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In this paper, we investigate some functional equations and inequalities which are associated with recognized reasoning schemes like hypothetical syllogism, modus ponens, modus tollens and reduction to absurdity. First, we recall facts and theorems that might be found in the literature. Next, we show some properties and relationships that take place between these equations and inequalities. Moreover, we present some of their solutions among well-known families of fuzzy implications – R-implications, ( S , N ) -implications and Yager's implications.

In the present study, we propose that the emotional "bumps" that couples experience during relationship disagreements differ systematically among cultures. We predicted that self-assertive emotions such as anger or strength play a central role in Belgium, where they are instrumental for relational independence. In comparison, other-focused emotions such as shame or empathy for the partner should play a central role in Japan, where they support relational interdependence. Romantic couples from Belgium (n = 58) and Japan (n = 80) discussed relationship disagreements in the lab, which were video-recorded. After the interaction, participants separately rated their emotional experience during video-mediated recall. We identified the emotions that played a central role during the interactions in terms of attractors; these are the emotions around which couples stabilize and that likely play a central role in realizing different relationship ideals. In line with our predictions, attractors reflected states of the interpersonal emotional system that support independence in Belgium (e.g., angry or strong feelings) and interdependence (e.g., empathy) in Japan. Moreover, we found that-at least in Belgium-having more culturally typical interactions was associated with a stronger endorsement of culturally valued relationship ideals and, in turn, better relational functioning. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

This study forms part of a research project on dialogic interaction modalit ies in three different situations: natural conversation, research interview and first chnical interview. In this paper natural pair conversation will be studied, in particular the effects of speaker's sex on quality and quantity of linguistic production, on content memory and personal interaction quality. The other two types of dialogic interaction, which will be further investigated in future research, will be considered to check similarities and differences and also to see whether it is possible to distinguish in the subjects' individual performance in natural conversation, some style indices of good and poor performance in the research interview and in the first clinical interview. The reciprocity of l istening, attention and involvement between the two speakers is fundamental for whatever conversational exchange, that is tor any cooperative exchange in which the two speakers share an aim (Grice 1975). These characteristics become even more important when the shared aim is the acquisition of information on the subject (research interview) or on the patient (first clinical interview), and it is of course essential in all types of psychotherapy based on speaking. The other two types of dialogue are just mentioned here, with reference to the final aim of the whole research, that is to identifu descriptive indices in different conversational styles, that might serve to evaluate also the quality of the communicative interaction which is at the basis of the subject-researcher relationship as well as of the patient-psychotherapist relationship as tar as the first

In this paper, we study the impact of labor unions on product quality failures. We use a product recall as our measure of quality failure because it is an objective metric that is applicable to a broad cross-section of industries. Our analysis employs a union panel setting and close union elections in a regression discontinuity design framework to overcome identification issues. In the panel regressions, we find that firms that are unionized and those that have higher unionization rates experience a greater frequency of quality failures. The results obtain even at a more granular establishment level in a subsample in which we can identify the manufacturing establishment associated with the recalled product. When comparing firms in close elections, we find that firms with close union wins are followed by significantly worse product quality outcomes than those with close union losses. These results are amplified in non–right-to-work states, where unions have a relatively greater influence on the workforce. We find that unionization increases firms’ costs and operating leverage and, consequently, crowds out investments that potentially impact quality. We also find some suggestive evidence that unions may compromise quality by hurting employee morale and by resisting technological upgrades in the firm. Overall, our results suggest that unions have an adverse impact on product recalls, and thus, product quality is an important dimension along which unions impact businesses. This paper was accepted by Gustavo Manso, finance.

Context Numerous scientific studies have investigated the impact of yoga on cognition in children and adults. However, fewer studies have assessed the impact of yogic practices on cognition in children and adolescents with visual impairment. Despite their keen intellectual abilities and advanced linguistic skills, teens with visual impairment often experience difficulties with cognitive control and behavioral regulation. Memory plays an important role in cognition. Besides storing information, memory is also used for recall, defined as the retrieval of information the brain has recently been exposed to, and recognition, defined as the ability to recognize or retrieve the information previously encountered and stored in the brain. Objective The objective of the study was to observe the effectiveness of Prajnā Yoga on enhancing the cognition and verbal memory in adolescents with visual impairment. Degree of visual impairment and age of onset of visual impairment were considered while analyzing the study data. Design An open-trial, single arm, pre–post study design was adopted. 273 adolescents with visual impairment were assessed across India using the Rey Auditory Verbal Learning Test (RAVLT), at baseline (before the intervention), immediately after the intervention, and at 40 days after the intervention. RAVLT measures recall and recognition through verbal memory. Intervention Prajnā Yoga (PY) or the Art of Living Intuition Program is a unique intervention, based on ancient techniques of Pranayama, Super Brain Yoga, and Meditation, taught to children & adolescents between the ages 5 and 17. Results The mean scores for Recognition (p=0.011) and Immediate recall (p=0.011) improved significantly after PY for the entire study population, regardless of the degree of visual impairment, gender and age of onset. A significant improvement in mean scores for Delayed Recall was seen after 40 days of daily practice (p = 0.007).

