Constructive processing in children's event memory.

To examine effects of general event knowledge on specific event memories, nursery-school and kindergarten children participated in either 1 creative movement workshop (the episodic condition) or 4 workshops (the repeated condition), and recalled the workshops 4 weeks later. One half of the children also recalled the workshops on the same day. It was predicted that recall in the repeated condition would be more complete, better organized, but less accurate than in the episodic condition because of constructive processing. Results confirmed that (a) children recalled more from the first workshop (but not the last) in the repeated condition, (b) kindergarten children's recall in the repeated condition was better sequenced, and (c) more intrusions were reported in the repeated condition. Furthermore, (d) children recalled more activities with age, and (e) recall practice and specific cues increased amount, but not accuracy, of recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Possible selves among parents of infants and preschoolers.

The potential impact of parenting on adult self-development was examined through the motivational construct of possible selves (hoped-for and feared scenarios for the future). The present study was designed to determine the extent to which parenting possible selves are present among young adults in the transition to parenthood phase and young adults in the early parenting phase. Results indicated that parenting was strongly represented among young adults' possible selves, though there were group and gender differences. Parents of infants were more likely to have hoped-for parenting selves than were parents of preschoolers, whereas preschool parents were somewhat more likely to have feared parenting selves than were infant parents. Mothers in both groups were more likely to have feared parenting selves than were fathers. Implications for the role of parenting in adult development are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Authoritative parenting among immigrant Chinese mothers of preschoolers.

The goals of this study were: (a) to examine authoritative parenting style among Chinese immigrant mothers of young children, (b) to test the mediational mechanism between authoritative parenting style and children’s outcomes; and (c) to evaluate 3 predictors of authoritative parenting style (psychological well-being, perceived support in the parenting role, parenting stress). Participants included 85 Chinese immigrant mothers and their preschool children. Mothers reported on their parenting style, psychological well-being, perceived parenting support and stress, and children’s hyperactivity/attention. Teacher ratings of child adjustment were also obtained. Results revealed that Chinese immigrant mothers of preschoolers strongly endorsed the authoritative parenting style. Moreover, authoritative parenting predicted increased children’s behavioral/attention regulation abilities (lower hyperactivity/inattention), which then predicted decreased teacher rated child difficulties. Finally, mothers with greater psychological well-being or parenting support engaged in more authoritative parenting, but only under conditions of low parenting stress. Neither well-being nor parenting support predicted authoritative parenting when parenting hassles were high. Findings were discussed in light of cultural- and immigration-related issues facing immigrant Chinese mothers of young children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Derivation and prediction of temperamental types among preschoolers.

The number and nature of temperamental types in 488 children aged 3 years 6 months was examined on the basis of a broad set of temperamental characteristics, including positive and negative emotionality and the attentional and behavioral control domains. Configural frequency analysis methods showed clear support for two temperament types: controlled–nonexpressive and noncontrolled–expressive. These types showed meaningful differences against external criteria related to a wide range of problem behaviors from the emotional, social, and attentional domains. The reports of problem behaviors were obtained contemporaneously from fathers and caregivers. These findings replicated a year later when children were aged 4 years 6 months. Furthermore, the findings showed that infant and toddler-age temperamental characteristics differentiated these preschool-aged types. The authors discuss the implications of the results for a categorical view of temperament–personality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal child-rearing practices and social problem-solving strategies among preschoolers.

Examined the relation of nurturant and restrictive maternal childrearing practices and maternal education to the types of social problem-solving strategies used by 72 preschoolers (mean age 4 yrs 7 mo). Children were administered the Preschool Interpersonal Problem Solving Test, and mothers completed the Child Rearing Practices Report. Maternal variables successfully predicted 5 out of 9 strategies identified. Restrictiveness was positively associated with the use of evasion and negatively with personal appeal and negotiation strategies. Maternal nurturance was the best discriminator for reliance on authority. An S's use of delay of gratification strategy was significantly predicted by the level of the mother's education. Education was also positively related to maternal nurturance and negatively to maternal restrictiveness. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subjective shortening: A model of pigeons' memory for event duration.

