Serological findings obtained in cattle herds immunised with the Brucella melitensis Rev.1 and the B. abortus B19 vaccine in Mongolia

To characterize selective uses of external memory aids, 42 younger and 38 older adults made decisions and then completed individual difference measures. Experimental manipulation of the availability of a memory aid allowed examination of the effects of having a memory aid available as opposed to the spontaneous use of that aid. Use of the memory aid resulted in longer decision times, more requests for information, and less rechecking of already viewed information. Younger and older adults with high abstraction scores and older adults with high vocabulary scores were more likely to use the aid. Patterns of use differed in that younger adults used the aid in the middle of their information gathering and older adults used the aid toward the end. Making a memory aid available for use during decision making affected decision-making processes of older adults; use of the aid was associated with greater crystallized and fluid intelligence.     

The influence of symbolic literacy on memory: Testing Plato's hypothesis.

Examined the influence of the production of external symbols on memory strategies. The authors state that Plato hypothesized that dependency on writing as an external memory store would be detrimental to memory. Three studies were conducted to explore this claim. 48, 20, and 40 university students (mean ages 19.9, 21.4, and 20 yrs, respectively) across the 3 studies, respectively, played Concentration (a memory game where players must find matching pairs of cards placed face down in an array). Ss were allowed to make notes to aid their performance under some conditions while under other conditions they could not. In Studies 1 and 2, the unexpected removal of Ss' notes revealed that the performance benefit was due to notes acting as a form of external memory storage (rather than as an aid to encoding information in memory). Study 3 qualified these findings by demonstrating that the identity of each card was retained in memory while the location of each card tended to be stored in the Ss' external notations. These findings suggest a modified interpretation of Plato's claim in that symbolic literacy may change how individuals remember information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Remember where you last saw that card": Children's production of external symbols as a memory aid.

Four experiments examined the age at which children start to use external symbols to aid their memory and how external symbol use affects both their memory performance and information allocation strategies. In Experiment 1, children in Grades 1, 3, 5, and 7 played a memory card game twice, once with the opportunity to make notes to aid performance and once without the opportunity. Grades 1 and 3 students tended to produce nonmnemonic notations, whereas Greades 5 and 7 students were more likely to produce functional, adultlike notations that aided performance in the task. In Experiments 2a and 2b, unexpected removal of children's notations led to a decrease in performance, suggesting that the spontaneously produced notations were being used as an external store rather than as an aid to encoding information. Experiment 3 examined whether all information was placed in external storage or if some types of information remained in memory. Grade 7 students who had their notations unexpectedly taken away were able to recognize the identity of the cards they had previously seen but had more difficulty remembering their locations. These results suggest that in mid-childhood, children begin to distribute information actively between internal and external memory storage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of reducing attentional resources on implicit and explicit memory after severe traumatic brain injury.

Implicit and explicit memory were examined in individuals with severe traumatic brain injury (TBI) under conditions of full and divided attention. Participants included 12 individuals with severe TBI and 12 matched controls. In Experiment 1, participants carried out an implicit test of word-stem completion and an explicit test of cued recall. Results demonstrated that TBI participants exhibited impaired explicit memory but preserved implicit memory. In Experiment 2, a significant reduction in the explicit memory performance of both TBI and control participants, as well as a significant decrease in the implicit memory performance of TBI participants, was achieved by reducing attentional resources at encoding. These results indicated that performance on an implicit task of word-stem completion may require the availability of additional attentional resources that are not preserved after severe TBI. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality disorders in patients with eating disorders in Japan

The use of a mnemonic cueing system (NeuroPage) and a paper and pencil checklist in the rehabilitation of executive problems in a 50-year-old woman are described. Following a CVA 7 years earlier, the patient, despite intact general intellectual and memory functioning, had specific executive impairments of attention, planning, realizing intended actions, and also exhibited behavioral routines similar in form to obsessive-compulsive rituals. In a series of ABAB single-case experimental designs, the efficacy of 2 external cueing systems in prompting appropriately timed action is demonstrated. It is argued that the combination of external control and increased sustained attention to action were critical to the success of NeuroPage with this patient. Furthermore it is hypothesized that the checklist was effective in facilitating the patient's ability to foresee and recognize the consequences of her actions, which in turn had an impact on the probability of her changing those same actions.     

Distributing working memory resources during problem solving.

This study examines how problem solvers distribute working memory demands over internal and external resources. Participants recorded notes while performing an arithmetic task. They recorded a majority of intermediate results and labeled many of those results (e.g., "C?=?10"). When more effort was required to take notes, participants recorded fewer results. Participants with a consistent goal structure recorded fewer results and with practice labeled fewer recorded results than those with varied goal structures. When notes were displayed in a consistent spatial arrangement participants labeled fewer recorded results than when notes appeared in varied locations. These findings indicate that individuals use explicit and implicit strategies for indexing intermediate results. The data support the view that individuals flexibly distribute working memory over internal and external resources in response to situational cost-benefit considerations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is seeking bad mood cognitively demanding? Contra-hedonic orientation and working-memory capacity in everyday life.

