SARMAC: The Society for Applied Research in Memory and Cognition

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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)	Arkes, Hal R., 35	Assefi, Seema, 19
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	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	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
C
Cannon-Bowers, Janis A., 94 Cardenas, 60 Carroll, Marie, 125 Cate, Christina, 137 Chandler, C.C., 63 Chee Leong, Goh, 100 (paper withdrawn)	Chen, Chiung-Fen, 118 Clark, Herbert H., 53 Clark, Steven E., 82, 83 Colwell, Kevin, 20 Conrad, Frederick, 23 Conte, Jon (47)	Conway, Martin A., 1, 80, 112 Cox, Ashley, 132 Craig, Scotty, 140 Crawford, Scott J., 6 Crossman, Angela M., 72
D
Da Costa, 81 Dashen, Monica, 23 Davidson, Patrick S. R., 2 Davies, Graham M., 57 Davis, Harry C., 102	Deffenbacher, Kenneth A., 131 Dhaliwal, Harpreet S., 104 Dixon, Roger A., 74 Donohue, A., 70	Dougal, Sonya, 78 Dunlosky, John, 13 Dunning David, 46 Dysart, Jennifer, 84
E
Eddy, Rebecca, 89	Eisen, Mitchell L., 48, 60	Ellis, Rhiannon, 67
F
Fiore, Stephen M., 91, 107 Fisher , Ronald P., 26 Fitzgerald, Joseph M., 116	Fivush, Robyn, 90, 123 Flannigan, Sean, 46 Forst, T. Rene, 66	Friedman, Alinda, 129 Frisch, Deborah, 4
G
Galotti , Kathleen M., 34 Gang, Dan, 21 Garrett, Sharon B., 30, 127 Garry, Maryanne, 18 Garven, Sena, 8	Ghetti, Simona, 48 Gibbons, Jeffrey A., 56 Glisky, Elizabeth L., 2 Goldsmith, Morris, 28 Goodman, Gail S., 48	Graesser, Art, 140 Greene, Edith, 61 Gross, Julien, 101 Gruneberg, M.M., 3, 4
H
Habermas, Tilmann, 113 Hall, Melanie, 16 Haque, Shamsul, 1 Harris, Richard Jackson, 122 Hayes, Julia, 18 Hayne, Harlene, 17, 101 Hazzard, Ann, 123	Healy, Alice F., 22 Hegarty, Mary, 137 Herrmann, Douglas J., 3, 4, (73), 126 Hertzog, Christopher, 76 Higbee, Kenneth L., 33	Hilligoss, Amy R., 66 Hiscock, Cheryl K., 20 Hoekstra, Steven J., 122 Holmes, Alison, 112 Holmquist, Selma, 137 Hyman, Ira, 47, 49, 58, 86
I
Itoh, Yuji, 68
J
Jacobs, Janis E., 37 James, Telisa, 120	Jentsch, Florian, 96 Johns, Michael, 61	Johnson, Scott H., 111 Jones, Steven K., 35
K
Kawaguchi, Jun, 32, 130 Keenan, Janice M., 31 Keeney, Jennifer M., 46 Kelemen, William L., 14	Kelley, Colleen M., 103 Kelly, Amy, 125 Kintsch, Walter, 52a Kirsch, Irving, 39	Kistorian, 60 Kmett, Carla M., 35 Koriat, Asher, 28
L
Lally, Richard A., 135 Lamb, Michael E., 69 Lampinen, James M., 42 Lee, Paul, 52 Levine, Linda J., 133 Lhost-Catal, Linda, 116	Li, Karen Z.H., 65 Lindsay, D. Stephen, (69), 86 Lindsay, R. C. L., 7, 46, 54, 84	Loftus, Elizabeth, 16, 40, 67 Lopp, Tracy, 126 Lynn, Steven J., 38, 39, 87
M
Malinoski, Peter, 38, 87 Malpass, Roy S., 8, 85 Marmelstein, Lisa, 87 Masuda, Sayako, 43 Mazzoni, Giuliana, 27, 40, 41, 125	McDermott, Jessica, 123 McQuiston, Dawn E., 85 Meissner, Chris, 103 Melnyk, Laura, 71 Memon, Amina, 40	Mertz, Heather, 58 Metcalfe, Janet, 12 Miner, Nicholas, 106 Moreland, Richard, 93 Morrison, Terris A., 104
N
Narayanan, Hari, 137 Neighbors, Monica, 134	Neuschatz, Jeffrey S., 42 Norvilas, Algis, 128	Nunez, 81
O
O'drobinak, Cecelia A., 82	Okabe, Yasunari, 130	Olde, Brent, 140
P
Paha, Christine, 113 Palmer, Corey, 120 Paulus, Paul B., 92 Payne, David G., 42 Peluso, Jennifer P., 64 Perfect, Tim J., 25	Pezdek, Kathy, 89 Phillips, Mark R., 26 Pickrell, Jacqueline E., 40 Pipe, Margaret-Ellen, 99 Plude, Dana J., 75	Pomeroy, Victoria, 140 Powell, Martine B., 70 Pritchard, Mary E., 31 Pryke, Sean, 54 Pulos, Steven, 62
Q
Qin, Jianjian, 48	Qing, Zhang, 29
R
Raduansky, 79 Rawson, Katherine, 13 Raymark, Patrick H., 5 Read, J. Don, 86 Reisberg, Daniel, 106	Renken, Ann E., 14 Rinaldi, Giovanni, 127 Roberts, Kim P., 69 Robison, L.J., 63 Rosenthal, 81	Ross, David F., 46 Roth, Erin, 132 Rubin, David C., (108) Ryan, Robert S., 59 Rybash, John M., 111
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	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	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
T
Takahashi, Masanobu, 15 Tanner, Jennifer, 37 Taylor, Holly A., 139 Taylor, Leslie R., 115	Thiede, Keith W., 13 Thompson, William O., 102 Tredoux, Colin, 44, 81 Tritabudi, 60	Tsuji, Takeo, 68 Tunnicliff, Jennifer L., 82 Turtle, John W., 9 Tversky, Barbara, 51, 52
V
Van der Wege, 53 Van Overschelde, James P., 22	Vannucci, Manila, 41 Vaughan, Sandra, 95	Vogl, Rodney J., 66
W
Wallendael, Lori Van, 36 Warren, Heather, 98 Watanabe, Hama, 32, 130 Weaver, Charles A., 14 Wells, Gary L., (6), keynote address	West, Tiffany, 88 Wiley, Jennifer, 138 Williams, S.J., 4 Wilson, Clare, 70 Winograd, Eugene, (58)	Winningham, Robert G., 14 Witt, Christy J., 55 Wood, James M., 8 Wright, Daniel B., 16, 44, 45
Y
Yoder, Carol Y., 126	Yonelinas, Andrew P., 104	Yu, 60
Z
Zacks, Jeff, 51	Zale, Jennifer L., 69	Zhan, Xu, 29

