (n = 17). At 4:30 pm, participants who napped demonstrated significantly better retention of direct associative memory, as well as better performance on a surprise task assessing their relational memory, in which participants had to associate the two faces previously paired with the same object during learning. Particularly noteworthy, relational memory performance was correlated with the amount of NREM sleep during the nap, with only slow-wave sleep predicting relational memory performance. Sleep stage data did not correlate with direct associative memory retention. These results suggest an active role for sleep in facilitating multiple processes that are not limited to the mere strengthening of rote memories, but also the binding of items that were not directly learned together, reorganizing them for flexible use at a later time.     

Working memory components as predictors of children's mathematical word problem solving

This study determined the working memory (WM) components (executive, phonological loop, and visual–spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N = 310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM, reading, and math calculation. Structural equation modeling analyses indicated that (a) all three WM components significantly predicted problem-solving accuracy, (b) reading skills and calculation proficiency mediated the predictive effects of the central executive system and the phonological loop on solution accuracy, and (c) academic mediators failed to moderate the relationship between the visual–spatial sketchpad and solution accuracy. The results support the notion that all components of WM play a major role in predicting problem-solving accuracy, but basic skills acquired in specific academic domains (reading and math) can compensate for some of the influence of WM on children’s mathematical word problem solving.     

Event memory and suggestibility in abused and neglected children: trauma-related psychopathology and cognitive functioning

This study examined event memory and suggestibility in 3- to 16-year-olds involved in forensic investigations of child maltreatment. A total of 322 children were interviewed about a play activity with an unfamiliar adult. Comprehensive measures of individual differences in trauma-related psychopathology and cognitive functioning were administered. Sexually and/or physically abused children obtained higher dissociation scores than neglected children, and sexually abused children were more likely to obtain a diagnosis of posttraumatic stress disorder than physically abused children, neglected children, and children with no substantiated abuse histories. Overall, older children and children with better cognitive functioning produced more correct information and fewer memory errors. Abuse status per se did not significantly predict children’s memory or suggestibility whether considered alone or in interaction with age. However, among highly dissociative children, more trauma symptoms were associated with greater inaccuracy, whereas trauma symptoms were not associated with increased error for children who were lower in dissociative tendencies. Implications of the findings for understanding eyewitness memory in maltreated children are discussed.     

Dissociation and memory suppression: A comparison of high and low dissociative individuals’ performance on the Think–No Think task

The present study examined whether high and low dissociative individuals differ in their ability to keep target stimuli out of their awareness (suppression) and how this relates to their memory of those targets during a later cued recall task. The prediction was that high dissociators display a general inability to focus attention and that their distractibility undermines successful suppression, thereby enhancing memory for suppressed items. College students with high (n = 35) and low (n = 33) scores on the Dissociative Experiences Scale participated in a Dutch version of Anderson and Green’s (2001) Think–No Think (TNT) task. Overall, a significant suppression effect emerged. However, no differences between high and low dissociators were observed. Thus, the present results do not confirm that dissociation is linked to heightened distractibility.     

How emotional pictures influence visuospatial binding in short-term memory in ageing and Alzheimer’s disease?

The present study examines the prediction that emotion can facilitate short-term memory. Nevertheless, emotion also recruits attention to process information, thereby disrupting short-term memory when tasks involve high attentional resources. In this way, we aimed to determine whether there is a differential influence of emotional information on short-term memory in ageing and Alzheimer's disease (AD). Fourteen patients with mild AD, 14 healthy older participants (NC), and 14 younger adults (YA) performed two tasks. In the first task, involving visual short-term memory, participants were asked to remember a picture among four different pictures (negative or neutral) following a brief delay. The second task, a binding memory task, required the recognition by participants of a picture according to its spatial location. The attentional cost involved was higher than for the first task. The pattern of results showed that visual memory performance was better for negative stimuli than for neutral ones, irrespective of the group. In contrast, binding memory performance was essentially poorer for the location of negative pictures in the NC group, and for the location of both negative and neutral stimuli in the AD group, in comparison to the YA group. Taken together, these results show that emotion has beneficial effects on visual short-term memory in ageing and AD. In contrast, emotion does not improve their performances in the binding condition.     

Attentional effects on orientation judgements are dependent on memory consolidation processes

Are the effects of memory and attention on perception synergistic, antagonistic, or independent? Tested separately, memory and attention have been shown to affect the accuracy of orientation judgements. When multiple stimuli are presented sequentially versus simultaneously, error variance is reduced. When a target is validly cued, precision is increased. What if they are manipulated together? We combined memory and attention manipulations in an orientation judgement task to answer this question. Two circular gratings were presented sequentially or simultaneously. On some trials a brief luminance cue preceded the stimuli. Participants were cued to report the orientation of one of the two gratings by rotating a response grating. We replicated the finding that error variance is reduced on sequential trials. Critically, we found interacting effects of memory and attention. Valid cueing reduced the median, absolute error only when two stimuli appeared together and improved it to the level of performance on uncued sequential trials, whereas invalid cueing always increased error. This effect was not mediated by cue predictiveness; however, predictive cues reduced the standard deviation of the error distribution, whereas nonpredictive cues reduced “guessing”. Our results suggest that, when the demand on memory is greater than a single stimulus, attention is a bottom-up process that prioritizes stimuli for consolidation. Thus attention and memory are synergistic.     

Sex differences in instigative aggression

The instigative aggression paradigm, in which male and female subjects instructed a female confederate which shock to set for an opponent in a competitive reaction time task, was employed. It was observed that males instigated more aggression than females and that both passive and assertive noncooperation effectively reduced instigative aggression, the assertive form of noncooperation being only slightly less effective. Questionnaire data suggested that females found the passive noncooperator most desirable while males found her least so. Results were discussed in terms of violation of task role and sex role expectations.     

Assessment of vocational maturity

A comparison is made between the Vocational Development Inventory and the Readiness for Career Planning scale when both were administered to the same sample. An analysis of covariance, with intelligence controlled for, indicated that both instruments show an over-all progression in vocational maturity at different grade levels, as well as differences between socioeconomic groups. A correlational matrix found vocational maturity scores from the two instruments to be significantly related.     

Brain perfusion and neuropsychological test scores: A correlation study in aphasics

In 26 patients suffering from the pure types of aphasias (11 total, 6 motoric, 5 sensory, and 5 amnesic), hemispheric and regional cerebral blood flow were measured and the flow values were correlated with psychological test scores including Wechsler Adult Intelligence Scale (WAIS), Token Test, Benton Test, and word fluency tests. With respect to the flow values, an overall difference between the groups of aphasics was proved by analysis of variance [regional cerebral blood flow (rCBF): F(3,22) = 13.77, p < .001]. The location of mainly impaired brain perfusion was not always confined to the centers within the speech area expected in view of the clinical disturbance, but most patients had neurologic deficits in addition to their aphasia. High correlations were found between the rCBF values within ischemic foci and WAIS subtests, as well as Token Test and word fluency tests. The correlation coefficients calculated between hemispheric flow and the psychological data indicated, in many instances, the same dependency, but did not attain the high statistical significance obtained with the regional values. The results show dependencies of several aspects of mental function upon cerebral perfusion and provide information for possible mechanisms responsible for the disturbance of nonverbal intelligence in aphasics.