Memory cueing and instructional effects on Wason’s selection task

The present study examined the hypothesis that violation and role-playing instructions are necessary conditions for facilitation on Wason’s selection task and that facilitation due to memory cueing via thematic content is secondary. The results of a factorial experiment employing these factors did not support the hypothesis. Memory cueing was indicated as the primary factor, but violation instructions did increase the amount of facilitation observed. This interactive effect and the nature of facilitation by memory cueing are briefly discussed.     

The role of test procedure in linguistic integration studies

The effects of type of recognition test procedure were studied in a Bransford and Franks (1971) integration paradigm. Subjects received a two-alternative forced-choice recognition test or a modified “forced-choice” test in which all the sentences for each idea set were presented at once and the “old” sentences had to be identified. Contrary to the usual Bransford and Franks results, in which a yes-no, one-sentence-at-a-time recognition procedure is employed, the ability to discriminate “old” sentences from “new” sentences was clearly observed. A bias for selecting more complex sentences, however, was found for the modified “forced-choice” procedure. A prototype learning model is described to account for these results and previous data.     

Recognition memory for deducible information

Recent research in language comprehension indicates a constructive encoding process in which the linguistic input is transformed into some more general semantic structure which is stored. In attempting to characterize the nature of such structures, some conflicting findings have been observed for paragraphs which describe similar set-theoretic relations, linear orderings and set inclusions. While the linear ordering research supports the constructivist theory, the set inclusion work does not. The set inclusion studies, however, employed true-false tests and not the usual recognition tests. The present study investigated the processing of set inclusion paragraphs in a self-paced study/recognition test paradigm. Results supported the constructivist theory and were contrary to predictions based upon the previous set inclusion research. Subjects were unable to differentiate between presented information and unpresented deducible information. These results were discussed in terms of accuracy constraints of different tasks on memorial performance and a possible interaction of Type of Test by Universal Quantification.     

Psychotherapie und Internet

Zusammenfassung  Die Außendarstellung im Internet ist wichtig und in der Zukunft unverzichtbar. Jedoch hat die Liberalisierung des Werberechts der freien Berufe keineswegs zur absoluten Schrankenlosigkeit geführt. Vielmehr sind die zu beachtenden Regeln auf verschiedene Gesetze und Rechtsgebiete verstreut, so dass ohne fachkundige Hilfe—etwa durch die Kammern oder durch juristische Beratung—die Selbstdarstellung im Internet schnell zu einem bösen Erwachen führen kann.

Victimization and PTSD in a Faroese youth total-population sample

Petersen, T., Elklit, A. & Olesen, J. G. (2010). Victimization and PTSD in a Faroese youth total-population sample. Scandinavian Journal of Psychology, 51, 56–62.
The prevalence of twenty traumatic events and negative life events in relation to posttraumatic stress disorder (PTSD) was studied in a Faroese total-population sample of 687 eighth-grade students with a mean age of 14.2 years. Ninety-four percent of the females and 89% of the males were directly exposed to or had witnessed at least one traumatic event or a negative life event. The odds ratios for PTSD after direct and indirect exposure to specific events are described. The lifetime prevalence of PTSD was 20%, whereas another 14% reached a subclinical level of PTSD. After exposure, females had PTSD more than twice as often as males. Being exposed to multiple traumatic events, living with a single parent, and having experienced a traumatic event or a negative life event within the last year were all associated with PTSD and its subscales.     

Elementary, my dear Wason: The role of problem representation in the THOG task

The present study was concerned with Wason's THOG problem, a hypothetico-deductive reasoning task for which performance over the past 20 years has typically been very poor (<20% correct). We examined the hypothesis that incorporating a quasi-visual context into the problem statement would make both the binary, symmetric tree structure and solution principle of the THOG task clearer and thus facilitate performance. A version of O'Brien et al.'s (Q J Exp Psychol 42A:329–351) Blackboard THOG problem, that specifies each branch of the tree by describing a specific location for each possible color-shape combination, was used to test this hypothesis. Substantial facilitation was both observed (68% correct) and replicated (73% correct), and it was also shown that it is necessary to provide a representation of both sides of the tree to obtain this level of facilitation. The implications of these results for human deductive reasoning are considered. Received: 1 November 2000 / Accepted: 4 May 2001     

Logical processing of set inclusion relations in meaningful text

The present experiments attempted to resolve some recent conflicting findings in cognitive structure research between processing linear ordering and set inclusion relations described in meaningful paragraphs of text. In a self-paced study-test paradigm, college students studied such paragraphs. Definite processing differences were found for the two set-theoretic relations. Set inclusion test results were found to be due to faulty logical processing and not to memory retrieval problems. Subjects made invalid conversions of universally quantified statements and failed to make valid transitive inferences between such statements. This failure was found to be an increasing function of the distance separating the two terms in the set inclusion. No such problems were observed for linear orderings. The usual distance function was found: Accuracy on test questions about the ordering was an increasing function of the distance between the terms in the question. Results similar to those for linear orderings were observed for set inclusions when subjects were given special instructions about the validity and invalidity of symmetric and transitive inferences.