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Conference Archives
SARMAC I abstracts
SARMAC II abstracts
SARMAC III abstracts
Miami Mini-conference abstracts
SARMAC III
List of SARMAC III participants with abstract numbers. Symposium discussants shown with abstract number (in parentheses) of first paper in the session. The abstracts follow this list. Revised June 1, 1999.
A |
- Anderson, Michael C., (77)
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| B |
- Bahrick, Harry P., 10
- Batsedis, Vicki, 42
- Bauer, Patricia J., 88
- Baxter, Suzanne Domel , 102
- Belli, Robert F., 24
- Berger, Jonathan, 21
- Berliner, Lucy, 47
- Berry, Jane M., 73
- Bersten, Dorthe, 121
- Bevard, Linda A., 5
- Bjork, Elizabeth L., 77
- Bjork, Robert A., 11, 77
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- Blackford, Cheryl, 117
- Blickensderfer, Elizabeth, 94
- Bluck, Susan, 65, 109
- Boelter, Dorina, 106
- Bohannon, John Neil III, 131
- Bornstein, Brian, 55
- Bowe, Marcy, 120
- Bowers,Clint, 96
- Bowers, Gordon H., 124
- Boyd, Catherine, 44
- Bradfield, Amy L., 6
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- Braun, Kathryn A., 67
- Brennan, Susan E., 50
- Brewer, Devon D., 30, 127
- Brigham, John C., 103
- Brooks, Elizabeth, 119
- Brown, Norman, 23, 129
- Brown, Trina, 123
- Bruck, Maggie, 71
- Buckner, Janine, 90
- Burt, Christopher B., 114
- Byrne, Christina, 49
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| C |
- Cannon-Bowers, Janis A., 94
- Cardenas, 60
- Carroll, Marie, 125
- Cate, Christina, 137
- Chandler, C.C., 63
- Chee Leong, Goh, 100 (paper
withdrawn)
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- Chen, Chiung-Fen, 118
- Clark, Herbert H., 53
- Clark, Steven E., 82, 83
- Colwell, Kevin, 20
- Conrad, Frederick, 23
- Conte, Jon (47)
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- Conway, Martin A., 1, 80,
112
- Cox, Ashley, 132
- Craig, Scotty, 140
- Crawford, Scott J., 6
- Crossman, Angela M., 72
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| D |
- Da Costa, 81
- Dashen, Monica, 23
- Davidson, Patrick S. R., 2
- Davies, Graham M., 57
- Davis, Harry C., 102
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- Deffenbacher, Kenneth A., 131
- Dhaliwal, Harpreet S., 104
- Dixon, Roger A., 74
- Donohue, A., 70
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- Dougal, Sonya, 78
- Dunlosky, John, 13
- Dunning David, 46
- Dysart, Jennifer, 84
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| E |
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- Eisen, Mitchell L., 48,
60
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| F |
- Fiore, Stephen M., 91,
107
- Fisher , Ronald P., 26
- Fitzgerald, Joseph M., 116
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- Fivush, Robyn, 90, 123
- Flannigan, Sean, 46
- Forst, T. Rene, 66
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- Friedman, Alinda, 129
- Frisch, Deborah, 4
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| G |
- Galotti , Kathleen M., 34
- Gang, Dan, 21
- Garrett, Sharon B., 30, 127
- Garry, Maryanne, 18
- Garven, Sena, 8
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- Ghetti, Simona, 48
- Gibbons, Jeffrey A., 56
- Glisky, Elizabeth L., 2
- Goldsmith, Morris, 28
- Goodman, Gail S., 48
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- Graesser, Art, 140
- Greene, Edith, 61
- Gross, Julien, 101
- Gruneberg, M.M., 3, 4
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| H |
- Habermas, Tilmann, 113
- Hall, Melanie, 16
- Haque, Shamsul, 1
- Harris, Richard Jackson, 122
- Hayes, Julia, 18
- Hayne, Harlene, 17, 101
- Hazzard, Ann, 123
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- Healy, Alice F., 22
- Hegarty, Mary, 137
- Herrmann, Douglas J., 3, 4,
(73), 126
- Hertzog, Christopher, 76
- Higbee, Kenneth L., 33
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- Hilligoss, Amy R., 66
- Hiscock, Cheryl K., 20
- Hoekstra, Steven J., 122
- Holmes, Alison, 112
- Holmquist, Selma, 137
- Hyman, Ira, 47, 49,
58, 86
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| I |
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| J |
- Jacobs, Janis E., 37
- James, Telisa, 120
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- Jentsch, Florian, 96
- Johns, Michael, 61
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- Johnson, Scott H., 111
- Jones, Steven K., 35
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| K |
- Kawaguchi, Jun, 32, 130
- Keenan, Janice M., 31
- Keeney, Jennifer M., 46
- Kelemen, William L., 14
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- Kelley, Colleen M., 103
- Kelly, Amy, 125
- Kintsch, Walter, 52a
- Kirsch, Irving, 39
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- Kistorian, 60
- Kmett, Carla M., 35
- Koriat, Asher, 28
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| L |
- Lally, Richard A., 135
- Lamb, Michael E., 69
- Lampinen, James M., 42
- Lee, Paul, 52
- Levine, Linda J., 133
- Lhost-Catal, Linda, 116
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- Li, Karen Z.H., 65
- Lindsay, D. Stephen, (69),
86
- Lindsay, R. C. L., 7, 46,
54, 84
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- Loftus, Elizabeth, 16, 40,
67
- Lopp, Tracy, 126
- Lynn, Steven J., 38,
39, 87
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| M |
- Malinoski, Peter, 38,
87
- Malpass, Roy S., 8, 85
- Marmelstein, Lisa, 87
- Masuda, Sayako, 43
- Mazzoni, Giuliana, 27,
40, 41,
125
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- McDermott, Jessica, 123
- McQuiston, Dawn E., 85
- Meissner, Chris, 103
- Melnyk, Laura, 71
- Memon, Amina, 40
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- Mertz, Heather, 58
- Metcalfe, Janet, 12
- Miner, Nicholas, 106
- Moreland, Richard, 93
- Morrison, Terris A., 104
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| N |
- Narayanan, Hari, 137
- Neighbors, Monica, 134
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- Neuschatz, Jeffrey S., 42
- Norvilas, Algis, 128
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| O |
- O'drobinak, Cecelia A., 82
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| P |
- Paha, Christine, 113
- Palmer, Corey, 120
- Paulus, Paul B., 92
- Payne, David G., 42
- Peluso, Jennifer P., 64
- Perfect, Tim J., 25
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- Pezdek, Kathy, 89
- Phillips, Mark R., 26
- Pickrell, Jacqueline E., 40
- Pipe, Margaret-Ellen, 99
- Plude, Dana J., 75
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- Pomeroy, Victoria, 140
- Powell, Martine B., 70
- Pritchard, Mary E., 31
- Pryke, Sean, 54
- Pulos, Steven, 62
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| Q |
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| R |
- Raduansky, 79
- Rawson, Katherine, 13
- Raymark, Patrick H., 5
- Read, J. Don, 86
- Reisberg, Daniel, 106
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- Renken, Ann E., 14
- Rinaldi, Giovanni, 127
- Roberts, Kim P., 69
- Robison, L.J., 63
- Rosenthal, 81
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- Ross, David F., 46
- Roth, Erin, 132
- Rubin, David C., (108)
- Ryan, Robert S., 59
- Rybash, John M., 111
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| S |
- Safer, Martin A., 134
- Salas, Eduardo, 94
- Sarfati, Deborah, 123
- Schneider, Wolfgang, 28
- Schooler, W. Jonathan, (58),
59, 78,
86, 91,
(103), 105,
107
- Schrauf, Robert W., 108
- Schreiber, Nadja, 99
- Schwartz, Bennett L., (25),
26
- Scott, Christina L., 122
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- Scullin, Matthew, 98
- Shah, Priti, 136
- Shapiro, Lauren, 117,
118, 119,
120
- Shay, William, 24
- Sheets, Virgil, 126
- Shellhammer, Destiny, 136
- Singer, Jefferson A., 135
- Sivec, Harry J., 38,
87
- Sivers, Heidi, 124
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- Skowronski, John J., 5
- Son, Lisa, 12
- Soraci, Sal A., 139
- Stafford, Frank, 24
- Stafford, Jane, 87
- Stasser, Garold L., 95
- Sternberg, Kathleen J., 69
- Stroud, Joanne N., 45
- Sutherland, Rachel, 17
- Symons, Victoria, 132
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| T |
- Takahashi, Masanobu, 15
- Tanner, Jennifer, 37
- Taylor, Holly A., 139
- Taylor, Leslie R., 115
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- Thiede, Keith W., 13
- Thompson, William O., 102
- Tredoux, Colin, 44, 81
- Tritabudi, 60
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- Tsuji, Takeo, 68
- Tunnicliff, Jennifer L., 82
- Turtle, John W., 9
- Tversky, Barbara, 51, 52
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| V |
- Van der Wege, 53
- Van Overschelde, James P., 22
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- Vannucci, Manila, 41
- Vaughan, Sandra, 95
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| W |
- Wallendael, Lori Van, 36
- Warren, Heather, 98
- Watanabe, Hama, 32, 130
- Weaver, Charles A., 14
- Wells, Gary L., (6), keynote
address
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- West, Tiffany, 88
- Wiley, Jennifer, 138
- Williams, S.J., 4
- Wilson, Clare, 70
- Winograd, Eugene, (58)
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- Winningham, Robert G., 14
- Witt, Christy J., 55
- Wood, James M., 8
- Wright, Daniel B., 16, 44,
45
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| Y |
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- Yonelinas, Andrew P., 104
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| Z |
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Friday, July 9, 1999
AUTOBIOGRAPHICAL MEMORY
Engineering 200, Friday Morning, 9:00-10:30
Chaired by Margaret-Ellen Pipe
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Working Memory and Recollection of Personal Past
SHAMSUL HAQUE & MARTIN A. CONWAY, University of
Bristol
Subjects retrieved personal memories to cue words that
were presented for various durations, while engaged
in concurrent tasks that loaded on different working
memory systems. The findings reveal that different working
memory systems play distinct roles. The central executive
was found to be the most significant system in interfering
with the retrieval of autobiographical memories.
