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Descriptors:
Behavior Modification; Animals; Stress Variables; Restraints (Vehicle Safety); Biochemistry; Control Groups; Animal Behavior; Task Analysis; Memory; Hypothesis Testing

Abstract:
The present research explored the effects of restraint stress on two situations involving incentive downshift: consummatory successive negative contrast (cSNC) and extinction of escape behavior in the Barnes maze. First, Experiment 1 confirmed that the restraint stress procedure used in these experiments increased levels of circulating corticosterone. Second, prior exposure to restraint stress enhanced the cSNC effect whether stress was administered before the first downshift trial (Experiment 2) or before the second downshift trial (Experiment 3). In none of these experiments did restraint stress affect the consummatory behavior of unshifted controls. In Experiment 4, animals received training to escape into a target hole in the Barnes maze and were then exposed to eight extinction trials in which the escape box was absent. Restraint stress before extinction did not affect the latency to reach the target hole, but it increased the distance traveled and approach to nontarget holes. In Experiment 5, restraint stress before a post-extinction test a day later reduced spontaneous recovery in approach to the goal hole without affecting exploratory behavior. The results were interpreted in terms of the aversive summation hypothesis according to which two sources of stress (i.e., restraint and incentive downshift) can affect behavior and enhance the retrieval of aversive memory. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Teaching Methods; Foreign Countries; Correlation; Chinese; Visual Perception; Reading Research; Meta Analysis; Effect Size; Reading Skills; Reading Processes; Verbal Ability; Elementary School Students

Abstract:
This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a global construct had a medium correlation effect size (r = 0.32) associated with Chinese reading acquisition. The various visual processing skills differed in their relation to Chinese reading acquisition in different stages. Visual perception, speed of processing visual information, and pure visual memory had low-to-moderate correlations with Chinese reading acquisition in the lower grades (i.e., below second grade), whereas these relations did not retain their magnitude for children in the higher grades (i.e., second through sixth grades). By contrast, visual-verbal association skill was found to account for 34 and 41 % of the variance in children's Chinese reading acquisition in both lower and higher grade levels, respectively. Greater attention to this construct can significantly benefit reading research and instructional practice. No regional differences between studies in Mainland China and Hong Kong were found in the meta-analysis. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Cognitive Ability; Older Adults; Posttraumatic Stress Disorder; Correlation; Symptoms (Individual Disorders); Tests; Measures (Individuals)

Abstract:
Objective: The aim of this study was to investigate the relationship between post-traumatic stress disorder (PTSD) symptoms and autobiographical memory specificity in older adults. Method: Older adult trauma survivors (N = 23) completed the Autobiographical Memory Test, Posttraumatic Stress Diagnostic Scale, and Addenbrooke's Cognitive Examination-Revised. Results: When cognitive ability was partialled out, the relationship between PTSD symptoms and reduced autobiographical memory specificity was significant. Specifically, the relationships between reliving symptoms and avoidance symptoms correlated significantly with reduced autobiographical memory specificity. There was no significant relationship between hyperarousal symptoms and reduced autobiographical memory specificity. Conclusions: The findings suggest that similar to other populations, PTSD symptoms are also associated with reduced autobiographical memory specificity in older adults. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Personality Traits; Semantics; Scoring; Cognitive Style; Personality; Metacognition; Task Analysis; Self Efficacy; Scores; Measures (Individuals); Correlation; Decision Making

Abstract:
In learning contexts, people need to make realistic confidence judgments about their memory performance. The present study investigated whether second-order judgments of first-order confidence judgments could help people improve their confidence judgments of semantic memory information. Furthermore, we assessed whether different personality and cognitive style constructs help explain differences in this ability. Participants answered 40 general knowledge questions and rated how confident they were that they had answered each question correctly. They were then asked to adjust the confidence judgments they believed to be most unrealistic, thus making second-order judgments of their first-order judgments. As a group, the participants did not increase the realism of their confidence judgments, but they did significantly increase their confidence for correct items. Furthermore, participants scoring high on an openness composite were more likely to display higher confidence after both the first- and second-order judgments. Moreover, participants scoring high on the openness and the extraversion composites were more likely to display higher levels of overconfidence after both the first- and second-order judgments. In general, however, personality and cognitive style factors showed only a weak relationship with the ability to modify the most unrealistic confidence judgments. Finally, the results showed no evidence that personality and cognitive style supported first- and second-order judgments differently. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Educational Games; Computer Simulation; Children; Adolescents; Attention; Memory; Psychomotor Skills; Persistence; Affective Behavior; Social Cognition; Social Development

Abstract:
Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Toddlers; Rewards; Cues; Spatial Ability; Infants; Task Analysis; Visual Discrimination; Brain Hemisphere Functions; Cognitive Processes; Recall (Psychology)