Objective Posttraumatic stress disorder (PTSD) is a common problem for veterans. Resilience, the tendency to bounce back from difficult circumstances, is negatively associated with posttraumatic cognitions (PTCs) among individuals with a history of trauma, and it may be important to understand responses to trauma reminders. Method Using a quasi-experimental design, we examined the association between trait resilience and state PTCs in veterans with PTSD (n = 47, Mage = 48.60, 91.8% male) at two points: following a written trauma narrative exposure (Time 1 [T1]), and following a subsequent positive distraction task (i.e., brief, positive video; Time 2 [T2]). Results After controlling for PTSD symptom severity and combat exposure, resilience was negatively associated with PTCs at T1 (ΔR2 = .19) and T2 (ΔR2 = .13). However, resilience was a poor predictor of change in PTCs from T1 to T2. We also examined the relationship between resilience and subtypes of PTCs: resilience was associated with negative views of the self (T1, ΔR2 = .24) but not negative views of the world or self-blame (T1, ΔR2s ≤ .07); these results were consistent at T2. Conclusions Thus, resilience may attenuate negative trauma-related cognitions after trauma recall; however, this study was not designed to test causal pathways. Future research could examine whether resilience-building exercises reduce negative PTCs after trauma reminders among veterans. Additional research is needed to generalize to other trauma-exposed populations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Students frequently generate mnemonic cues to help them remember difficult or abstract information (Tullis & Maddox, Metacognition and Learning, 2020, 15, 129). Self-generated mnemonics have the potential to be particularly effective means of remembering target information because they can transform abstract information into meaningful units, connect information to existing schema, and create distinct retrieval routes to the targets. Across five experiments, we compared the effectiveness of self-generated mnemonics to mnemonics generated by others for remembering chemistry information. Generating one's own mnemonics consistently boosted recall for both the chemistry content and the mnemonic itself. However, experimentally boosting recall of mnemonics through retrieval practice did not affect recall of associated chemistry content. These results indicate that improved recall of chemistry content is not caused by better recall of the mnemonic itself; rather, generating a mnemonic involves deep and effortful processing of chemistry content that boosts recall more than reading someone else's mnemonic. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In the US, almost half of unemployment spells end through recall. In this paper, we show that the probability of being recalled is much higher among unemployment benefit recipients than non-recipients. We argue that a large part of the observed difference in recall shares is accounted for by the design of the unemployment insurance financing scheme characterized by an experience rating system. We develop a search and matching model with different unemployment insurance status, endogenous separations, recalls and new hires. We quantify what would have been the labor market under alternative financing scheme. In the absence of the experience rating, the hiring and separations would have been higher in the long run and more volatile. Experience rating system contributes significantly to the difference in recalls between the recipients and the non-recipients.

Article History: Received 16.07.2020 Received in revised form 01.05.2021 Accepted Available online 01.07.2021 English is the only language of instruction recommended in all the Anglo-Saxon Universities in Cameroon as all over the world. The same reality is being followed by Francophone Universities where teachers of the opposite language must facilitate knowledge acquisition. The purpose of this study was to examine the impact of teacher's mastery of English language on students' academic achievement at HTTTC Kumba. The accessible population of the study was made up of all level 300 students and level 600 I and their teachers in all the departments of HTTTC Kumba. The participants in the study included 20 francophone teachers in the different departments, and 86 students of level 300 and 64 of level 600 I from HTTTC Kumba, through a random sampling technique. Instrument used for data collection was questionnaire which was designed for teachers and for students. The data was then exported to SPSS version 23.0 for analysis. Findings showed that: There is a significant relationship between teachers’ ability to write English and students’ academic achievement in HTTTC Kumba; there is a significant relationship between teachers’ reading ability of the English Language and students’ academic achievement in HTTTC Kumba; if there is an accurate recall of facts in English by teachers whose background is French, students will achieve higher and better. Based on these findings, it was recommended that teacher’s proficiency in English should be scrutinized prior to recruitment if they are to serve in English.

Tourism and hospitality service experiences are both delivered with and experienced amongst other individuals as part of the service setting. Understanding consumer perceptions of these shared experiences is essential for providers. Consumer recollection of these experiences, however, are sometimes limited. This paper explores the opportunity to use paired interviews as a qualitative method for moderating self-reported data “on the spot”. Paired interviews that explore shared experiences can be clarified, or corrected contemporaneously, with reduced bias or modification of what was experienced, particularly when that behaviour may not be socially acceptable. This article presents data collected after a shared tourism experience of an overnight visit to a luxury lodge at a zoo and proposes a framework to classify interactions between participants in a paired interview situation. The method of shared or paired self-reporting interviews results in enriched qualitative data based on the exchanges of pairs participating in the interview process. This method is useful in practice by mitigating limitations identified in self-reporting situations, particularly after a shared service experience.

