Recognition bias for critical faces in social phobia: a replication and extension

Studies using linguistic stimuli have provided little support for explicit memory biases among individuals with social phobia (SP). However, using facial stimuli rated on their criticalness, Lundh and Ost (1996) found that individuals with SP recognized more critical than accepting faces, whereas non-anxious controls tended to show the opposite pattern. Since the publication of Lundh and Ost's findings, additional studies using a variety of facial stimuli have produced inconsistent findings (J. Anxiety Disord. 14 (2000) 501; Behav. Res. Ther. 39 (2001) 967). Unfortunately, these inconsistencies are difficult to reconcile given great variation in methods and stimuli. Therefore, we designed a study to replicate and extend the work of Lundh and Ost (Behav. Res. Ther. 34 (1996) 787). Similar to Lundh and Ost, individuals with SP identified a significantly higher proportion of old critical faces as old than did non-anxious controls. Further, extending the work of Lundh and Ost, signal detection analyses revealed group differences on response bias according to face type. Specifically, controls showed a response bias towards indicating that accepting faces were previously seen, whereas individuals with SP did not. Finally, signal detection analyses failed to reveal group differences in the accuracy of memory.     

Understanding text after severe closed-head injury: assessing inferences and memory operations with a think-aloud procedure

A think-aloud method was used to examine the content of information available to working memory during narrative comprehension in a CHI population. Twenty severe CHI participants (>1 year post-injury) and 20 controls talked aloud after they read each sentence of story narratives. Trabasso and Magliano's (1996a) verbal protocol analysis was then used to code for the production of inferential and non-inferential clauses and the memory operations that supported inferential clause production. We found that CHI and control groups produced a comparable number of clauses, that inferences dominated narrative comprehension, and that both groups produced more explanatory inferences than predictive or associative inferences. Despite these qualitative similarities, the CHI group demonstrated poorer comprehension, generated proportionately fewer inferences, relied less on retrieval as a memory source for explanatory inferences, and produced more non-inferential clauses and associative inferences.     

The effects of metronomic pendular adjustment versus tap-tempo input on the stability and accuracy of tempo perception

This study explores tempo stability and accuracy while comparing two subject-response modes: the traditional metronomic pendular adjustment task versus tap-tempo input. Experiment 1 questioned if a single correct tempo measurement consistently emerges from repeated listenings, and if subject-response mode affects tempo stability and accuracy. Experiment 2 assessed incremental improvement between two repeated sessions, and questioned the incidence of self-pacing or congruent effects of potential delays on tempo responses. While single-session studies have shown that listeners find some tempos more enjoyable, can notice discrete differences in pace, and can remember rhythmic speed over prolonged periods of time, the current study employs a multiple-session format focusing on two diametrically opposed subject-response modes. The findings show that tempo responses by listeners without formal music training were consistent across listening sessions, and that responses from tap-tempo input were significantly more stable and accurate than responses from metronomic pendular adjustment tasks.     

Multiple memory systems: the power of interactions

Two relatively simple theories of brain function will be used to demonstrate the explanatory power of multiple memory systems in your brain interacting cooperatively or competitively to directly or indirectly influence cognition and behaviour. The view put forth in this mini-review is that interactions between memory systems produce normal and abnormal manifestations of behaviour, and by logical extension, an understanding of these complex interactions holds the key to understanding debilitating brain and psychiatric disorders.     

Trait anxiety, trait depression, worry, and memory

A study is reported which investigated the proposal that high trait anxiety is associated with a memory bias for worry themes. Forty-five participants were categorised as being high or low trait anxious on the basis of scores on the (Spielberger et al., 1983) (Manual for the State-Trait Anxiety Inventory (Form Y) (1983)). The participants were requested to rate a number of worry and non-worry statements for how much they generally thought about the issues represented by them. Analysis of the ratings given by the participants showed that low trait anxiety individuals thought about the non-worry items significantly more than worry items. The high trait anxiety participants, however, showed little or no difference in the amount of time spent thinking about worry and non-worry themes. In a subsequent free recall task of the statements it was observed that the low trait anxiety group recalled significantly more non-worry than worry items, whereas there was no such difference for the high trait group. It was also found that the degree of memory bias was related to both positive affectivity and trait anxiety. The implications of such findings are discussed.     