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Contributions of the Frontal Lobes and the Medial
Temporal Lobes to an Autobiographical Memory in Normal
Older Adults
PATRICK S.R. DAVIDSON & ELIZABETH L. GLISKY, University
of Arizona
Thirty-six older adults were asked to recall an interesting
autobiographical event. While there was no relationship
between memory for the autobiographical event and a
composite measure of frontal lobe functioning, there
was a positive correlation between memory for the event
and a factor score reflecting medial temporal lobe functioning.
The results support the hypothesis that the medial temporal
lobes play a key role in autobiographical memory.
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Memory Failures: An Analysis of Real Life Events
DOUGLAS J. HERRMANN, Indiana State University &
M.M. GRUNEBERG, University of Wales
This paper reports on a study of memory failures in
everyday life. Participants provided narrative accounts
of some of their memory failures and then gave reasons
that they believed explained why these failures occurred.
The accounts of memory failures and the reasons provided
for them indicate that memory failures in everyday lfe
are usually the result of two or more causes (such as
erroneous metacognitive beliefs, social context, physical
context, and emotional state) that capriciously arise
in often unforeseen ways.
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Three Studies of Memory Failure in Everyday Life
S.J. WILLIAMS, M.M. GRUNEBERG, University of Wales,
& DOUGLAS J. HERRMANN, Indiana State University
Memory failure is examined in (a) a group of students
required to keep a diary, (b) a group of business air
travellers and (c) a group of supermarket shoppers.
Results indicate that (a) time of day is correlated
with the kind of memory failure reported and (b) in
all studies, a large number of failures are reported
that could be prevented.
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Influence of Recorder Affect
on the Content of Behavioral Diaries and the Recall
of Behaviors
PATRICK H. RAYMARK, Clemson University, JOHN J. SKOWRONSKI,
& LINDA A. BEVARD, The Ohio State University at
Newark
Students (N=48) kept diaries of instructor behaviors.
Daily measures of affect were used to predict diary
content. Student affect and diary content were used
to predict event memory. The affective variables were
predictive of diary content, and interacted with the
content measures in the prediction of event memory.
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SYMPOSIUM: NEW DEVELOPMENTS IN EYEWITNESS
SYSTEM-VARIABLE RESEARCH
Math 100, Friday Morning 9:00-10:30
Chair and Discussant: Gary L. Wells
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Does Post-Identification Feedback
to Eyewitnesses Affect the Confidence-Accuracy Relation?
AMY L. BRADFIELD & SCOTT J. CRAWFORD, Iowa State University
Recent research has shown that confirming feedback increases
participants' confidence in their false identifications
compared to participants who hear no feedback or disconfirming
feedback (Wells & Bradfield, 1998). We examined the
effects of such feedback not only for false identifications
but also for correct identifications. The results have
implications for understanding the nature of the confidence-accuracy
correlation.
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Searching Mug Shots: System and
Estimator Effects
R.C.L. LINDSAY, Queen's University
I will review the impact of the following variables on
mug shot sorting procedures. Estimator Variables: Sex,
race, old versus recent photo, appearance change, face
distinctiveness, pool size. System Variables: Calculation
methods, descriptions versus similarity judgments, open
ended versus forced descriptions, using recognition versus
recall to obtain search items.
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Allegations of Wrongdoing: The
Effects of Reinforcement on Children's Mundane and Fantastic
Claims
SENA GARVEN, University of Nebraska-Lincoln, JAMES M.
WOOD, & ROY S. MALPASS, University of Texas- El Paso
In the present study, two techniques derived from transcripts
of the McMartin preschool interviews, reinforcement and
conformity pressure, were investigated in interviews of
120 children. Children who received reinforcement were
almost three times more likely to make false allegations
against a classroom visitor and continued making allegations
in a second interview even when reinforcement was discontinued.
Allegations included events labeled "fantastic."
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The Automated Photo-Lineup System
(T.A.P.S.)
JOHN W. TURTLE, Ryerson Polytechnic University
Although most of the recommendations for good eyewitness
identification procedures are based on sound system-variable
logic and empirical support, implementing them can be
difficult for police who are familiar with traditional
procedures. This presentation will demonstrate the effectiveness
of a software package that easily puts most of the recommendations
from system variable research into practice both for application
in police cases and for further research. |
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SYMPOSIUM: METACOGNITION AND EDUCATION
Engineering 245, Friday Morning 9:00-10:30
Chair and Discussant: Thomas O. Nelson
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A Strategy Selection Theory of
the Spacing Effect
HARRY P. BAHRICK, Ohio Wesleyan University
Current explanations of the spacing effect (encoding variability
or diminished processing theories) account for the effect
with short, but not with long intervals. We present relevant
evidence and discuss the meaning.
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Metacognitive Inferences and
Assumptions that Impede Effective Instruction
ROBERT A. BJORK, University of California-Los Angeles
The changes necessary to upgrade real-world education
and training, which involve introducing desirable difficulties
for the learner, tend not to be welcomed by students and
trainees. Their resistance to such changes, it is argued
here, reflects a misinterpretation of the meaning and
predictive value of objective and subjective indices of
current performance.
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Metacognitively-Controlled Study-Time
Allocation
JANET METCALFE & LISA SON, Columbia University
Three experiments investigated metacognitively-controlled
study-time allocation in a free choice situation, as a
function of time pressure, test expectations, judgments
of difficulty, and judgments of interest. In contrast
to past literature, people had a tendency to allocate
their study time to materials they judged to be easy and
interesting though there was some tendency to sacrifice
this preference when there was little time pressure.
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The Rereading Effect: Improving
Metacomprehension Accuracy by Reading Text Twice
JOHN DUNLOSKY, KATHERINE A. RAWSON, University of North
Carolina at Greensboro, & KEITH W. THIEDE, University
of Illinois at Chicago
Accurately assessing comprehension is critical for effective
learning. However, students' metacomprehension accuracy
typically is poor. By integrating theories of monitoring
and comprehension, we discovered that reading text twice
substantially boosts metacomprehension accuracy. Discussion
focuses on boundary conditions for this effect, which
have implications for scholarship.
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Individual Differences in Metacognition
CHARLES A. WEAVER, Baylor University, WILLIAM L. KELEMEN,
University of Missouri-St. Louis, PETER J. FROST, Rivier
College, ROBERT G. WINNINGHAM, & ANN E. RENKEN, Baylor
University
We examined individual differences on four different metacognitive
tasks, each completed twice (with a one-week delay). Although
individual differences in memory performance and confidence
ratings were consistent across time and tasks, differences
in metacognitive accuracy were not. We interpret these
results as evidence against a general metacognitive ability.
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MEMORY SUGGESTIBILITY
Engineering 200, Friday Morning, 10:30-12:00
Chaired by Kim Finger
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Does Collaborative Remembering Reduce False Memory?
MASANOBU TAKAHASHI, University of the Sacred Heart
Subjects were presented lists similar to those reported
in Roediger and McDermott's (1995) article. After all
the subjects were asked to recall the materials, some
subjects were then assigned to pairs and had to recall
them collaboratively. As a result, collaborative groups
recalled more accurately than individuals.
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Inhibiting Recall and Recognition with Postevent
Information
DANIEL B. WRIGHT, University of Bristol, ELIZABETH F.
LOFTUS, University of Washington, & MELANIE HALL,
University of Bristol
Our interest is in whether postevent information which
does not include a previously viewed critical scene lowers
the probability of remembering that event. After a delay
of one week, people given the postevent omission were
less likely to free recall and to recognize the critical
scene. The effect sizes for "adding" were of
a similar size. We relate these findings to reconstructive
theories of memory and discuss whether it may be possible
to "erase" memories.
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The Effect of Postevent Information on Eyewitness
Reports by Adults and Children
RACHEL SUTHERLAND & HARLENE HAYNE, University of Otago
Adults and children were exposed to neutral, leading,
and misleading information about an event after that event
occurred. The timing of the postevent information and
the test ranged from 24 hours to 6 weeks. The age of the
participant and the nature of the test procedure influenced
the magnitude of the misinformation effect.
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Imagination Inflation Occurs for Childhood Events
but Not Adolescent Events
MARYANNE GARRY & JULIA HAYES, Victoria University
of Wellington
In two experiments, we reworked the original imagination
inflation procedure so that the hypothetical events had
a far simpler structure. We also investigated whether
imagination inflation would be found for events from childhood
and more recent events from five years ago. Results showed
imagination inflation effects for childhood events, but
not for events from five years ago. Theoretical and practical
implications are discussed.
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Absolute Memory Distortions: The Effect of Alcohol
Placebos on Memory
SEEMA ASSEFI, Victoria University of Wellington
Before subjects participated in a typical three-stage
eyewitness experiment, we served them plain tonic water,
but told half of them that they were drinking vodka and
tonic cocktails. Overall, we observed a misinformation
effect, but subjects who believed they were intoxicated
during the event were more suggestible than controls.
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APPLIED RESEARCH
Math 100, Friday Morning, 10:30-12:00
Chaired by Kenneth L. Higbee
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Interviewing Techniques and the
Psycholinguistic Assessment of Statement Credibility
CHERYL K. HISCOCK & KEVIN COLWELL, Sam Houston State
University
This study proposes a comprehensive system of investigative
interviewing and credibility assessment to evaluate statements
from an adult forensic population. Offenders from Texas
prisons witnessed a staged theft, and provided either
honest or dishonest testimony. Patterns of detail and
linguistic characteristics were successful at discriminating
honest reporting from fabrication.