The recall of factual and contextual information is a core characteristic of episodic memory sensitive to aging effects. The innovative aim of the present study was to assess in a naturalistic context the quantity and quality of correct and false free recalls among younger and older adults considering feature binding (What-Where-When-Details) and recollection (Remembering vs. Knowing). Thanks to virtual reality, we designed a multimodal environment simulating a lively town in which we implemented a variant of a DRM task rich in sets of semantically related items (e.g., fruits on a market stall). We asked 30 young and 30 older participants to navigate in the virtual environment, paying attention to the items, and then recall as many items and as much contextual information as possible and indicate the presence of recollection. As expected, older adults produced fewer correct recall but more intrusions than younger adults, and their correct recall was more deficient in binding and recollection. In both age groups, false recall was associated with the correct context inferred from a related set of items. However, the intrusions produced by older adults were highly recollected compared to those of the younger adults, and they were associated with false item-related contextual information.

Previous research has indicated that perceptual processing fluency significantly affects metacognitive predictions of performance but not learning outcomes. In the present study, we examined the differential impact of perceptual processing fluency and an item’s value on metacognition and recall. We presented participants with words visually and audibly, with each word paired with a point value counting towards participants’ scores if recalled. The words were either highly perceptually fluent (large font, loud volume) or less perceptually fluent (small font, low volume). Results revealed that both metacognitive monitoring (JOLs) and recall were sensitive to perceptual processing fluency as well as value, but the magnitude of the effect of value was significantly greater than that of font size. Specifically, high-value words were better remembered than low-value words, regardless of fluency, and participants’ judgments mapped onto their selectivity for valuable information. Thus, the current study revealed the differential effects of intrinsic and extrinsic cues on metacognitive monitoring and later remembering such that the cues that can influence monitoring in certain encoding conditions become less impactful when pitted against other intrinsic cues in different encoding conditions.

This study examines the relationships among maternal meta-emotion philosophy, maternal video-mediated cognitions, and adolescent behavior adjustment. We adopt video-mediated recall methods to obtain mothers' perceptions of their interaction with their children. In total, 121 pairs of mothers (age, M = 42.55) and their adolescent children (age, M = 12.34) were videotaped for 10 min while discussing daily issues. The mothers reviewed the tape (30 episodes) and rated their own behaviors and the counterparts' behaviors on 8 cognitive or affective dimensions. The mothers also completed a parental meta-emotion philosophy inventory, and the adolescents completed the Youth Self-Report. The results indicate that maternal emotional dysfunction has a positive effect on adolescents' externalizing problem behaviors through mothers' perceptions of conflictual interaction. These findings highlight the importance of considering maternal meta-emotion philosophy in the mother-adolescent interaction process and understanding adolescent problem behaviors.

Judgments of learning (JOL) are often used to assess memory monitoring at encoding. Participants study a cue-target word pair (e.g., mouse-cheese) and are asked to rate the probability of correctly recalling the target in the presence of the cue at test (e.g., mouse -?). Prior research has shown that JOL accuracy is sensitive to perceptual cues. These cues can produce metamemory illusions in which JOLs overestimate memory, such as the font-size effect (Rhodes & Castel, 2008), which occurs when participants inflate JOLs for pairs presented in large versus small fonts without a concomitant increase to recall. The present study further tests the font-size effect and examines whether other perceptual manipulations can affect the correspondence between JOLs and recall. Experiments 1A and 1B were designed to replicate the font-size effect and test whether the effect extended to highlighted pairs that were related or unrelated in the same study list. Experiment 2A and 2B examined font size and highlighting effects on JOLs using only unrelated pairs. Finally, Experiment 3 tested whether Sans Forgetica—a perceptually disfluent font designed to improve memory—would result in inflated JOLs and/or recall. Large fonts similarly increased both JOLs and recall relative to small fonts, highlights had no effect on JOLs or recall, and Sans Forgetica font yielded a memory cost (though no effect on JOLs). Collectively, perceptually fluent and disfluent study pairs do not appear to inflate JOLs relative to subsequent recall.

The present study explores the effect of word exposure frequency on Chinese advanced EFL learners’ incidental acquisition of three aspects of word knowledge (i.e., word form, word class and word meaning). The participants were 20 Chinese English postgraduates who read two chapters of an original English novel and took four vocabulary tests. The target words were 20 pseudo-words created to replace the words that naturally occurred from one to twenty times in the text. The results show that word exposure frequency has a significant effect on IVA through reading, exerting the strongest effect on word form recognition and the weakest on word meaning recall. The study also finds that seven is the threshold value for significant word gain growth and that local word frequency also influences learners’ IVA.