Abstract:
Episodic memories for autobiographical events that happen in unique spatiotemporal contexts are central to defining who we are. Yet, before 2 years of age, children are unable to form or store episodic memories for recall later in life, a phenomenon known as infantile amnesia. Here, we studied the development of allocentric spatial memory, a fundamental component of episodic memory, in two versions of a real-world memory task requiring 18 month- to 5-year-old children to search for rewards hidden beneath cups distributed in an open-field arena. Whereas children 25-42-months-old were not capable of discriminating three reward locations among 18 possible locations in absence of local cues marking these locations, children older than 43 months found the reward locations reliably. These results support previous findings suggesting that allocentric spatial memory, if present, is only rudimentary in children under 3.5 years of age. However, when tested with only one reward location among four possible locations, children 25-39-months-old found the reward reliably in absence of local cues, whereas 18-23-month-olds did not. Our findings thus show that the ability to form a basic allocentric representation of the environment is present by 2 years of age, and its emergence coincides temporally with the offset of infantile amnesia. However, the ability of children to distinguish and remember closely related spatial locations improves from 2 to 3.5 years of age, a developmental period marked by persistent deficits in long-term episodic memory known as childhood amnesia. These findings support the hypothesis that the differential maturation of distinct hippocampal circuits contributes to the emergence of specific memory processes during early childhood. (Contains 3 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Attention; Transfer of Training; Learning Strategies; Task Analysis; Recall (Psychology); Role; Cues; Young Children; Fatigue (Biology); Metacognition

Abstract:
Three studies examined whether strategy utilization deficiencies emerge during transfer to two tasks that differ superficially from the main task but have the same underlying structural logic. In Experiment 1, children aged 4, 4 1/2, and 5 spontaneously produced selective attention strategies (or were prompted to do so) on a selective memory task. Although children of all ages transferred this strategy, recall declined on the transfer tasks, a pattern indicating a "transfer utilization deficiency." This pattern appeared whether children were initially strategic or became strategic after prompts. Individual and trial-by-trial analyses showed asynchronies between changes in strategic behavior and recall (e.g., increased strategy production but decreased recall), which indicate a utilization deficiency. Experiment 2 demonstrated this pattern in spontaneously strategic 4-year-olds, and, by systematically varying task order, eliminated the possibility that transfer tasks were simply more difficult. Experiment 3 eliminated the role of boredom or fatigue for spontaneously strategic 4- and 5-year-olds. Transfer tasks may generate uncertainty about whether and how to apply a strategy, leading to resource-demanding self-monitoring and thus utilization deficiencies. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Rhetoric; Memory; Genealogy

Abstract:
This essay proposes the genealogical study of remembering and forgetting as recursive rhetorical capacities that enable discourse to place itself in an ever-changing present. "Mnesis" is a meta-concept for the arrangements of remembering and forgetting that enable rhetoric to function. Most of the essay defines the materiality of "mnesis", first noting the limitations of studying recursivity within dominant approaches remembering and forgetting in rhetorical studies, then describing "mnesis" as the performative necessity to fold the past into the present so as to provide "now" with a sense of place. After setting a foundation, the essay closes with a sketch of how to produce a genealogy of recursion. (Contains 106 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Educational Policy; Environmental Education; Foreign Countries; War; Educational History; Historiography; Catholics; Religious Education; Clergy; Questionnaires; Teacher Attitudes

Abstract:
Power over education and the upcoming generations has always been an important instrument in shaping religious and secular values. As a consequence, control over schools, pupils and teachers was, particularly in periods of war, an important means for bringing about acceptance of the new regime. The aim of this paper is to discuss priest-teachers' wartime memories of German interference in Belgian education during Second World War, on the basis of a survey conducted in the 1970s. By looking at teachers' memories, this paper contributes to a neglected field of study in the history of education and the historiography of Second World War. The analysis of the questionnaires illuminate how certain aspects of German educational policy were remembered by teachers and how they positioned themselves in the landscape of Second World War memory. As a result, this paper demonstrates that the survey not only offers an interesting source for investigating the war itself, but also sheds light on the changing post-war relationship between education, society and the state. (Contains 38 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Reading Skills; Reading Difficulties; Decoding (Reading); Grade 2; Longitudinal Studies; Pretests Posttests; Improvement Programs; Reading Improvement; Computer Assisted Instruction; Achievement Gains; Phonological Awareness; Sentence Structure; Control Groups; Discussion Groups; Foreign Countries; Sight Method; Word Recognition; Reading Comprehension; Memory; Reading Fluency; Short Term Memory; Naming

Abstract:
The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1 year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1 year after the intervention. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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