Investigated memory for event duration using a delayed matching-to-sample procedure in 4 experiments with 10 Silver King pigeons. When a retention interval of variable length intervened between sample and comparison stimuli, Ss responded as though long samples had been short after retention intervals of 10 sec or more. This "choose-short" effect occurred whether S was naive or experienced, whether sample durations were represented by food access or light, or whether a 2- or 3-choice procedure was used. A subjective-shortening model is proposed in which it is assumed that working memory of the sample duration shortens over the retention interval. Comparison of this memory with a stable reference memory produces the tendency to respond as though a long sample were short. The subjective-shortening model accounts for the following results: After a long-retention interval, psychophysical functions relating probability of choosing long to sample duration were shifted toward longer durations. Stepwise increases in the retention interval produced a temporary choose-short effect, whereas stepwise decreases produced a temporary choose-long effect. With extended training at given retention interval, the choose-short and choose-long effects diminished. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proactive effects in pigeons' memory for event duration: Evidence for analogical retention.

An intratrial proactive interference design was used to examine the nature of pigeons' memory for duration in a delayed matching task. Short (2 s) or long (10 s) target samples were preceded on test trials by a short or long presample. The durations were consistent on some trials (short-short or long-long) and inconsistent on others (short-long or long-short). Contrary to predictions based on prospective or categorical coding, accuracy was not related to duration consistency. Instead, accuracy was reduced on short-short and long-short trials and somewhat enhanced on short-long and long-long trials, suggesting that the Ss "summed across" the durations. This occurred even with a 10-s interstimulus interval (Experiment 1) and even when the presample and target sample were physically distinct (Experiment 2). Results suggest that pigeons remember event durations in an analogical and retrospective fashion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sublexical components in implicit memory for novel words.

Five experiments with 280 university students investigated the role of sublexical components in implicit memory for novel words. Priming on an implicit word judgment task occurred consistently for nonwords formed out of familiar linguistic components (morphemes and syllables) but minimally for nonwords formed out of unfamiliar pseudosyllabic components. This effect was dissociable from explicit memory and insensitive to changes in the surface features of the stimuli. Moreover, it depended on unitization of stimulus components as opposed to priming of individual components. Results are interpreted in terms of the activation and integration of prior linguistic knowledge and as evidence against the role of new (perceptual or episodic) representations in implicit memory for new information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework.

In three experiments subjects performed one of five tasks after an initial study phase. Results showed that performance on conceptually driven retention tasks (those requiring the processing of meaning) was consistently dissociated from that on data-driven tasks (those relying more on analysis of physical features). Performance on conceptually driven tasks of free recall, semantic cued recall, and a task of answering general knowledge questions was enhanced most when target items had been generated rather than read at study (Experiment 1) and when subjects formed mental images of item referents at study (Experiment 3). Conversely, the data driven tasks of word fragment completion and recall using graphemic cues were performed best when subjects read rather than generated items at input (Experiment 1) and when the physical features of study and test items matched in terms of modality (Experiment 2) and typography (Experiment 3). These findings indicate that dissociations among memory tasks are better explained in terms of the degree of overlap between mental operations at study and test than in terms of various memory systems underlying different tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sponsorship, ambushing, and counter-strategy: Effects upon memory for sponsor and event.

Corporate sponsorship of sports, causes, and the arts has become a mainstream communications tool worldwide. The unique marketing opportunities associated with major events also attract nonsponsoring companies seeking to form associations with the event (ambushing). There are strategies available to brands and events which have been ambushed; however, there is only limited information about the effects of those strategies on attainment of sponsorship objectives. In Experiment 1, university staff and students participated by studying paragraphs linking a sponsor to a novel event. Relative to each sponsor-event pair, they then studied one of three different messages about a competitor. Results find a message which linked the competitor and the event increased competitor recall given the event as a cue and event recall given the competitor as a cue. These effects were moderated if there was information about the competitor not being the sponsor. In Experiment 2 ambushing and counter-ambushing information was presented over 2 days. Both types of messages increased competitor recall given the event as a cue and event recall given the competitor as a cue. In addition, “not sponsor” information was not always used even when it should have been recallable. The results can be explained if participants are using three cues: a specific cue such as a brand name, a contextual cue, and a category cue, such as the concept of an event. Findings suggest to sponsoring firms and event properties that counter-ambushing communications may have the unintended effect of strengthening an ambusher-event relationship in memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual memory for novel shapes: Implicit coding without attention.