Background: There are no studies on adults with unilateral brain lesions regarding story reading with incidental/implicit comprehension and memory, in which memory is only assessed through delayed recall. There is a need for validation of cerebral laterality in this type of verbal recall, which includes spontaneous performance (free or uncued condition (UC)), and induced-through-question performance regarding the forgotten units (cued condition (CC)). Objectives: To explore the effects of unilateral brain lesions, of oral reading with expression (RE) and comprehension (RC) on delayed recall of a story, as either UC or CC; and to validate the ability of UC and CC to discriminate the side of brain injury. Methods: Data were obtained from 200 right-handed volunteers, among whom 42 had left-hemisphere injury (LHI), 49 had right-hemisphere injury (RHI) and 109 were demographically-matched healthy participants (HP). Patients who were unable to read, understand or speak were excluded. Results: LHI individuals presented impairment of both UC and CC, in relation to the other two groups (non-LHI) with sensitivity and specificity above 70%. LHI and RHI individuals were not significantly different in RE and RC, but they were both different from HP in all the assessments except CC, in which RHI individuals resembled HP. Despite this lack of abnormality in RHI individuals during CC, about half of this group showed impairment in UC. Additionally, whereas RE had a significant effect on UC, the moral of the story (RC) had a significant effect on both UC and CC. Conclusions: The left hemisphere was dominant for this memory task involving implicit processing. RESUMEN Antecedentes: No existen estudios en adultos con lesiones cerebrales unilaterales sobre la lectura de una historia, con comprensión y memoria incidental/implícita, midiendo sólo el recuerdo diferido. Se necesita validar la lateralidad cerebral en este tipo de recuerdo verbal que incluye: desempeño espontáneo (condición sin claves (CS) o libre) y desempeño inducido con preguntas sobre las unidades olvidadas (condición con claves (CC)). Objetivos: Explorar el efecto de las lesiones cerebrales unilaterales, la lectura expresiva (LE) y la comprensiva (LC), sobre el recuerdo diferido de una historia, sea CS o CC. Validar CS y CC en su capacidad para discriminar el lado de la lesión cerebral. Métodos: Los datos se obtuvieron de 200 voluntarios diestros, 42 con lesiones del hemisferio izquierdo (LHI), 49 con lesiones del hemisferio derecho (LHD), y 109 participantes sanos (PS), equiparados demográficamente. Se excluyeron los pacientes que no pudieron leer, entender o hablar. Resultados: LHI resultó perjudicado respecto de los otros dos grupos (no-LHI) en CS y CC, con una sensibilidad y especificidad superior al 70%. LHI y LHD no se diferenciaron significativamente en LE ni LC, pero ambos fueron diferentes de los PS en todas las evaluaciones excepto CC, en donde LHD se asemejó a los PS. A pesar de esta ausencia de anomalía en LHD durante CC, aproximadamente la mitad de LHD mostró deterioro en CS. Además, mientras que LE tuvo un efecto significativo en CS, la moraleja de la historia (LC) tuvo un efecto significativo tanto en CS como en CC. Conclusiones: El hemisferio izquierdo fue dominante para esta tarea de memoria que involucró procesamiento implícito.

Children and adults benefit from a new word's phonological neighbors during explicit vocabulary instruction, suggesting that related prior knowledge can support new learning. This study examined the influence of lexical neighborhood structure during incidental word learning-limiting opportunities for strategically engaging prior knowledge-and tested the hypothesis that prior knowledge would provide additional support during subsequent consolidation. Children aged 8-10 years (Experiment 1) and adults (Experiment 2) were presented with 15 pseudowords embedded in a spoken story with illustrations, and were then tested on their recognition and recall of the new word-forms immediately, the next day, and one week later. The pseudowords had either no, one, or many English phonological neighbors, varying the potential connections to existing knowledge. After encountering the pseudowords in this incidental training paradigm, neither children nor adults benefited from phonological neighbors in recall, and children were better at recognizing items without neighbors. The neighbor influence did not change with opportunities for consolidation in either experiment, nor did it relate to learners' existing vocabulary ability. Exploratory analyses revealed that children experienced bigger benefits from offline consolidation overall, with adults outperforming children only for many-neighbor items one week after exposure. We discuss how the neighbor benefit in word learning may be constrained by learning context, and how the enhanced benefits of offline consolidation in childhood extend to vocabulary learning in more naturalistic contexts. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Integrating theorizing across the mindfulness and negotiation literatures, we hypothesize that mindfulness increases cooperation in negotiations. We further propose that processes of self-transcendence, self-regulation, and self-awareness mediate this effect. We test these hypotheses in five studies across different forms of cooperation, in both distributive and integrative negotiation contexts, and for both measured and experimentally induced mindfulness. In Study 1a, individuals higher on measured state mindfulness displayed greater cooperative orientation measured as preference for pareto-optimal agreements. In Study 1b, experimentally induced mindfulness led to greater cooperative orientation measured as the recall of cooperative heuristics. In Study 2, a distributive (fixed-sum) negotiation, dyads who engaged in a mindfulness practice before the negotiation were more likely to reach cooperative agreements with more equal distribution of the bargaining zone than control condition dyads. In Study 3, an integrative negotiation, dyads who engaged in a mindfulness practice before the negotiation were more likely to reach win–win agreements than control condition dyads. Finally, in Study 4, another integrative negotiation, we found that mindful dyads achieved greater joint gains and the effect was mediated by self-transcendence. Overall, results provide substantial evidence that mindfulness is an effective intervention for increasing cooperation in negotiations.