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Issues of Memory and Context
in a Neural Network Model of Music Cognition
JONATHAN BERGER, Stanford University, & DAN GANG,
Hebrew University
Language cognition is believed to integrate multiple diverse
schematic memory types (phonological, visual-analogic,
etc.). By modeling cognition of musical meter and functional-tonal
harmonic rhythm (i.e. the rate of change of triadic events)
we consider a similar phenomenon in which the schematic
types are considerably simplified. Metric schemas are
of but two types (duple and triple), harmonic musical
events that contain syntactic and semantic (functional)
meaning.
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Character and Line Spacing Effects
on Reading Time and Text Comprehension
JAMES P. VAN OVERSCHELDE & ALICE F. HEALY,
University of Colorado
Participants read prose passages varying in line spacing
and character spacing. They read passages more slowly
with single than with triple line spacing and with two
spaces between each character than with none. These results
support unitization theory and suggest that the reading
window extends below the line of text.
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Estimating the Frequency of Events
from Unnatural Categories
FREDERICK CONRAD, Bureau of Labor Statistics, NORMAN BROWN,
University of Alberta, & MONICA DASHEN, Bureau of
Labor Statistics
Applied classification tasks sometimes involve categories
people don't naturally use. How would someone answer this
survey question: "Last month, how many times did
you purchase fats, oils, peanut butter, salad dressing
or dairy substitutes?" We report three experiments
of people's use of such unnatural categories- in particular
superordinates and properties.
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Using Event History Calendar
Survey Methods to Optimize the Reports of Autobiographical
Events
ROBERT F. BELLI, WILLIAM SHAY, & FRANK STAFFORD, University
of Michigan
Theoretically, event history calendars (EHCs) should outperform
standardized question-list (Q-list) surveys in optimizing
the quality of autobiographical recall. In contrast to
Q-lists, EHCs permit flexible parallel and sequential
probing. An experiment found better quality reports of
residence and job changes, and reduced in
terviewer and
respondent burden, in the EHC condition. |
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SYMPOSIUM: METACOGNITION AND EYEWITNESS
MEMORY
Engineering 245, Friday Morning, 10:30-12:00
Chair and Discussant: Bennett L. Schwartz
| (25) |
Eyewitness Metacognition: Investigating
the Role of Expertise
T.J. PERFECT, University of Bristol
Several studies demonstrate eyewitness feeling of knowing
judgments to be at chance, whilst confidence-accuracy
relations are improved by feedback about relative expertise,
but not by practice. It is argued that this is because
metacognitive judgments rely on expertise-based heuristics
that normally lack utility in eyewitness memory.
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| (26) |
Metacognitive Control in Eyewitness
Memory
MARK R. PHILLIPS, RONALD P. FISHER, & BENNETT L. SCHWARTZ,
Florida International University
Students observed a simulated crime and then answered
questions about the principal characters and actions.
Interviewers' instructions to adopt either lenient or
stringent output criteria had different effects on (a)
the accuracy of witnesses' recollections (b) post-recollection
confidence judgments, and (c) the correlation between
confidence and accuracy.
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| (27) |
When Events Become Autobiographical:
The Role of Metacognitive Judgments
GIULIANA MAZZONI, University of Florence
It is possible for people to erroneously believe that
they experienced events that never occurred. In this paper,
we maintain that the decision by which we consider an
event to be autobiographical is based on metacognitive
judgments. Such Judgments are similar to other metacognitive
judgments about the content of memory.
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| (28) |
Metamemory Processes Mediate
the Credibility of Children's Memory Reports
ASHER KORIAT, MORRIS GOLDSMITH, University of Haifa, &
WOLFGANG SCHNEIDER, University of Wuerzburg
Children can enhance the accuracy of their testimony substantially
when they are allowed to decide for themselves which pieces
of information to volunteer and which to withhold, and
are given incentives for accurate reporting. The effectiveness
of this screening process, however, appears to improve
with age.
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APPLIED RESEARCH
Engineering 200, Friday Afternoon, 1:30-3:00
Chaired by Martin A. Safer
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Thinking Strategies Teaching
and Metacognitive Training in Subject Matter Domains
ZHANG QINGLIN & XU ZHAN, Southwest China Normal University
The results of three Experiments on thinking-strategies
teaching and metacognitive training in subject matter
domains (word algebra problems, plane geometry, and physics)
showed that the students' academic performance was significantly
improved after thinking-strategies training and even more
significantly improved after specific metacognitive training.
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Free Listed Items are Effective
Cues for Eliciting Additional Items in Semantic Domains
DEVON D. BREWER & SHARON B. GARRETT, University of
Washington
We experimentally evaluated semantic and alphabetic cueing
procedures for enhancing recall in free listing tasks.
The semantic procedure (in which free listed items served
as cues) increased the number of items elicited by 49-91%
on average and elicited moderately more additional items
than the alphabetic procedure.
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Does Jury Deliberation Really
Improve Juror Memory and Memory Monitoring?
MARY E. PRITCHARD & JANICE M. KEENAN, University of
Denver
Mock jurors viewed a videotaped trial and took a memory
test and made memory assessments before and after deliberation.
Deliberation improved. for detailed information, but not
for information central to the verdict. In addition, it
had no impact on memory monitoring. Implications for the
court system will be discussed.
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Influence of Using External Memory
Aids on Memory for Schedules
JUN KAWAGUCHI & HAMA WATANABE, Nagoya University
We examined the influence of using external memory aids
on memory for schedules. Subjects were asked to make a
note of planned actions and were later required to recall
them. It is suggested that the way the notes were made
affected memory for planned actions.
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What do Students Think is Worthwhile
in a Memory Skills Course?
KENNETH L. HIGBEE, Brigham Young University
Students in five university memory-skills classes reported
what aspects of the course they felt were most worthwhile
and least worthwhile. Students in one class also rated
how worthwhile 14 aspects were on 7-point scales. Implications
of the findings for teaching memory skills are discussed.
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SYMPOSIUM: EVERYDAY DECISION MAKING IN
ADOLESCENCE AND BEYOND
Math 100, Friday Afternoon, 1:30-3:00
Chaired by Kathleen Galotti
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Making Important Real-Life Decisions
KATHLEEN M. GALOTTI, Carleton College
Three sets of studies of real-life decision making will
be discussed: high school students choosing a college,
college students choosing a major, and pregnant women
from a variety of backgrounds choosing a birth attendant,
prenatal testing options, and pain medications for delivery.
The "fit" of laboratory-based models of decision
making will be assessed, and suggestions for helping people
face important, difficult decisions will be offered.
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Use of Decision Aids in the Choice-of-College
Decision
CARLA M. KMETT, HAL R. ARKES, & STEVEN K. JONES, Ohio
University
High school seniors used no decision aid, generated a
pro-con list for each college, or used a computerized
aid while choosing which college to attend. Among students
with less firm bases for their college choice, use of
either aid resulted in significantly higher choice satisfaction
assessed after one college term.
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Choosing a Capstone Course in
the Psychology Major: Process, Outcome, and Decision Satisfaction
LORI VAN WALLENDAEL, University of North Carolina-Charlotte
The information seeking behavior and decision processes
of undergraduate students were examined before, during,
and after an important curricular decision. Students'
satisfaction with their choice was related to the amount
of information gathered in making the decision. For most
students, the goal of timely graduation took priority
over other goals.
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How are Judgment Biases and Decision
Making Related to Delinquent Behaviors?
JANIS E. JACOBS & JENNIFER TANNER, Pennsylvania State
University
An investigation of the relations between early adolescents'
estimation biases, use of various decision skills, and
self-reported delinquency revealed that overestimation
of others' involvement in delinquent activities was related
to more involvement in delinquent behavior. In addition,
estimation biases were related to less rational decision
skills, lower self-concepts of decision making, and other
judgment biases.
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SYMPOSIUM: COMPARISON OF CLINICAL AND
NON-CLINICAL PROCEDURES IN CREATING NEW BELIEFS AND MEMORIES
Engineering 245, Friday Afternoon, 1:30-3:00
Chaired by Giuliana Mazzoni
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The Effects of Hypnosis and Age-Regression
on the Retrieval of Early Memories
HARRY J. SIVEC, Ohio University and WCA Healthcare System,
STEVEN J. LYNN, State University of New York at Binghamton,
& PETER MALINOSKI, Ohio University
The effects of hypnosis and age regression procedures
on age of early childhood recollections were examined.
Hypnotized individuals were more likely than nonhypnotized
persons to report recollections that occurred prior to
age 2. However, hypnotized, age regressed participants
did not recall earlier memories than task motivated participants
instructed to remain alert in the present.
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The Effect of Prehypnotic Warnings
on Hypnotic Pseudomemory Production
IRVING KIRSCH, University of Connecticut, & STEVEN
JAY LYNN, State University of New York at Binghamton
This paper presents three studies which examine the effects
of prehypnotic warnings on hypnotic pseudomemory production.
Data from the first two studies indicate that warnings
mitigate the effects of hypnotic procedures on pseudomemory
production, but do not eliminate them entirely. Data from
the third study is currently being analyzed.
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Multiple Examples Can Change
Beliefs About the Past
JACQUELINE E. PICKRELL, GIULIANA MAZZONI, AMINA MEMON,
& ELIZABETH LOFTUS, University of Washington
In this research, we ask if exposing participants to multiple
examples of childhood events increases confidence that
the participants themselves had experienced the event
in childhood. Participants, pretested on their confidence,
read multiple examples of the events. Relative to controls,
confidence levels of the multiple examples group increased
significantly between pretest and posttest.
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The Effect of Simple Exposure
on Beliefs and Memories of the First Days of Life
GUILIANA MAZZONI & MANILA VANNUCCI, University of
Florence
We examined the effects of simple exposure to information
about a target event on beliefs and memories for that
event. After reading passages, participants increased
the belief that the target event occurred during their
first days of life. False memories were found when a stronger
suggestive procedure was added. An initial warning decreased
both false memories and beliefs.
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MEMORY
Engineering 200, Friday Afternoon, 3:00-4:30
Chaired by Kathryn A. Braun
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Improving Memory with Expanded
Test Type Rehearsal: Remembering Names and Faces
JEFFREY S. NEUSCHATZ, Binghamton University, JAMES M.