Implicit memory for novel shapes was explored with a negative priming paradigm. The results show that representations of shapes, formed in a single trial and without attention, can last without decrement across 200 intervening trials and with temporal delays of up to a month. No explicit memory of the shapes was available, either immediately or after a delay. There were consistent individual differences in the amount of negative priming shown, and some participants showed only facilitation. There was a trend toward increased facilitation across time, as if the memory of the shape survived longer than an "action tag" attached to it, which specified whether it should be attended or ignored. The results demonstrate a surprising combination of plasticity and permanence in the visual system and suggest that the roles of both attention and repetition may be to ensure voluntary retrievability rather than to form a lasting memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recognition memory for novel stimuli: The structural regularity hypothesis.

Early studies of human memory suggest that adherence to a known structural regularity (e.g., orthographic regularity) benefits memory for an otherwise novel stimulus (e.g., G. A. Miller, 1958). However, a more recent study suggests that structural regularity can lead to an increase in false-positive responses on recognition memory tests (B. W. A. Whittlesea & L. D. Williams, 1998). In the present study the authors attempted to identify the circumstances under which structural regularity benefits old-new discrimination and those under which it leads to an increase in false-positive responses. The highly generalizable tendency shown here is for structural regularity to benefit old-new discrimination. The increase in false-positive responses for structurally regular novel items may be limited to situations in which regularity is confounded with similarity to studied items. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generic language and speaker confidence guide preschoolers’ inferences about novel animate kinds.

We investigated the influence of speaker certainty on 156 four-year-old children’s sensitivity to generic and nongeneric statements. An inductive inference task was implemented, in which a speaker described a nonobvious property of a novel creature using either a generic or a nongeneric statement. The speaker appeared to be confident, neutral, or uncertain about the information being relayed. Preschoolers were subsequently asked if a second exemplar shared the same property as the first. Preschoolers consistently extended properties to additional exemplars only when properties were described in a generic form by a confident or neutral speaker. If a speaker appeared to be uncertain or if statements were made in a nongeneric form, properties were not consistently extended beyond the first exemplar. The findings demonstrate that children integrate the inductive cues provided by generic language with social cues when reasoning about abstract kinds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Numerical estimation in preschoolers.

Children’s sense of numbers before formal education is thought to rely on an approximate number system based on logarithmically compressed analog magnitudes that increases in resolution throughout childhood. School-age children performing a numerical estimation task have been shown to increasingly rely on a formally appropriate, linear representation and decrease their use of an intuitive, logarithmic one. We investigated the development of numerical estimation in a younger population (3.5- to 6.5-year-olds) using 0–100 and 2 novel sets of 1–10 and 1–20 number lines. Children’s estimates shifted from logarithmic to linear in the small number range, whereas they became more accurate but increasingly logarithmic on the larger interval. Estimation accuracy was correlated with knowledge of Arabic numerals and numerical order. These results suggest that the development of numerical estimation is built on a logarithmic coding of numbers—the hallmark of the approximate number system—and is subsequently shaped by the acquisition of cultural practices with numbers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in children's event memory reports and the narrative elaboration technique.

Children between 7 and 8 years old took pan in a staged event at school and 1 week later were assessed using a short form of the Wechsler Intelligence scale for children (third edition) and measures of metamemory, narrative ability, and socioeconomic status. Two weeks following the event, children either received narrative elaboration training (NET; K.J. Saywitz & L. Snyder, 1996) and were prompted with the four NET cue cards at interview; received verbal prompts corresponding to the cue card categories, but without prior training; or were presented with the cards at interview without prior training. Children given verbal labels as prompts recalled as much information as children who received NET training and cue cards. Measures of intelligence were predictive of amount recalled for cards-only children but not for the other 2 groups, indicating that differences in recall between low- and high-IQ groups were attenuated when recall was supported by NET training or verbal prompting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit memory in posttraumatic stress disorder with amnesia for the traumatic event