Anxiety and stress-related disorders are more prevalent in women and associated with negative emotional memory consolidation as well as impaired fear extinction recall. Recent research has identified a role of gonadal steroid hormones in influencing emotional memories and fear extinction, however most individual studies have small samples and employed various protocols. A systematic review and meta-analysis were conducted on studies that examined sex hormones (estrogen, progesterone, testosterone, allopregnanolone, dehydroepiandrosterone) on four aspects of memory, namely, intentional recall (k = 13), recognition memory (k = 7), intrusive memories (k = 9), and extinction recall (k = 11). The meta-analysis on natural cycling women revealed that progesterone level was positively associated with negative recall and negative intrusive memories, and this effect on intentional recall was enhanced under stress induction. Estradiol level was positively associated with extinction recall. This study reveals an important role of progesterone and estradiol in influencing emotional memory consolidation. It highlights the need to control for these hormonal effects and examine progesterone and estradiol concurrently across all menstrual phases in future emotional memory paradigms.

Background An increasing number of studies utilize intracranial electrophysiology in human subjects to advance basic neuroscience knowledge. However, the use of neurosurgical patients as human research subjects raises important ethical considerations, particularly regarding informed consent and undue influence, as well as subjects' motivations for participation. Yet a thorough empirical examination of these issues in a participant population has been lacking. The present study therefore aimed to empirically investigate ethical concerns regarding informed consent and voluntariness in Parkinson's disease patients undergoing deep brain stimulator (DBS) placement who participated in an intraoperative neuroscience study. Methods Two semi-structured 30-minute interviews were conducted preoperatively and postoperatively via telephone. Interviews assessed participants' motivations for participation in the parent intraoperative study, recall of information presented during the informed consent process, and participants' postoperative reflections on the research study. Results Twenty-two participants (mean age = 60.9) completed preoperative interviews at a mean of 7.8 days following informed consent and a mean of 5.2 days prior to DBS surgery. Twenty participants completed postoperative interviews at a mean of 5 weeks following surgery. All participants cited altruism or advancing medical science as "very important" or "important" in their decision to participate in the study. Only 22.7% (n = 5) correctly recalled one of the two risks of the study. Correct recall of other aspects of the informed consent was poor (36.4% for study purpose; 50.0% for study protocol; 36.4% for study benefits). All correctly understood that the study would not confer a direct therapeutic benefit to them. Conclusion Even though research coordinators were properly trained and the informed consent was administered according to protocol, participants demonstrated poor retention of study information. While intraoperative studies that aim to advance neuroscience knowledge represent a unique opportunity to gain fundamental scientific knowledge, improved standards for the informed consent process can help facilitate their ethical implementation.

Although feedback has long been recognised as critical to student learning, its potential is often not realised in classroom practice. One factor affecting feedback effectiveness is the discrepancy between how feedback is intended by the provider, and how it is perceived by the recipient. This study examined the nature of teacher and student perceptions of oral classroom feedback. Initial data were gathered using video-recorded classroom observations. Recorded videos were used in individual video-stimulated recall (VSR) interviews and semi-structured interviews with two teachers and five of their Year 8 students in one English and one mathematics class. VSR data were coded and analysed using a purposefully developed scheme. Although some overlap was identified, analysis revealed substantial differences in feedback perceptions of teachers and students, as well as between students. Overall, teachers identified more feedback instances than students, implying that much of their feedback was not recognised by students. In other instances, feedback was not perceived by students as intended by the teacher. Although most students recognised the ‘helping’ function of feedback, their commentary often reflected the notion of feedback as a corrective tool. The results suggest that students’ historic views of their role in feedback processes strongly influenced their feedback perceptions.