LAMPINEN, University of Arkansas, VICKI BATSEDIS, Binghamton
University, & DAVID G. PAYNE, Binghamton University
Expanded rehearsal is a mnemonic technique in which the
interval between successive rehearsals increases. In two
experiments subjects attempted to remember names and faces
under expanded, spaced, or massed rehearsal schedules.
In both experiments, expanded rehearsal led to the best
recall performance which appeared to be due to the increasing
retrieval difficulty during rehearsal. Theoretical and
applied implications are discussed.
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Context Reinstatement in Face
Recognition Memory
SAYAKO MASUDA, Tokyo, Japan
Why is mental context reinstatement not always effective
on face recognition? Smith (1988) proposed that sufficiently
encoding targets increases the effects of context reinstatement.
In this experiment, target groups who encoded more poorly
showed mental context reinstatement effects. These results
suggest that context reinstatement improves person identification
when the target face is not encoded well.
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Support for the Contact Hypothesis
of the Own Race Bias: Studies in South Africa and England
DANIEL B. WRIGHT, University of Bristol, CATHERINE BOYD,
University of Bristol, & COLIN TREDOUX, University
of Cape Town
The own race bias, where people are more accurate on
face memory within their race, has been demonstrated
in several studies and yet there is still no accepted
explanation. The demographic differences between South
Africa (76% black, 13% white) and England (90% white,
6% black) provide an opportunity to explore this bias
in two racially distinct societies. An own race bias
was observed and there was an interaction between country
and the race of face. Further studies in these two countries
are currently in preparation.
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Looking for a Cause of the Own
Age Bias
JOANNE N. STROUD & DANIEL B. WRIGHT, University of
Bristol
Previous research has reported that young adults are better
at eyewitness face recognition than older adults. We explore
how the relative ages of the witness and the culprit influence
eyewitness accuracy. In the first experiment, young (18-25
years old) and older (35-55 years old) adults each saw
four crime videos. Subjects were more accurate identifying
the culprit when viewing culprit present lineups composed
of people their own age. In the second experiment, young
and old participants viewed both culprit present and culprit
absent lineups. In the third experiment, we address the
problem of lack of variability in the stimuli using an
old/new recognition procedure. In the fourth experiment,
we investigate eye movements of older and younger subjects
when viewing older and younger culprits.
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Are Misidentifications of Familiar
but Innocent Persons Caused by Automatic Processing?
JENNIFER M. KEENEY, SEAN FLANNIGAN, & DAVID F. ROSS,
University of Tennessee at Chattanooga, DAVID DUNNING,
Cornell University, ROD C.L. LINDSAY, Queens University
In this experiment the automatic decision process typically
associated with accurate lineup identifications was also
found to be associated with the misidentification of an
innocent but familiar bystander from a lineup. The results
aid the understanding of cognitive processing and lineup
identification, and the concept of Unconscious Transference
and mistaken identification.
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SYMPOSIUM: TRAUMA AND MEMORY CHARACTERISTICS
Math 100, Friday Afternoon, 3:00-4:30
Chaired by Lucy Berliner; Discussant: Jon Conte
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Children's memory for Traumatic
and Positive Events: Relationship to Psychological Symptoms
LUCY BERLINER, University of Washington, & IRA HYMAN,
Western Washington University
Memories for trauma in adults varies and is associated
with the types of symptoms experienced. Comparable data
on children's memories for trauma are scarce. We examined
the nature and quality of children's memory for a variety
of traumatic events and for positive personal experiences.
Relationships between memories and psychological symptoms
were examined. We hypothesized that children whose memories
are more vivid and more often recalled will have significantly
more posttraumatic stress symptoms; children whose memories
are hazier and less often recalled will have fewer symptoms
overall; and the quality of memory for positive events
will be correlated with quality of memory for trauma.
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An Examination of Abuse Disclosures
in Maltreated Children
MITCHELL L. EISEN, California State University, Los Angeles,
GAIL S. GOODMAN, SIMONA GHETTI, & JIANJIAN QIN, University
of California, Davis
This study was designed to assess normative patterns in
abuse disclosure and consistency of reporting across interviews
was unrelated to Substantiation of the allegations. Interestingly,
the more disturbed children provided more detail in their
sexual abuse reports and were more consistent when reporting
physical abuse. These findings will be discussed in the
larger context of understanding the qualitative characteristics
of abuse reports.
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Differences between Trauma Memories
and Memories of Other Experiences
IRA E. HYMAN & CHRISTINA BYRNE, Western Washington
University
We asked college students about several traumatic events
that they may have experienced. For those with traumatic
experiences, we asked them about their most traumatic
experience. For those without traumatic experiences, we
asked them to consider another negative life experience.
Differences between memories of traumatic experiences
and other memories are considered in terms of various
theories of memory for arousing events.
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SYMPOSIUM: COMMUNICATING WITH WORD, PICTURE,
AND BODY: IMPLICATIONS FOR DESIGN
Engineering 245, Friday Afternoon, 3:00-4:30
Chaired by Barbara Tversky
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Toward Solving the Vocabulary
Problem
SUSAN E. BRENNAN, State University of New York at Stony
Brook
When faced with language-using computers, how do people
choose their words? And how do they puzzle out interpretations
of labels, commands, messages, and icons? Possible mappings
of symbols to meanings are boundless. Solutions to this
"vocabulary problem" arise from studies of how
people construct meanings in dialogs with human and computer
partners.
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Graphical Communication: Interpreting
and Producing Bar and Line Graphs
JEFF ZACKS & BARBARA TVERSKY, Stanford University
Patterns of graph usage reveal associations between observers'
information processing abilities, cognitive naturalness,
and graphic conventions. In three experiments examining
comprehension and production, people associated bars with
discrete comparisons and lines with trends. This correspondence
may reflect the influence of the communicative situation
in addition to information-processing and cognitive naturalness.
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Graphical Communication: Depictions
and Descriptions of Routes
BARBARA TVERSKY & PAUL LEE, Stanford University
Pictures and words are usually viewed as complementary
external representations; however, for the case of routes,
they are alternative. Examination of route descriptions
and depictions reveals similar syntax and semantics. This
opens the possibility of automatic translation, which
was evaluated.
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Summary Street: A Computer Based
Writing Tool
WALTER KINTSCH
Latent Semantic Analysis is used to provide feedback to
students writing a summary of articles or textbook chapters
they have studied. The feedback is focused on the content
of the summary: it tells the student which sections of
the text have been adequately covered and what is missing;
it identifies redundant material as well as sections that
are covered in too much detail; it makes suggestions for
reorganization of the summary. The system has been tested
in several field trials and has been shown to be an effective
tool for revising summaries.
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Techniques for Indicating: Pointing
and Placing
MIJA VAN DER WEGE & HERBERT H. CLARK, Stanford University
People have two basic techniques for indicating objects
in communication. One is to direct other people's attention
to those objects, as when I point at a car while saying
"That car is mine." The second technique is
to position the objects for others, as when I place a
bottle of shampoo on a checkout counter for the clerk
to ring up. I argue that placing, generally ignored, is
essential to face-to-face conversation and other types
of communication.
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KEYNOTE ADDRESS, GARY WELLS
"SYSTEM-VARIABLES IN EYEWITNESS RESEARCH: A SUCCESS
STORY"
FRIDAY AFTERNOON 5:00-6:00, MATH 100
Saturday, July 10, 1999
EYEWITNESS MEMORY
Engineering 200, Saturday Morning, 9:00-10:30
Chaired by Steven E. Clark
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Independent Identification of
Face, Voice, and Body: Is it More Diagnostic of Guilt?
SEAN PRYKE & R.C.L. LINDSAY, Queen's University
Studies combining voice and body with facial identification
present these sources of information together, reasoning
that they act as contextual cues. After a staged crime,
witnesses attempted to identify the criminal's face, voice,
and body independently. Independent identification via
two or more sources is highly diagnostic of guilt.
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Voice Identification as a Function
of Source Language
CHRISTY J. WITT & BRIAN BORNSTEIN
Two experiments assessed native English-speakers' ability
to recognize a target voice speaking either English with
a French accent or French. Listeners performed better
with English versions of the target voice than the French
version and listeners with previous French experience
outperformed listeners with no French experience with
target present and absent voice lineups.
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Statistically Improving Identification
for Words and Characters in TV News Stories
JEFFREY A. GIBBONS, Carthage College
Gibbons (1998) statistically combined pleasantness ratings
and recognition judgments and improved the identification
of words. This study extended this method to faces shown
in a TV newscast by statistically combining recognition
judgments and attractiveness ratings. For both words and
faces, the method increased the number of correct rejections.
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Attribution of Blame in a Road
Accident as a Function of Driver and Vehicle Characteristics
GRAHAM M. DAVIES, Leicester University
Ratings of aggressiveness were demonstrated to vary as
a function of age and gender of driver and color and model
of car driven. These characteristics were varied systematically
within an accident scenario which led to significant differences
in estimates of vehicle speed and position on the road
but not attributions of blame.
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SYMPOSIUM: INDIVIDUAL DIFFERENCES IN
SUGGESTIBILITY AND MEMORY DISTORTION
Math 100, Saturday Morning, 9:00-10:30
Chaired by Mitchell L. Eisen; Discussants: Eugene Winograd
and Jonathan W. Schooler
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Individual Differences Related
to Event Plausibility Judgments following False Feedback
IRA E. HYMAN, JR. & HEATHER MERTZ, Western Washington
University
Using an extension of the Barnum Effect, we presented
participants with false personality feedback and suggested
that, based on their personality profile, one set of childhood
events was likely to have occurred while a second set
was unlikely. We consider whether the individual differences
that are related to accepting false personality feedback
and false plausibility information are also predictive
of individuals who make other forms of memory errors.