Hedonism, or wanting to feel good, is central to human motivation. At times, however, people also seek to maintain or enhance negative affect or to dampen positive affect, and this can be instrumental for the later attainment of their goals. Here, we investigate the assumption that such contra-hedonic orientation is cognitively more demanding than prohedonic orientation, above and beyond the effects of momentary affective experience. We provided 378 participants with mobile phones that they carried with them for 3 weeks while pursuing their daily routines. The phones prompted participants at least 54 times to report their current affect-regulation orientation and to work on two trials of a cognitively demanding working memory task. As expected, contra-hedonic orientation was substantially less prevalent than prohedonic orientation. It was reported in 15% of the measurement occasions. Participants who reported on average more contra-hedonic orientation showed lower average working memory performance throughout the study interval. Further, controlling for the effects of accompanying affective experiences, momentary occurrences of contra-hedonic orientation were associated with temporary declines in working memory performance within individuals, and this could neither be explained by lacking task compliance nor by other characteristics of the individual or the situation. Prohedonic orientation showed a considerably smaller association with working memory performance. These findings are consistent with the view that contra-hedonic orientation is accompanied by momentarily more diminished cognitive resources than is prohedonic orientation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A demonstration and comparison of two types of inference-based memory errors.

Participants viewed slides depicting ordinary routines (e.g., going grocery shopping) and later received a recognition test. In Experiment 1, there was higher recognition confidence to high-schema-relevant than to low-schema-relevant items. In Experiment 2, participants viewed slide sequences that sometimes contained a cause (e.g., woman taking orange from bottom of pile) but not an effect scene (oranges on floor), or an effect but not a cause scene. Participants mistook new cause scenes as old when they viewed the effect; false alarms to cause scenes and high-schema-relevant items increased with retention interval. Experiment 3 showed that the backward inference effect was accompanied by false explicit recollection, whereas false alarms to schema-high foils were based on familiarity. This suggests that the 2 types of inferential errors are produced by different underlying mechanisms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental and intellectual differences in self-report and strategy use.

The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing sequences of tape-recorded sentences. After each trial, half of the children immediately reported the strategy used. There were strong positive correlations between the frequency of reported strategy use and observed strategy use. Self-reports were accurate but not always complete. There was no effect of the self-reporting procedure on measures of verbal strategies, external memory strategies, and accuracy of recall. Children were less likely to report strategies not related to recall; these results are compatible with a "goal-sketch" mechanism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

External and internal memory aids: When and how often do we use them?

Examined, in 3 experiments with a total of 489 undergraduates, the kinds of memory aids people use to help them remember in their daily lives. Depending on the situation, they may use internal aids (e.g., mental rehearsal, imagery) of the types usually studied in the laboratory or external aids (e.g., reminder notes, asking someone else), which are rarely investigated but may be often used. Ss' ratings and task performance indicated that they used external memory aids more often than internal aids (a) to prepare for future remembering than to remember past situations, (b) to remember spatial tasks than to remember verbal tasks, and (c) to remember to do things in the past than to remember information from the past. External aids were rated as more dependable, easier to use, more accurate, and more preferred than internal ones. Results indicate that at least 1 external aid, taking notes, affects encoding and not just retrieval, as shown by its facilitation of remembering even when the notes were not available as retrieval cues and its induction of greater categorization of the to-be-remembered items than the use of some other memory aids. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dual learning processes in interactive skill acquisition.

Acquisition of interactive skills involves the use of internal and external cues. Experiment 1 showed that when actions were interdependent, learning was effective with and without external cues in the single-task condition but was effective only with the presence of external cues in the dual-task condition. In the dual-task condition, actions closer to the feedback were learned faster than actions farther away but this difference was reversed in the single-task condition. Experiment 2 tested how knowledge acquired in single and dual-task conditions would transfer to a new reward structure. Results confirmed the two forms of learning mediated by the secondary task: A declarative memory encoding process that simultaneously assigned credits to actions and a reinforcement-learning process that slowly propagated credits backward from the feedback. The results showed that both forms of learning were engaged during training, but only at the response selection stage, one form of knowledge may dominate over the other depending on the availability of attentional resources. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive resources, valence, and memory retrieval of emotional events in older adults.