Background Communicating a diagnosis is highly important, yet complex, especially in the context of cancer and mental disorders. The aim was to explore the communication style of an oncologist vs. psychotherapist in an online study. Methods Patients (N = 136: 65 cancer, 71 depression) were randomly assigned to watch a standardized video vignette with one of two communication styles (empathic vs. unempathic). Outcome measures of affectivity, information recall, communication skills, empathy and trust were applied. Results Regardless of diagnosis, empathic communication was associated with the perception of a significantly more empathic (p < 0.001, η2partial = 0.08) and trustworthy practitioner (p = 0.014, η2partial = 0.04) with better communication skills (p = 0.013, η2partial = 0.05). Cancer patients reported a larger decrease in positive affect (p < 0.001, η2partial = 0.15) and a larger increase in negative affect (p < 0.001, η2partial = 0.14) from pre- to post-video than depressive patients. Highly relevant information was recalled better in both groups (p < 0.001, d = 0.61–1.06). Conclusions The results highlight the importance of empathy while communicating both a diagnosis of cancer and a mental disorder. Further research should focus on the communication of a mental disorder in association with cancer., Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe; 817

The current study leveraged experimental and individual differences methodology to examine whether false memories across different list-learning tasks arise from a common cause. Participants completed multiple false memory (associative and conjunction lure), working memory (operation and reading span), and source monitoring (verbal and picture) tasks. Memory discriminability in the associative and conjunction tasks loaded onto a single (general) factor and were unaffected by warnings provided at encoding. Consistent with previous research, source-monitoring ability fully mediated the relation between working memory and false memories. Moreover, individuals with higher source monitoring-ability were better able to recall contextual information from encoding to correctly reject lures. These results suggest that there are stable individual differences in false remembering across tasks. The commonality across tasks may be due, at least in part, to the ability to effectively use disqualifying monitoring processes.

The intelligent tutoring system of structure strategy (ITSS) is a web-based digital tutoring system proven to be effective in helping students recognize and use text structures to comprehend and recall texts. However, little is known about the dynamic learning processes within the ITSS. This study aims to investigate the effects of feedback dosage on lesson mastery throughout the progression of ITSS lessons. We applied a confirmatory factor analysis and extended vector autoregressive model to assess the dynamic relationships among three tasks embedded within the ITSS and found: (1) significant cross-regression effects among the three reading tasks; (2) distinct effects of feedback dosage on the specific reading task; and (3) different effect sizes of feedback across lessons. Results provide helpful insights on ways to design better modules in further development of the ITSS.

Objective: Two common mood induction procedures (MIPs) use autobiographical recall (AR) or video clips. The first relies upon internal generation of mood states whereas the second presents external...

Our recollections of past experiences can vary in both the number of specific event details accessible from memory and the precision with which such details are reconstructed. Prior neuroimaging evidence suggests the success and precision of episodic recollection to rely on distinct neural substrates during memory retrieval. In contrast, the specific encoding mechanisms supporting later memory precision, and whether they differ from those underlying successful memory formation in general, are currently unknown. Here, we combined continuous measures of memory retrieval with model-based analyses of behavioral and neuroimaging data to tease apart the encoding correlates of successful memory formation and mnemonic precision. In the MRI scanner, participants encoded object-scene displays and later reconstructed features of studied objects using a continuous scale. We observed overlapping encoding activity in inferior prefrontal and posterior perceptual regions to predict both which object features were later remembered versus forgotten and the precision with which they were reconstructed from memory. In contrast, hippocampal encoding activity significantly predicted the precision, but not overall success, of subsequent memory retrieval. The current results align with theoretical accounts proposing the hippocampus to be critical for representation of high-fidelity associative information and suggest a contribution of shared cortical encoding mechanisms to the formation of both accessible and precise memory representations.

Emotion is the human feeling when communicating with other humans or reaction to everyday events. Emotion classification is needed to recognize human emotions from text. This study compare the performance of the TF-IDF and Word2Vec models to represent features in the emotional text classification. We use the support vector machine (SVM) and Multinomial Naïve Bayes (MNB) methods for classification of emotional text on commuter line and transjakarta tweet data. The emotion classification in this study has two steps. The first step classifies data that contain emotion or no emotion. The second step classifies data that contain emotions into five types of emotions i.e. happy, angry, sad, scared, and surprised. This study used three scenarios, namely SVM with TF-IDF, SVM with Word2Vec, and MNB with TF-IDF. The SVM with TF-IDF method generate the highest accuracy compared to other methods in the first dan second steps classification, then followed by the MNB with TF-IDF, and the last is SVM with Word2Vec. Then, the evaluation using precision, recall, and F1-measure results that the SVM with TF-IDF provides the best overall method. This study shows TF-IDF modeling has better performance than Word2Vec modeling and this study improves classification performance results compared to previous studies.

In this study, we focus on the environment at the museum after the appreciation of art. We conducted an experiment, in which participants were instructed to watch short films and then perform one out of three activities (Activity ‐ A: Sitting, B: Walking, C: Talking quietly with the experimenter). According to the latent memory test following each activity, the participants recalled the content in elaborate detail after either sitting calmly (A) or walking (B) rather than after talking (C). This proved that even though the content is the same, the depth of the impression varies according to the activity performed after the appreciation.