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Whom do Words Hurt?: Individual
Differences in Susceptibility to Verbal Overshadowing
ROBERT S. RYAN, Union College, & JONATHAN W. SCHOOLER,
University of Pittsburgh
The role of perceptual and verbal ability in mediating
verbal overshadowing of faces was examined. Perceptual
ability was assessed using both domain specific (face
recognition) and non-specific (e.g., embedded figures)
measures. Verbal ability was determined by GPA. Impaired
face recognition following verbalization was greatest
when verbal ability was low, and perceptual ability (either
domain specific or general) was high.
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Individual Differences in College
Students Resistance to Misleading Information
MITCHELL L. EISEN, CARDENAS, KISTORIAN, YU, & TRITABUDI,
California State University, San Bernardino
This study was designed to examine relations between resistance
to misleading information, acquiescence and attentional
capacity. We also examined the relationship between suggestibility
and semantic intrusions on the Deese/Roediger-McDermott
task (DRM). As predicted, errors of commission on misleading
questions were positively related to acquiescence. However,
resistance to misleading information was not related to
attention or semantic intrusions on the DRM task.
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REASONING AND DECISION MAKING
Engineering 245, Saturday Morning, 9:00-10:30
Chaired by Stephen M. Fiore
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The Fusion of Liability and Damages
in Jury Decision Making
EDITH GREENE & MICHAEL JOHNS, University of Colorado
Civil jurors are expected to make decisions about a defendant's
liability by considering only the defendant's actions
and not the consequences of those actions. We examine
that assumption and assess the possibility that evidence
relevant to the plaintiff's injuries inappropriately influences
decisions about the defendant's liability.
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Reasoning with Experimental and
Epidemiological Evidence
STEVEN PULOS, University of Northern Colorado
Reasoning differences in the evaluation of experimental
and epidemiological evidence was examined. Significantly
less information was used in the evaluation of experimental
evidence, than with epidemiological evidence. The reasoning
employed did not differ between the two conditions, but
was generally inadequate due to affirmative biases and
failures to employ proportional reasoning.
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Contrasting Illnesses Promotes
the Process of Making a Diagnosis
L.J. ROBISON & C.C. CHANDLER, Washington State University
Students learned about heart attacks and panic attacks
either in succession or by contrasting the symptoms. Contrasting
symptoms created better diagnosticians who: (1) recognized
which questions would be informative, (2) diagnosed a
case more accurately and confidently, and (3) were better
able to justify their diagnoses. Labeling the important
symptoms during sequential learning may ameliorate (1)
and (2), but not (3).
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MEMORY
Engineering 200, Saturday Morning, 10:30-12:00
Chaired by Daniel Wright
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Affective Valence, Emotional
Processing, and Individual Differences: The Role of Affect
in Memory for Pictures
JENNIFER P. PELUSO, Mercer University
Incidental memory was examined for pictures that systematically
varied in emotional valence and that were encoded in either
emotional or non-emotional orienting conditions. Results
revealed that an emotional orientation in the processing
of pictures can have a different influence on memory than
the emotional content of the pictures themselves.
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Predicting Memory Completeness
and Accuracy: The Role of Emotion and Exposure in Repeated
Recall
SUSAN BLUCK & KAREN Z.H. LI, Max Planck Institute
for Human Development
Participants repeatedly remembered an autobiographical
event. While anger during the event predicted amount initially
recalled, exposure to the event predicted final amount
recalled. The measured variables were unrelated to accuracy.
Self-reports concerning amount recalled were related to
actual amount recalled but judgments concerning accuracy
were not related to actual accuracy.
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Remembering Lies: The Effects
of Motivation and Rehearsal
RODNEY J. VOGL, Kansas State University, T. RENE FORST,
Southern Methodist University, AMY R. HILLIGOSS, Kansas
State University
Participants were tested on their diary of events in which
they lied. The truth was remembered better than the lie.
Instances where individuals were motivated to lie were
remembered better than instances where they were not motivated
to lie. The "motivated" lies were also rehearsed
more than the "unmotivated" lies.
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Altering Consumer Autobiographies
through Advertising
KATHRYN A. BRAUN, Harvard University, RHIANNON ELLIS,
& ELIZABETH F. LOFTUS, University of Washington
We investigate whether the use of autobiographical referencing
in advertising can cause consumers to become more confident
that certain events had personally happened to them as
children. This could occur if the advertising effectively
causes consumers to imagine the advertising-based experience
in their mind.
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Memory Conjunction Error for
Radio Advertisements
YUJI ITOH & TAKEO TSUJI, Keio University
Recognition memory for pairs of elements from radio advertisements
was investigated under three attention conditions. Different
from previous studies, false positive rates for pairs
of old elements from different advertisements was not
higher than those for other negative pairs. Conditions
where memories for inter-element relations are acquired
are discussed.
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SYMPOSIUM: NOVEL INTERVIEWING TECHNIQUES:
EFFECTS ON CHILDREN'S EYEWITNESS REPORTS
Math 100, Saturday Morning, 10:30-12:00
Chaired by: Kim P. Roberts; Discussant: D. Stephen Lindsay
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The Effectiveness of Open-ended
and Direct Rapport-Building Styles on Children's Reports
of a Staged Event
KIM P. ROBERTS, KATHLEEN J. STERNBERG, MICHAEL E. LAMB,
& JENNIFER ZALE, National Institute of Child Health
and Human Development
Children aged 3- to 9-years were interviewed a week or
a month after interacting with an adult. Children who
had been asked open-ended rapport-building Questions subsequently
reported more accurate details about the target event
than children for whom rapport was established using direct,
focused questions.
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| (70) |
Computer-Assisted Interviews
of Children
MARTINE B. POWELL, Deakin University, CLARE WILSON, University
of Sydney, & A. DONOHUE, Deakin University
Data demonstrating the usefulness of interactive computer
programs in the investigative interviewing of children
is presented. First, computer programs incorporating animation
and audio can elicit an accurate and detailed free-narrative
of an event from a child. Second, computers can demonstrate
children's understanding of concepts that are relevant
to the investigative interview.
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| (71) |
Interviewing Young Children Using
Imagery
LAURA MELNYK & MAGGIE BRUCK, McGill University
An effective interviewing technique increases accurate
recall without increasing inaccurate reporting. Thus,
the short- and long-term benefits and risks of using three
techniques (guided imagery, answering questions, and seeing
hand-drawn pictures) in repeated suggestive interviews
with young children were compared. The possible mechanisms
underlying these effects will be discussed.
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| (72) |
Suggestibility and Cross-Examination:
A Longitudinal Perspective
ANGELA M. CROSSMAN, Cornell University
Young children (aged three to six years) were repeatedly
and suggestively interviewed about a staged event about
which they later testified in a mock trial, undergoing
realistic direct and cross-examination. Two years later,
these children were re- interviewed and demonstrated minimal
recall of the event, the Suggestions, and their testimony.
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SYMPOSIUM: AGING AND METACOGNITION: EMPIRICAL
ADVANCES AND PRACTICAL IMPLICATIONS
Engineering 245, Saturday Morning, 10:30-12:00
Chaired by Christopher Hertzog; Discussant: Douglas J. Herrmann
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Metamemory and Memory Self-Efficacy:
Will the Best Predictor Please Stand Up?
JANE M. BERRY, University of Richmond
Effects of metamemory and memory self-efficacy (MSE) on
age differences in memory functioning were examined. 420
adults (18-89 years old) completed computerized memory
tasks and questionnaires. Mediational analyses of age,
metamemory, MSE, task effort, and memory performance on
four tasks will be reported and evaluated via self-efficacy
theory (Bandura, 1997).
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Metacognition in Collaborative
Situations: Age and Experience Effects
ROGER A. DIXON, University of Victoria
Recent studies of younger and older adults performing
episodic memory tasks in collaborative situations have
produced a promising array of results pertaining to effects
of age and interactive expertise. We now investigate characteristics
of metacognitive performance (e.g. memory ratings, predictions,
and beliefs) by adults varying in age and interactive
experience.
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Attention and Metamemory
DANA I. PLUDE, University of Maryland
In four experiments we examined whether the monitoring
of learning interferes with the ongoing acquisition process.
Recall performance was assessed in single-task (memory-only)
and in dual-task conditions (memory + monitoring of learning).
Results confirm that the monitoring of learning does interfere
with recall under some conditions, especially for older
adults.
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Aging, Metacognitive Monitoring,
and Associative Learning
CHRISTOPHER HERTZOG, Georgia Institute of Technology
Our research addresses age differences in metacognition
during learning. Evidence suggests that on-line monitoring
skills are preserved, even in the face of age-related
declines in learning and memory. However, there may be
differences in the effective utilization of monitoring
to optimize learning. Implications for memory training
programs are discussed.
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SYMPOSIUM: INHIBITORY PROCESS IN HUMAN
MEMORY
Math 100, Saturday Afternoon, 12:00-1:30
Chaired by Michael C. Anderson and Martin A. Conway; Discussant:
Michael C. Anderson
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Indirect Influences of "Inhibited"
Information
ELIZABETH L. BJORK & ROBERT A. BJORK, University of
California Los Angeles
In a variant of the false-fame paradigm, prior to-be-forgotten
exposures had a larger, not smaller, impact on subsequent
judgments than did corresponding to-be-remembered exposures.
These findings suggest that retrieval inhibition can play
a role in the interaction of recollection and priming;
they also imply that instructions to forget in legal and
social settings can have unintended consequences.
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Does Verbal Overshadowing Result
from the Verbal Inhibition of Non-Verbal Processes?
JONATHAN W. SCHOOLER & SONYA DOUGAL, University of
Pittsburgh
Schooler and Engstler-Schooler (1990) found that verbally
recalling a non-verbal stimulus can impair subsequent
recognition. Originally such "verbal overshadowing"
effects were attributed to interference resulting from
a new verbally biased representation. However recent findings
have argued against this claim. A promising alternative
is that retrieval processes may temporarily inhibit nonverbal
retrieval processes.
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Memory Retrieval, the Fan Effect,
and Suppression
RADUANSKY
When memory retrieval requires the selection of a specific
memory trace and there are related but irrelevant traces,
interference is experienced. This interference is traditionally
known as the fan effect. Evidence is presented to suggest
that the processes underlying the fan effect involve the
inhibition of related by irrelevant traces.