In 2 studies with older adults, the authors investigated the effect of executive attention resources on the retrieval of emotional public events. Participants completed a battery of working memory tasks, as a measure of executive attention, and a battery of tasks assessing memory, as well as subjective experiences associated with the retrieval of remote public events. Participants also rated the valence of each public event story. The group-rated valence of the public event stories predicted retrieval and the quality of experiences associated with them, such that emotionally arousing events elicited the highest memory rates and the richest experiences. Furthermore, positive public events elicited the highest memory rates. Executive attention moderated only the relationship between event valence and how participants' associated memories are experienced at retrieval, such that superior executive attention resources predicted richer experiences associated with positive relative to neutral and negative stories. The current results extend previous findings on the effects of aging on emotion regulation, suggesting that cognitive control resources modulate subjective experiences associated with retrieved memories for remote real life events, but not memory retrieval itself. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Person stereotypes and memory for people.

Tested the proposal by M. Snyder and S. W. Uranowitz (see record 1980-05464-001) that there exists a memory-priming mechanism by which information about a person that is normally unavailable in episodic memory is made available by the activation of a person stereotype that subsumes that information. In 2 experiments 128 college students read a biography of Betty K, who was later labeled as either a heterosexual or a lesbian before Ss took a recognition memory test. A signal-detection model was used to assess the effects of labeling on response bias as well as on the amount of information available in memory. The memory availability hypothesis predicted that Ss primed with a lesbian label for Betty K would have more availability in memory of lesbian information, and Ss primed with a heterosexual label would remember more heterosexual material. Neither experiment produced any improved recognition memory for biographic information due to activation of a sexual stereotype. Both experiments found a response bias (guessing) acting in the direction of the label S received. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Estradiol is related to visual memory in healthy young men.

The influence of testosterone and estrogen on memory was investigated in 33 healthy young men. Tests of visual memory, visuospatial ability, verbal memory, and attention were administered, and circulating levels of estradiol and free testosterone were measured. Participants with high levels of estradiol performed better on 2 measures of visual memory than did those with normal but lower levels. There were no differences between individuals with high and low levels of testosterone on any cognitive measure. These results support the contention that estradiol influences memory in young men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attentional limits in memory retrieval.

The hypothesis that episodic memory retrieval can occur in parallel with other cognitive processes was tested in 2 experiments. Participants memorized words and then performed speeded cued recall (Experiment 1) or speeded yes-no recognition (Experiment 2) in a dual-task situation. The psychological refractory period design was used: The participant was presented with a single test item at various stimulus onset asynchronies (SOAs; 50-1,000 ms) after a tone was presented in an auditory-manual 2-alternative choice reaction task. Reducing the SOA increased the memory task reaction times. This slowing was additive with the effect of variables slowing retrieval in the memory task. The results indicate that memory retrieval is delayed by central processes in the choice task, arguing that the central bottleneck responsible for dual-task interference encompasses memory retrieval as well as response selection. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Solving the "real" mysteries of visual perception: The world as an outside memory.

Argues that the real mysteries of visual perception remain comparatively unfathomed or at least relegated to philosophical status. Several defects of vision and the classical theories of how they are overcome are discussed. These theories are criticized, and an alternative approach is suggested in which the outside world is considered as a kind of external memory store. This can be accessed by casting one's eyes to some location. The feeling of the presence and extreme richness of the visual world is, under this view, a kind of illusion created by the immediate availability of the information in this external store. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can the availability heuristic explain vividness effects?

Two studies with 108 undergraduates investigated vivid information and its impact on social judgment and the availability heuristic and its role in mediating vividness effects. In Study 1, Ss listened to a tape recording that described a woman who lived with her 7-yr-old son. Ss then heard arguments about the woman's fitness as a parent and were asked to draw their own conclusions regarding her fitness or unfitness. Concrete and colorful language was found to influence judgments about the woman's fitness as a mother. Study 2 examined whether the presence vs absence of photographs would bias Ss' estimates as to the percentage of Yale (vs Stanford) students in the sample of men and women whose names appeared on the original list and whether these percentages were causally related to the respondents' memory for the college affiliations of the individual students on the list. The presence of photographs affected judgments about the proportion of male and female students at the 2 universities. Such effects have typically been attributed to the ready accessibility of vividly presented information in memory—that is, to the availability heuristic. In these 2 studies, vividness affected both availability and judgment. However, causal modeling results indicate that the availability heuristic did not play a role in the judgment process. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contributions of primary and secondary memory to working memory capacity: An individual differences analysis of immediate free recall.

The present study tested the dual-component model of working memory capacity (WMC) by examining estimates of primary memory and secondary memory from an immediate free recall task. Participants completed multiple measures of WMC and general intellectual ability as well as multiple trials of an immediate free recall task. It was demonstrated that there are 2 sources of variance (primary memory and secondary memory) in immediate free recall and that, further, these 2 sources of variance accounted for independent variation in WMC. Together, these results are consistent with a dual-component model of WMC reflecting individual differences in maintenance in primary memory and in retrieval from secondary memory. Theoretical implications for working memory and dual-component models of free recall are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)