The article describes a subsystem of exercises and tasks for the formation of English language lexical competence in professionally oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering. The stages of the formation of English-language lexical competence in professionally oriented active reading are determined and characterized: 1) acquaintance, 2) automation, 3) application. To form this competence, we consider effective the following methods of active reading: Know- Want-Learn (KWL), SQ3R (Survey, Questions, Read, Recall, Review) and examples of exercises and tasks performed at each stage of working with authentic texts. The subsystem of exercises and tasks is described and implemented at the pre-text, text and post-text stages of work. All educational information for the formation of lexical competence in English reading is accompanied by an authentic visualization which we understand as conditionally technical (drawings, figures, photographs, diagrams, charts, graphs, videos, etc.). Authentic visualization of educational information is developed as a supplement to textual material for better understanding and perception information on the specialty and complements it. The organization of the stages of lexical competence formation is taken into account during the developing the exercises and tasks.

The premise of dialectical materialism is, we recall: ‘It is not men’s consciousness that determines their existence, but, on the contrary, their social existence that determines their consciousnes...

BACKGROUND: Internet Gaming Disorder (IGD) has emerged as a rapidly rising public health problem mostly affecting children and adolescent worldwide, as a result of massive growth of technology and internet usage in recent years. Adolescents are the most vulnerable age group to problematic internet gaming use due to lack of cognitive control. AIM: This study aims to investigate the association between IGD and cognitive function among junior high school- students in Indonesia. METHODS: The subjects of this cross-sectional study were students at two randomly selected junior high schools in Yogyakarta, Indonesia. The Game Addiction Scale-7 Indonesian version and the Modified Mini Mental State Examination for Children-Indonesian version were used to assess IGD and cognitive function, respectively. Multivariate analysis with linear regression was used to determine the relationship between IGD and cognitive function. RESULTS: There were 142 subjects with a mean age of 14 years. Students with IGD significantly had lower score of cognitive function, particularly for domains of attention (p = 0.000), recall memory (p = 0.000), and language (p = 0.002), compared with the counterpart group. Furthermore, multivariate analysis showed that students with IGD were more likely to have lower cognitive function score by 1.40 points than those without IGD (B = –1.40, 95% CI -2.51–-0.29, R2 = 0.469). CONCLUSIONS: IGD was negatively associated with cognitive function. Junior high school students with IGD in Indonesia had lower score of cognitive function compared with students without IGD, particularly in the domains of attention, recall memory, and language. Clinicians, teachers, and parents should be more aware of the detrimental effect of IGD. Further study with larger sample size, diverse subjects, and wider age range is still needed.

This paper offers new evidence on the life-cycle pattern of happiness. A novelty of the analysis is that it exploits information on the period individuals recall as the happiest in their lives. Data come from SHARELIFE 2008/09, a retrospective life survey conducted in 13 European countries among individuals aged 50 or more. Using this information, I build a longitudinal data set that extends across the whole lifespan of respondents. The probability of living a happiest year in life at each age is estimated through a conditional fixed effects logit model. Results show that the likelihood of living the happiest period in life exhibits a concave relationship with age, with a turning point at about 30–34 years and a decreasing trend from that point onward. Retrospectively, midlife is not perceived as the least likely happiest period in life. These patterns persist even after controlling for usual correlates of subjective well-being, and they are rather stable across cohorts and genders despite presenting certain variability across European countries. Financiado para publicación en acceso aberto: Universidade de Vigo/CISUG Agencia Estatal de Investigación | Ref. RTI2018-099403-B-I00

Orthographic knowledge of alphabet-letters is thought to mediate accurate motor execution of letter-writing. This study examined the effectiveness of a handwriting program for early non-proficient writers which integrated instruction of factual, procedural, and spatial information to develop orthographic knowledge of alphabet-letters, for the purpose of mastering alphabet-letter writing skills. A non-concurrent ABA single system research design was employed. The A phases represented in-class handwriting instruction and the B phase was the experimental intervention. Participants were ten children in their first two years of formal schooling, identified by their teacher as having difficulty with handwriting. The repeated outcome measure was the Perceive, Recall, Plan and Perform System of Task Analysis (Stage One). Results indicated that changes to accuracy of letter-formation achieved during the experimental intervention, were significantly greater than during the initial baseline condition. All ten children displayed a similar pattern of results and achieved, on average, independence in writing the twenty-six-lowercase alphabet-letters from memory within six-weeks (nine hours) of intervention. Independence in writing alphabet-letters from memory was maintained when intervention was withdrawn. The study provided preliminary evidence that establishment of memory structures for the acquisition of orthographic knowledge of alphabet-letters, improves alphabet-letter-writing of children who previously struggled. Australian New Zealand Clinical Trials Registry—ACTRN12616000573459