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Disrupting and Preventing Directed
Forgetting
MARTIN A. CONWAY, University of Bristol
A series of list directed forgetting (DF) experiments
found that the DF effect of inhibition in recall of the
to-be-forgotten (TBF) list can be disrupted if there is
a secondary task during second list learning. If there
is a concurrent memory load during second list learning
or the items on the second list are closely related to
the items on the first list then inhibition is prevented.
These findings are conceptualized in terms of how efficiently
the second list is able to act as a competitor in memory
to the first list and so trigger inhibition.
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EYEWITNESS MEMORY
Engineering 200, Saturday Afternoon, 1:30-3:30
Chaired by Brian Bornstein
| (81) |
Reconstructing Faces with an
Eigenface Composite System
COLIN TREDOUX, ROSENTHAL, DA COSTA, & NUNEZ, University
of Cape Town
Visual face recall systems such as Identikit, Photofit,
and FRAMES are widely used by law enforcement agencies,
but do not produce good likenesses. We describe a newly
developed eigenface based composite system. Results from
60 reconstructions and 3 experiments are presented, which
show that the system is capable of reconstructing accurate
and recognisable likenesses.
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| (82) |
Selecting Foils for Identification
Lineups: Matching Suspects or Descriptions?
JENNIFER L. TUNNICLIFF, STEVEN E. CLARK, CECELIA A. O'DROBINAK,
University of California, Riverside
Researchers have recommended that foils for identification
lineups be selected based on their match to the description
of the perpetrator, rather than their match to the suspect.
Contrary to this recommendation, two experiments showed
no differences between suspect-matched and description-matched
lineups, except for an advantage in rejecting suspect-matched
perpetrator-absent lineups.
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| (83) |
WITNESS: A Computer Simulation
Model of Eyewitness Identification
STEVEN E. CLARK, University of California, Riverside
A computer simulation model called WITNESS is presented.
WITNESS makes identification decisions by matching each
lineup alternative to a vector memory representation.
Three decision models were tested by fitting the model
to data. A single-criterion absolute matching model failed,
but two relative-match models successfully fit the results
of both experiments.
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| (84) |
Delay Effects on Identification
Performance from Simultaneous and Sequential Lineups
JENNIFER DYSART & R.C.L. LINDSAY, Queen's University
Sequential and simultaneous lineups generate comparable
correct identification rates under good witnessing conditions.
Under poor conditions, simulaneous lineups may maintain
higher correct identification rates. Witnesses using relative
judgments may select criminals because they match their
memory of the criminals. This hypothesis was tested using
a 3 week delay between crime and lineup.
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| (85) |
Influence of Lineup Instructions,
Criterion Levels, and Structural Bias on Mock Witnesses
Viewing a Sequential Lineup
DAWN E. MCQUISTON & ROY S. MALPASS, University of
Texas at El Paso
This study evaluated the mock witness paradigm as a technique
for assessing sequential lineups. Mock witnesses viewed
one of four lineups and were given one of four variations
of lineup instructions. Introduction of structural bias
caused increased identification of the target, and increased
identification of an innocent suspect. Instructional variations
had no significant effects.
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SYMPOSIUM: ADULTS' RECOLLECTIONS OF CHILDHOOD
Math 100, Saturday Afternoon, 1:30-3:30
Chaired by D. Stephen Lindsay
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Explorations of Distant Memories
D. STEPHEN LINDSAY, University of Victoria, J. DON READ,
University of Lethbridge IRA E. HYMAN, JR., Western Washington
University, & JONATHAN W. SCHOOLER, University of
Pittsburgh
Report questionnaire studies of relationships between
memory, emotion, and predicted ability to remember more
about childhood events; diary studies, in which adults
re-read their old diaries and reported on "no-memory
experiences" and "recovered-memory experiences;"
and experiments on the effects of efforts to recollect
childhood events on reports of prior amnesia.
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The Plasticity of Early Autobiographical
Memories
STEVEN J. LYNN, Binghamton University, PETER MALINOSKI,
Ohio University, JANE STAFFORD, LISA MARMELSTEIN, Binghamton
University, & HARRY SIVEC, WCA Healthcare System
Describe studies of adults' recollection of early life
events that cross the threshold of infantile amnesia and
of early memory reports of abuse by students role playing
dissociative identity disorder, major depression, and
relatively well-adjusted college students.
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Adults' Recollections of Childhood
and Beyond
PATRICIA J. BAUER & TIFFANY A. WEST, Institute of
Child Development
Implicitly or explicitly, memories from early versus later
in life are assumed to differ. In 2 studies we directly
compared hearing and Deaf adults' early (before age 7)
and later memories. There were few differences by hearing
status or life period. In contrast, subjective ratings
from the two life periods differed.
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The Suggestibility of Memory
for Childhood Events by Young and Older Adults
KATHY PEZDEK & REBECCA EDDY, Claremont Graduate University
Younger and older adults indicated which of a list of
childhood events they had experienced, then imagined experiencing
half of the events. Later, they again indicated which
events they had experienced. Imagining events increased
reports of experiencing them. Age groups did not differ
on control events, but younger adults were more affected
by the imagery task.
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Gendered Recollections of Childhood
ROBYN FIVUSH & JANINE BUCKNER, Emory University
Reminiscing is a gendered activity; women report earlier
and more detailed childhood memories than men. We examined
mothers and fathers recollecting their childhoods with
their preschool sons and daughters. Gender patterns were
analyzed in terms of developing autobiographical life
narratives and self-understanding. Implications for how
and what adults recall of childhood are discussed.
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SYMPOSIUM: COGNITION AND THE SMALL GROUP:
INTER- AND INTRA- INDIVIDUAL COGNITIVE PROCESSES IN GROUP
PROBLEM SOLVING AND DECISION MAKING
Engineering 245, Saturday Afternoon 1:30-3:30
Chaired by Stephen M. Fiore
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Problem Space and Group Problem
Solving
STEPHEN M. FIORE, University of Central Florida, &
JONATHAN SCHOOLER, University of Pittsburgh
In this paper we explore how problem space, a concept
that has its roots in, and is adapted from, information
processing theories of problem solving, may be responsible
for producing process loss in groups. Toward that end,
differing characteristics of the method of analysis,
problem types, and the problem solving process are investigated.
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Cognitive and Social Factors
in Idea Generation
PAUL B. PAULUS, University of Texas at Arlington
Much research indicates that group sharing of ideas or
"brainstorming" tends to be less productive
than solitary idea production. A variety of studies indicate
that this productivity loss may be due to social factors
(e.g., concern for evaluation, social loafing, social
interference). Recently, we have employed procedures to
minimize these factors and in my talk I discuss a model
that incorporates both cognitive and social mechanisms
to explain how production gains may be possible.
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Transactive Memory and Work Group
Performance
RICHARD MORELAND, University of Pittsburgh
Many work groups develop transactive memory systems, which
reflect a shared awareness among workers about who knows
what. In a series of laboratory experiments, Dr. Linda
Argote and I have found that training group members together
helps transactive memory systems to grow, which can in
turn produce substantial improvements in group performance.
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Training Team Shared Knowledge:
Team Norms
ELIZABETH BLICKENSDERFER, JANIS A. CANNON-BOWERS, &
EDUARDO SALAS, Naval Air Warfare Center
Teams who possess shared mental models regarding the team,
their task, and team norms, have an advantage over teams
without such shared knowledge. In this talk we discuss
recent research where we apply shared mental model theory
in order to foster the development of team norms. In addition,
formal and informal training mechanisms that have been
introduced to team training.
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Information Sharing in Teams
of Executives
SANDRA VAUGHAN & GAROLD L. STASSER, Miami University
Middle- and top-level executives completed a committee
hiring simulation. Individual information searches and
collective information pooling patterns of 30 committees
were analyzed. These results are contrasted with patterns
observed in numerous studies of decision-making process
in ad hoc teams of college students.
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Metacognitive Training for Real-World
Tasks
FLORIAN JENTSCH & CLINT BOWERS, University of Central
Florida
Metacognition has become an important area of research.
Yet, transitioning metacognitive concepts to training
has been surprisingly difficult with relatively few studies
showing positive benefits of such training on performance.
In this paper we investigate the difficulties facing this
research and present results of a study in which pilots
were taught metacognitive strategies that improved their
decision making and team coordination.
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CHILDREN'S MEMORY
Engineering 200, Saturday Afternoon 3:30-5:30
Chaired by Robyn Fivush
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Interviewing Techniques with
Child Witnesses: A Study of the Impact of the Interviewing
Technique "Inviting Speculation"
NADJA SCHREIBER, Wilhelms-Universitaet Muenster
In the McMartin preschool case, interviewers often invited
children to speculate about events at their school. Our
experiment examined this interviewing technique. Kindergarteners
were asked to speculate on a clown show they had seen.
We found that speculation increased the number of memory
intrusions two to three weeks later.
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Individual Difference Measures
and Children's Suggestibility
MATTHEW SCULLIN & HEATHER WARREN, Cornell University
This research describes the validation of a suggestibility
scale for children by comparing children's scores on the
scale with their earlier performance in an experiment
in which they were given repeated, somewhat leading interviews
about two events, one experienced by the children and
the other not.
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Children's Event Recall Following
Very Long Delays
MARGARET-ELLEN PIPE, University of Otago
Fifty four children who had been exposed to a novel event
through participation, a story, or observation were re-interviewed
4 years later. Changes in children's recall as a function
of the nature of the experience and of the method of memory
assessment (verbal recall and behavioral re-enactment)
will be described.
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Paper withdrawn
Improving Children's Source Monitoring Performance
through Rehearsal and Context Reinstatement
GOH CHEE LEONG, University of Otago
In a series of three experiments, we examined two procedures
for helping 7- to 8-year-old children monitor between
two information sources (visual and verbal), namely,
verbal rehearsal and context reinstatement prior to
source monitoring.