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Friday, July 9, 1999

AUTOBIOGRAPHICAL MEMORY
Engineering 200, Friday Morning, 9:00-10:30
Chaired by Margaret-Ellen Pipe

(1)	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.
(2)	*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.
(3)	*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.
(4)	*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.
(5)	*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

(6)	*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.
(7)	*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.
(8)	*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."
(9)	*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

(10)	*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.
(11)	*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.
(12)	*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.
(13)	*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.
(14)	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

(15)	*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.
(16)	*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.
(17)	*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.
(18)	*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.
(19)	*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

(20)	*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.
(21)	*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.
(22)	*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.
(23)	*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.
(24)	*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 interviewer 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.
(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.
(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.
(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

(29)	*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.
(30)	*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.
(31)	*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.
(32)	*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.
(33)	*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

(34)	*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.
(35)	*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.
(36)	*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.
(37)	*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

(38)	*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.
(39)	*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.
(40)	*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.
(41)	*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

(42)	*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.
(43)	*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.
(44)	*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.
(45)	*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.
(46)	*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

(47)	*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.
(48)	*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.
(49)	*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

(50)	*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.
(51)	*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.
(52)	*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.
(52a)	*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.
(53)	*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

(54)	*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.
(55)	*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.
(56)	*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.
(57)	*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

(58)	*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.
(59)	*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.
(60)	*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

(61)	*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.
(62)	*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.
(63)	*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

(64)	*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.
(65)	*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.
(66)	*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.
(67)	*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.
(68)	*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

(69)	*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.
(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.
(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.
(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

(73)

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