The regulators of G-protein signaling (RGS) family members contain a conserved region, the RGS domain, and are GTPase-activating proteins for many members of G-protein alpha-subunits. We report here that the core domain of RGS16 is sufficient for in vitro biochemical functions as assayed by its G-protein binding affinity and its ability to stimulate GTP hydrolysis by G alpha(o) protein. RGS16 also requires, in addition to the RGS domain, the divergent N-terminus for its biological function in the attenuation of pheromone signaling in yeast, whereas its C-terminus region is dispensable. Together with other evidence, these data support the notion that RGS proteins interact with other cellular factors and may serve to link specific G-proteins to different downstream effectors in G-protein-mediated signaling pathways.     

A model of mastery motivation for at-risk preschoolers.

The authors empirically tested a theoretical model of mastery motivation with 169 4-year-old African American at-risk children and their parents. The authors hypothesized that (a) parent characteristics (exogenous variables of education, income, and global self-efficacy) would predict parenting beliefs and parent-child relationships, (b) parenting beliefs and parent-child relationships would predict children's mastery, and (c) children's mastery would predict academic gains from pretest to posttest. The results showed that parents' education predicted parenting beliefs, parents' global self-efficacy predicted parenting beliefs and parent-child relationships, parenting beliefs predicted parent-child relationships, parent-child relationships predicted children's mastery, and children's mastery predicted children's performance on achievement tests controlling for pretest differences. This research provides support for the contention that motivational patterns develop early as a function of family variables and have the potential to influence academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Couples' groups for parents of preschoolers: Ten-year outcomes of a randomized trial.

This paper reports the results of a 10-year follow-up of two variations of a couples' group preventive intervention offered to couples in the year before their oldest child made the transition to kindergarten. One hundred couples were randomly assigned to (1) a low-dose control condition, (2) a couples' group meeting for 16 weeks that focused more on couple relationship issues among other family topics, or (3) a couples' group meeting for 16 weeks that focused more on parenting issues among other family issues, with an identical curriculum to condition (2). Earlier papers reported that both variations of the intervention produced positive results on parent-child relationships and on the children's adaptation to kindergarten and first grade, and that the groups emphasizing couple relationships also had additional positive effects on couple interaction quality. The present paper uses growth curve analyses to examine intervention effects extending from the children's transition to kindergarten to the transition to high school—10 years after the couples groups ended. There were 6-year positive effects of the pre-kindergarten interventions on observed couple interaction and 10-year positive effects on both parents' marital satisfaction and the children's adaptation (hyperactivity and aggression). Discussion includes a focus on the implications of these results for family policy, clinical practice, and the need to include a couples focus in preventive interventions to strengthen family relationships and enhance children's adaptation to school. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Detecting memory impairment with a modified test procedure: Manipulating retention interval with centrally presented event items.

Suggests that detecting memory impairment with the modified test relies on long retention intervals that provide the necessary forgetting of event information for impairing effects of postevent misinformation to occur. 288 Ss were tested in 4 experiments that presented event items centrally, introduced verbal postevent items to a misled condition, and used the modified test, but differed by using either short (15 min) or long (5–7 days) retention intervals. As evidenced by poorer misled than control test performances, memory impairment only occurred with long retention intervals. Retrieval- and storage-based versions of memory-impairment hypotheses are assessed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infant imitation after a 1-week delay: Long-term memory for novel acts and multiple stimuli.

Deferred imitation after a 1-week delay was examined in 14-month-old infants. Six actions, each using a different object, were demonstrated to each infant. One of the six actions was a novel behavior that had a zero probability of occurrence in spontaneous play. In the imitation condition, infants observed the demonstration but were not allowed to touch the objects, thus preventing any immediate imitation. After the 1-week delay, infants returned to the laboratory and their imitation of the adult's previous actions was scored. Infants in the imitation condition produced significantly more of the target actions than infants in control groups who were not exposed to the modeling; there was also strong evidence for the imitation of the novel act. From a cognitive perspective deferred imitation provides a means of assessing recall memory and representation in children. From a social-developmental viewpoint the findings illustrate that the behavioral repertoire of infants and their knowledge about objects can expand as a result of seeing the actions of others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)