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The Effect of Drawing on Children's
Verbal Reports after Long Delays
JULIEN GROSS & HARLENE HAYNE, University of Otago
In clinical and legal contexts, obtaining complete and
accurate accounts of children's past experiences is paramount.
Our research shows that drawing faciliates children's
reports without decreasing accuracy after delays as long
as 1 year. Children asked to draw and tell report twice
as much information as children asked to tell.
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Factors That Impact the Accuracy
of Children's Dietary Recalls
SUZANNE DOMEL BAXTER, WILLIAM O. THOMPSON, & HARRY
C. DAVIS, Medical College of Georgia
Five studies using observations to validate children's
school lunch recalls are presented: 1) a Delphi Study
to develop retrieval response categories, 2) category
use and recall accuracy, and impact on accuracy of 3)
time between eating and reporting, 4) prompting protocols,
and 5) salience of entrée and liking for foods.
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SYMPOSIUM: VERBAL OVERSHADOWING: WHEN
REHEARSAL IMPAIRS MEMORY
Math 100, Saturday Afternoon, 3:30-5:30
Chair and Discussant: Jonathan W. Schooler
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Self-Generated Misinformation:
The Influence of Retrieval Processes in Verbal Overshadowing
CHRISTIAN A. MEISSNER, JOHN C. BRIGHAM, COLLEEN M. KELLEY
A meta analysis of the verbal overshadowing effect in
facial identification was conducted (21 studies, N = +1400).
In addition, two experiments investigated the influence
of retrieval processes on verbal overshadowing. Results
indicated that manipulations to participants' response
criterion while describing a target face influenced not
only the quality of the description, but also the accuracy
of the subsequent identification. This "self-generated
misinformation" effect was found to persist despite
post-description delay and source monitoring instructions.
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Verbal Overshadowing: When Dividing
Attention Improves Recognition Memory
TERRIS A. MORRISON, HARPREET S. DHALIWAL, & ANDREW
P. YONELINAS
The effects of dividing attention onrecognition memory
were examined using the verbal overshadowing paradigm.
Verbalization decreased recognition accuracy for colors.
However dividing attention at test eliminated the verbalization
effect. The results show that dividing attention can improve
recognition memory when the secondary task interrupts
the retrieval of interfering information.
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Verbal Overshadowing and the
Modality Mismatch Assumption
JONATHAN W. SCHOOLER, University of Pittsburgh
The "modality mismatch" assumption, asserts
that verbal overshadowing results from a mismatch between
the nonverbal perceptual information associated with the
original memory and the verbal information associated
with the act of retrieval. This talk demonstrates how
this assumption successfully characterizes verbal overshadowing
with respect to 1) the domains in which it is observed-2)
the processes that encourage vs. discourage it and 3)
the types of expertise that foster and prevent it.
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Verbal Overshadowing of Face
Memory: When DOESN'T it Occur?
NICHOLAS MINER, DORINA BOELTER, DANIEL REISBERG, Reed
College
Several studies have shown that verbal overshadowing,
disrupting memory for faces, is not observed in all circumstances.
But what variables govern when this effect is observed?
We examine the role of the timing of procedural steps,
and also the effects of instructions that might undo overshadowing
after it has occurred.
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How Did You Get Here From There:
Verbal overshadowing of Macro-Spatial Memory
STEPHEN M. FIORE, University of Central Florida &
JONATHAN W. SCHOOLER, University of Pittsburgh
This research investigated the reactive effects of verbal
report on macro-spatial memory. Subjects studied a map
and then either verbalized their memory for the route
on the map or engaged in an unrelated verbal activity.
Results showed that verbalization hindered performance
on a measure of configural knowledge but had little influence
on a measure of route knowledge. The discussion focuses
on the implications for research on macro-spatial memory.
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SYMPOSIUM: CURRENT RESEARCH ON THE REMINISCENCE
BUMP
Engineering 245, Saturday Afternoon, 3:30-5:30
Chaired by Martin A. Conway & David C. Rubin; Discussant:
David C. Rubin
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The Distribution of Memories
Across the Lifespan Refracted through Language and the
Experience of Immigration: Cueing and Narrative Methods
ROBERT W. SCHRAUF & DAVID C. RUBIN, Duke University
In the first experiment, twelve individuals provided autobiographical
memories to word cues in Spanish on one day and in English
on another day. Considering only the external language
of memory report, we found that distributions of memories
cued in either language
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A Theoretical Perspective on
the Reminiscence Bump
SUSAN BLUCK, Max Planck Institute for Human Development
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n/a
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Differential Contributions of
the Cerebral Hemispheres to Autobiographical Recall: Evidence
from Split-Brain Patients
JOHN M. RYBASH, Hamilton College, & SCOTT H. JOHNSON,
Dartmouth Medical School
We examined the lifespan distribution of autobiographical
recall for a small number of split-brain patients via
a lateralized version of the cue word methodology. Results
are discussed within the context of the hypothesis that
left hemisphere, because it possesses a unique set of
inferential and interpretive functions, is responsible
for generating the salient features of the lifespan distribution
of adults' autobiographical recall.
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The Self and The Reminiscence
Bump: New Evidence
MARTIN A. CONWAY & ALISON HOLMES, University of Bristol
A group of older adults (60+ years) recalled as many memories
as they could in 5-minute periods from each decade of
the their lives. We found that peak recall of memories
related to events featuring the childhood themes of trust,
autonomy, initiative, industry, occurred in first decade
of life, peak recall of identity-related events was in
the second decade, intimacy-related memories dated to
the third decade, and generativity-related memories peaked
in the fourth decade. Results suggest that memories of
events related to the themes of identity and intimacy
are overall, more accessible than memories related to
other themes and this may be because events related to
these are crucial in the formation of a stable self.
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Presidential Address and SARMAC Business
Meeting - All Members Welcome
SATURDAY EVENING 5:45
7:30 Cookout at Kittredge Pond
Bar Opens at 6:45
Sunday, July 11, 1999
AUTOBIOGRAPHICAL MEMORY
Engineering 200, Sunday Morning, 9:00-10:30
Chaired by David C. Rubin
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The Development of the Ability
to Create Causally Coherent Life Stories in Adolescence
TILMANN HABERMAS, Max Planck Institute for Human Development,
& CHRISTINE PAHA, Free University Berlin
An exploratory study of brief life narratives provided
by three adolescent age-groups indicates that the ability
to create global causal coherence in life stories develops
across adolescence. Adolescence is a yet uncharted area
for understanding the development of autobiographical
memory.
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Shifts in Autobiographical Recall:
Retrieval Strategy and Content Changes
CHRISTOPHER B. BURT, University of Canterbury
The autobiographical memory of 14 diarists was examined
in 1986 in a series of interviews relating to 874 events
which had occurred on average 3.6 years earlier. Twelve
of the diarists were located in 1997 and their memory
for the events re-examined. This paper reports the changes
in retrieval strategy and memory content that were found.
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Long-Term Retention of Knowledge
and Recollective Experience Aspects of a First Experience
Memory
LESLIE R. TAYLOR, Hanover College
This study assessed long-term retention of factual knowledge
about a first experience and the level of recollective
experience associated with recall of the event. Central
facts were remembered better than peripheral facts, but
there was little decline in either over the retention
interval (15 years). The level of recollective experience
was moderate, but like facts, showed little decrement
over time. The results indicate that memory of a significant
experience can be extensive, accurate, and stable over
a long period.
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Autobiographical Memory Retention
over Twenty Years in Two Older Adults
LINDA LHOST-CATAL, University of Detroit Mercy, &
JOSEPH M. FITZGERALD, Wayne State University
A cued-recall methodology was used to assess retention
of autobiographical memories over a 20 year span in two
older adults. One subject had kept an extensive event
log. Cues that described the activity of the memory were
most effective and produced orderly retention data. Remember-know
judgments also provided similar orderly retention data.
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SYMPOSIUM: EYEWITNESS TESTIMONY BY CHILDREN,
ADOLESCENTS, AND YOUNG ADULTS
Math 100, Sunday Morning, 9:00-10:30
Chaired by Lauren Shapiro
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Implanting False Memories: The
Effect of Age, Temperament, and Type of Question in Children's
Eyewitness Testimony
CHERYL BLACKFORD & LAUREN SHAPIRO, Emporia State University
This study examined implantation of false memories by
introducing erroneous post-event information shortly after
encoding. Results focused on developmental and temperamental
differences in 60 elementary school aged children's delayed
memory for a filmed bike theft.
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Misleading Questions: Developmental
and Temperamental Differences in the Retrieval of Children's
Delayed Event Memory
CHIUNG-FEN CHEN & LAUREN SHAPIRO, Emporia State University
This study examined 60 preschool and elementary school
aged children's immediate and delayed recall for a filmed
bike theft. The results focused on the effect of using
misleading questions during a 7 week delayed interview
on suggestibility, as well as on developmental and temperamental
differences in recall.
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How Do Gender Stereotypes Affect
Children's Testimony?
ELIZABETH BROOKS & LAUREN SHAPIRO, Emporia State University
This study examined the role of gender and gender stereotypes
in 104 elementary school children's immediate and delayed
recall for a filmed bike theft. The behavior and characteristics
of the male or female adolescent thief were either gender
consistent or inconsistent. Results focused on gender
differences for stereotyped vs. astereotyped children
and the effects of same-sex bias on recall.
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Eyewitness Testimony and Criminal
Identification by Adolescents and Young Adults
COREY PALMER, TELISA JAMES, MARCY BOWE, & LAUREN SHAPIRO,
Emporia State University
This study compared 96 adolescents' and adults' ability
to provide accurate testimony and criminal identification
for gender stereotyped vs. astereotyped adolescent thieves.
After watching a filmed bike theft, participants completed
3 questionnaires that assessed memory, temperament, and
gender stereotypes. Criminal identification was made using
6 sequentially presented photographs.