Verbal cues facilitate memory retrieval during infancy

In three experiments, 18-month-olds were tested in a deferred imitation paradigm. Some infants received verbal information during the demonstration and at the time of the test (full narration), and some did not (empty narration). When tested after a 4-week delay, infants given full narration exhibited superior retention relative to infants given empty narration (Experiment 1). This retention advantage appears to be due to the effects of verbal cues at the time of memory retrieval. There was no effect of verbal cues that were presented only at the time of original encoding (Experiment 2A). Furthermore, infants who received verbal cues only at the time of retrieval exhibited superior retention relative to infants who received verbal cues only at the time of original encoding (Experiment 2B). These findings demonstrate that verbal cues can enhance memory retrieval by participants who are not yet fluent speakers themselves.     

Understanding the emotional past: relations between parent and child contributions in emotionally negative and nonnegative events

The past event conversations of 33 mothers with their 3-year-old children (18 girls and 15 boys) were selected from a larger sample based on their discussion of negative events. Negative events included both those that were negative in topic and those that contained negative incidents but were otherwise positively themed. Within-subjects comparisons were made between the negative events and a neutral or positive event. There were few differences in how mothers and their children talked about negative and nonnegative events. Children did include more interpretations (internal state and causal references) in their negative event conversations. For both event types, mothers who talked more about the past events had children who reported more. When maternal talkativeness was controlled, involving children in the negative event conversations through deflecting the conversational turn predicted children's total contributions and number of interpretations. Repeating information and requests for information while constraining the topic was negatively related to the number of details children reported for nonnegative past events. Conversations about minor negative experiences demonstrate that mothers can influence children's involvement in discussions and understanding of the past.     

Talking about parts of a past experience: The impact of discussion style and event structure on memory for discussed and nondiscussed information

This experiment examined the impact of selective postevent discussion of high- and low-elaborative styles on 5- and 6-year-olds' (N = 47) memory for discussed and nondiscussed aspects of a staged event ("Visiting the Pirate"). The event contained both logically and arbitrarily connected scenes. Discussion was spaced over 3 days, and memory was assessed 1 day later. Compared with a no-discussion condition, memory for discussed information was enhanced after high- but not low-elaborative discussion for both logically and arbitrarily connected scenes. For arbitrarily connected scenes, memory for nondiscussed aspects was impaired relative to the no-discussion condition, with the degree of impairment being equal after high- and low-elaborative discussion. In contrast, for logically connected scenes, memory for nondiscussed information was not impaired after discussion of either style.     

A comparison of between- and within-subjects imitation designs

Two experimental methods, which have dominated the study of declarative memory in preverbal children with imitation tasks, namely the deferred imitation and elicited imitation paradigm, differ in the amount of physical contact with test stimuli afforded infants prior to a test for long-term recall. The current study assessed effects of pre- and post-demonstration contact with test stimuli on deferred imitation of novel, single-step unrelated actions with multiple objects by 8½- and 10½-month-old infants (N = 50). The rate of target action completion after a delay remained consistent at both ages across different conditions of prior contact with test stimuli. This study shows that a within-subjects baseline appraisal is valid within certain experimental parameters and offers a more economical alternative. The results show furthermore that different experimental designs utilized to assess deferred imitation are highly comparable for the first year despite differences in determining baseline.     

"I saw it with my own ears": the effects of peer conversations on preschoolers' reports of nonexperienced events

The study was designed to explore the effects of naturally occurring peer interactions and repeated suggestive interviews on preschoolers' (N=96, Meanage=54 months) memories for a personally experienced event, namely a staged archaeological dig. During the dig, one third of the children witnessed two "target" activities. A second third of the children were the classmates of those in the first group, but did not witness the target activities. The remaining children were not the classmates of those who witnessed the target activities, nor did they witness the target activities themselves, and thus served to provide a baseline against which to assess the effects of peer contact. Following the dig, the children were interviewed in either a neutral or suggestive manner on three occasions. Results from a fourth interview by a new examiner revealed that the combination of suggestive interviews and peer exposure led to claims of witnessing the target activities by the classmate group that were comparable to the children who actually did witness these activities. Further, assent rates to misleading questions employing peer pressure and false claims of actually seeing versus merely hearing about the target activities were elevated following opportunities to discuss these activities with peers.