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MEMORY FOR TRAUMA
Engineering 245, Sunday Morning, 9:00-10:30
Chaired by Lucy Berliner
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Trauma Memories Stay Vivid: Evidence
from a Diary Study of Involuntary Memories
DORTHE BERSTEN, University of Aarhus
Two groups of traumatized subjects participated in a diary
study of involuntary (spontaneous) memories. The groups
were recruited to differ only on age of the trauma (<
1 year vs. > 5 years). No group differences were found
on frequency, vividness and mood impact of the involuntary,
traumatic memories suggesting that trauma memories are
highly durable.
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Using Autobiographical Memory
to Study the Long-Term Impact of Violent Movies Seen in
Childhood and Adolescence
RICHARD JACKSON HARRIS, STEVEN J. HOEKSTRA, & CHRISTINA
L. SCOTT, Kansas State University
A series of autobiographical memory studies was conducted
with young adults to better understand the social experience
and effects of seeing violent moview in childhood. Participants
recalled such an experience and were assessed for several
personality variables. Results showed strong durable memories
and some consistent behavioral and affective effects.
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Children's Recollections of Traumatic
and Non-Traumatic Events
TRINA BROWN, DEBORAH SARFATI, JESSICA MCDERMOTT, ROBYN
FIVUSH, & ANN HAZZARD, Emory University
Children growing up in a violent inner city environment
were asked to recall both highly stressful and more positive
events. Intriguingly, children's reports of positive experiences
were more elaborated and descriptive than their their
reports of stressful experiences. Implications of these
findings for children's long-term memory for, and coping
with negative life events are discussed.
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In Search of an Analogue of Traumatic
Dissociation
HEIDI SIVERS & GORDON H. BOWERS, Stanford University
Unusual clinical effects of trauma on memory are often
attributed to victims dissociating during trauma. We sought
a practical laboratory analogue for investigating this
phenomenon. Hypnotized volunteers experienced events in
a normal or suggested dissociated state. Their later recall
in each state indeed revealed a kind of mental state dependent
memory.
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MEMORY
Engineering 200, Sunday Morning, 10:30-12:30
Chaired by Jacqueline E. Pickrell
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Phenomenonological Characteristics
and Implicit Beliefs about Reality Monitoring Decisions
MARIE CARROLL, AMY KELLY, University of Canberra, &
GIULIANA MAZZONI, University of Florence
Memory and metamemory judgments about real and imagined
events which occurred with different frequencies were
investigated to determine whether the commonly found "bias
towards the real" was due to an implicit belief that
"if I remember it, it must have been real",
or whether it was due to phenomenological qualities of
the memory.
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The Influence of Stress on the
Detection and Remembering of Consistent and Inconsistent
Information
CAROL Y. YODER, TRACY LOPP, DOUGLAS HERRMANN, & VIRGIL
SHEETS, Indiana State University
We explored how stress influences ability to detect and
remember contradictory information. A 3 (Stress Level)
X 2 (Story Content/Order) X 2 (Task Difficulty X Subjects)
mixed design was used where participants read two stories,
one of which was internally consistent and the other included
several contradictions. Results indicated that increases
in stress resulted in a corresponding decrease in recall
of consistent information and in stable lowered recall
for inconsistent material.
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Patterns in the Recall of Sexual
and Drug Addiction Partners
DEVON D. BREWER, SHARON B. GARRETT, University of Washington,
GIOVANNI RINALDI, Instituto di Analisi dei sistemi ed
Informatica del Consiglio Nazionale delle Ricerche
People forget a substantial proportion of their sexual
and drug injection partners in recall interviews. We report
on the associative and serial order patterns in the recall
of sexual and injection partners to describe how partners
are organized in memory. We also describe supplemental
interviewing techniques to enhance recall of partners
developed from these results.
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Memory as a Logical Process
ALGIS NORVILAS, Saint Xavier University
A phenomenological analysis of protocols describing recall
for dates of birth reveals that subjects engage in logical
type thinking during the memory process. Apparently, subjects
relate particular birth date information to meaningful
objects (referents) in connection with some rule procedure.
The memory-frame that results serves as kind of a key
to unlock the contents of memory.
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Cognitive Coherence and Cognitive
Entropy: Principles Governing the Effects of Seed Facts
on Representations of Geographical Knowledge
ALINDA FRIEDMAN & NORMAN BROWN, University of Alberta,
Edmonton
We investigated how representations of global geography
are updated when people learn new location information.
Participants made latitude estimates of Old and New World
cities, then learned latitude information about particular
cities, then they made a second set of estimates. Second
estimates were governed by two principles--cognitive coherence
and cognitive entropy.
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How do we Remember our Future
Plans?: Memory of Schedule
HAMA WATANABE, Nagoya University, YASUNARI OKABE, Nihon
University, JUN KAWAGUCHI, Nagoya University
In this study, we examined memory of future schedules.
The results of two experiments indicated that future plans
in the morning and evening were recalled more that plans
in the daytime. These findings suggest that people make
use of 'temporal information' of a day to remember the
future schedule.
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SYMPOSIUM: APPLIED RESEARCH ON MEMORY
AND EMOTIONS
Math 100, Sunday Morning, 10:30-12:30
Chaired by Martin A. Safer
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Negative Emotionality and Everyday
Memory: Disentangling the Effects of Defensive and Orientation
Response Sets
KENNETH A. DEFFENBACHER, University of Nebraska at Omaha
Researchers of emotion and memory often seem to believe
that the underlying pattern of physiological response
to emotionally negative stimuli is a unidimensional one.
In actuality, either of two qualitatively different response
patterns is elicited. Task and observer characteristics
determine whether a defensive or orienting response set
will be dominant.
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The Effects of Source on Flashbulb
Memory
JOHN NEIL BOHANNON III, Butler University, VICTORIA SYMONS,
University of California, Davis, BRIN ROTH, Georgetown
University Law School, & ASHLEY COX, Butler University
Subjects' flashbulb memories were assessed for three events:
1. Challenger disaster (N = 1492), 2. the Iraq attack
(N =180), and 3. Princess Diana's death (N = 486) at delays
of one day to five years. Subjects hearing about the events
from a person remembered their discoveries whereas subjects
whose source was the media remembered the facts.
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Bias in Memory for Emotions: The Role of Current
Appraisals
LINDA J. LEVINE, University of California, Irvine
This research assessed sources of bias in people's memories
for past emotional responses. Participants recalled
their emotions and appraisals following the acquittal
of Mr. O.J. Simpson after 1 week, 2 months, and 1 year.
The results indicated that memories for past emotions
were partially reconstructed or inferred based on current
appraisals of events.
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Individual Differences in the
Recall of Pre-therapy Distress: Replication and Extension
MARTIN A. SAFER & MONICA NEIGHBORS, Catholic University
of America
After terminating psychotherapy, most clients tend to
recall more pre-therapy distress than what they had actually
reported prior to therapy. Individual difference on measures
of positive, negative, and self-deceptive characteristics
correlated with the extent of exaggerated recall of distress.
Memory distortions may both reflect and create individual
differences.
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The Relationship of Stress to
Depression and Autobiographical Memory Recall
JEFFERSON A. SINGER & RICHARD A. LALLY, Connecticut
College
Participants reported trait levels of stress and depression.
Two weeks later, participants received a stress versus
neutral mood induction. The latency of memory recall for
specific versus summary memories and the number of specific
memories were examined. It was hypothesized that stressed
individuals would recall fewer specific positive memories.
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SYMPOSIUM: INDIVIDUAL DIFFERENCES IN
MULTIMEDIA PROCESSING: MECHANICAL DRAWINGS, ANIMATIONS, GRAPHS,
MAPS, AND WEB PAGES
Engineering 245, Sunday Morning, 10:30-12:30
Chaired by Art Graesser & Priti Shah
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The Role of Domain Knowledge
and Graph Reading Skills in Graph Comprehension
PRITI SHAH & DESTINY SHELLHAMMER, University of Memphis
This study examines the role of domain knowledge and graph
skills on viewers' interpretations of bar and line graphs.
Low domain-knowledge and low graph comprehension skill
leads to more superficial interpretations that are highly
influenced by graph format. High domain-knowledge and
high graph skill viewers make more inferences, regardless
of format.
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Individual Differences in Understanding
Machines from Diagrams, Text and Hypermedia Presentations
MARY HEGARTY, University of California, Santa Barbara,
HARI NARAYANAN, Auburn University, CHRISTINA CATE, University
of California, Santa Barbara, & SELMA HOLMQUIST, Auburn
University
This paper will present research on how people understand
mechanical devices from text, diagrams, animations and
hypermedia presentations. We will examine how different
information displays (static vs. animated diagrams; guided
vs. free navigation) affect understanding of mechanical
systems and how these display factors interact with spatial
ability and prior knowledge.
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How Readers Learn Best From Multiple
Sources: Evidence From Eye Movements and Comprehension
Tests
JENNIFER WILEY, Washington State University
The focus of this study is whether benefits of learning
from a multiple source web environment are dependent on
a two-window browser. Eye movement and comprehension test
data support that a two-window format promotes beneficial
comparisons across texts. However, students benefited
most from the side-by-side presentation after instruction,
and preferred the single window presentation.
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Seeing the Map Through the Landmarks:
Integrating Information from Maps
HOLLY TAYLOR & SAL A. SORACI, Tufts University
How is information from a map integrated to achieve a
global representation? Our research examined spatial integration
based on two learning conditions, one providing global
and local information and the other only local. Results
indicated that generating global information from local
led to a more integrated representation. Findings will
be discussed in context with issues of spatial cognition
and memory.
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Comprehension
of Illustrated Texts about Everyday Devices
ART GRAESSER, SCOTTY CRAIG, VICTORIA POMEROY, & BRENT
OLDE, University of Memphis
College students comprehended illustrated texts about
everyday devices (e.g., toaster, dishwasher), and subsequently
provided think aloud or question asking protocols while
reading a breakdown scenario. They later were tested on
device comprehension and completed a battery of 20 measures
of individual differences. We investigated predictors
of deep comprehension.
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