Emotion expressions facilitate interpersonal communication by conveying information about a person’s affective state. The current work investigates how facial coloration (i.e., subtle changes in chromaticity from baseline facial color) impacts the perception of, and memory for, emotion expressions, and whether these depend on dynamic (vs. static) representations of emotional behavior. Emotion expressive stimuli that either did or did not vary in facial coloration were shown to participants who were asked to categorize and rate the stimuli’s intensity (Exps. 1 & 2), as well as recall their degree of facial coloration (Exps. 3 & 4). Results showed that changes in facial coloration facilitated emotion categorization accuracy in dynamic (Exp. 1) but not static expressions (Exp. 2). Facial coloration further increased perceived emotion intensity, with participants misremembering the coloration of both dynamic and static expressions differently depending on emotion category prototype (Exps. 3 & 4). Together, these findings indicate that facial coloration conveys affective information to observers and contributes to biases in how emotion expressions are perceived and remembered.

Some studies have demonstrated the link between the recall of early affiliative experiences and psychopathological symptoms in adolescence. However, literature seems to be scarce in relation to the association between these early memories and adolescent well-being, as well as in relation to the processes and mechanisms that may mediate this relationship. Therefore, the aim of the current study was to explore the association between early affiliative memories and psychological well-being, and whether this relationship is mediated by the self-conscious emotion of shame and by self-critical attitudes. Furthermore, differences in sex were explored. In this cross-sectional study, 310 adolescents from Portuguese schools (136 boys and 174 girls), aged between 13 and 17, completed self-report measures. Path analysis results suggested that, when controlling the effect of age, the recall of early affiliative experiences with family figures had a direct impact on adolescent psychological well-being, and an indirect effect mediated by increased levels of external shame and self-critical attitudes. This model revealed a good fit between the hypothesized mediational model and the data, explaining 43% of the variance of adolescent psychological well-being. These findings highlight the relevance of assessing and working with maladaptive emotion regulation processes and mechanisms, especially in adolescents with a scarce recall of early affiliative experiences with close figures and, additionally, emphasize the importance of the development of prevention and intervention programs focused on compassion and acceptance approaches for adolescents.

This study investigated the self-defining periods (SPs) in private and public memories of Bangladeshi older adults (N = 476; mean age = 67.16 years) who, during adolescence and early adulthood, witnessed the 1960s Bengali nationalist movement and the 1971 Bangladesh War of Independence. Each participant retrieved three private and three public memories they considered to be highly significant. The lifespan distributions for private and public memories were identical; in both cases, participants recalled more than half of their memories from 10 to 29 years of age. The calendar-year distributions revealed that nearly one-fourth of private and one-third of public memories were recalled from the year of the War of Independence. The memory content analysis showed that participants sampled more negative than positive memories: 55% versus 45% for private memory and 66% versus 34% for public memory. The enhanced recollection of private and public memories from 10 to 29 years of age was predominantly shaped by memories of the independence struggle-a period that was self-defining for the entire Bangladeshi society.

Purpose The purpose of this paper is to investigate the experiences of nonnative speakers in conflictual situations with native speakers in the workplace. In three studies, the authors examine whether nonnative speakers experience stereotype threat in workplace conflict situations with native speakers, whether stereotype threat is associated with certain conflict managing behaviors (e.g. yielding and avoiding) and the relationship between stereotype threat, satisfaction with conflict outcomes and processes, and objective conflict outcomes. Design/methodology/approach Studies 1 and 2 use critical incident recall methodology to examine nonnative speakers’ conflict behaviors and satisfaction with conflict outcomes. In Study 3, data were collected from a face-to-face simulation with a random-assignment design. Findings Findings suggest that nonnative speakers indeed experience heightened stereotype threat when interacting with native speakers in conflict situations and the experience of stereotype threat leads to less satisfaction with conflict outcomes, perceptions of goal attainment, as well as worse objective conflict outcomes. Originality/value The current study is one of the first studies to document the effects of accent stereotype threat on conflict behaviors and outcomes. More broadly, it contributes to the conflict studies literature by offering new insight into the effects and implications of stereotype threat on workplace conflict behaviors and outcomes.

Traditionally, short-term memory (STM) has been assessed by asking participants to remember words, visual objects, or numbers for a short amount of time before their recall or recognition of those items is tested. However, this focus on memory for past sensory input might have obscured potential theoretical insights into the function of this cognitive faculty. Here, we suggest that STM may have an important role in predicting future sensory input. This reconceptualization of STM may provide a functional explanation for its capacity limitation.

Feedback is invaluable for learning, yet people frequently fail to remember their feedback. Recent studies have demonstrated that people are better at recalling evaluative, past-oriented feedback than directive, future-oriented feedback. This paper tests one possible explanation: namely, that people neglect to search their memory for directive information they have encoded. Participants (N = 759), attempted to recall feedback they had read about their own (Experiment 1) or another person's performance (Experiments 2A−4). We attempted to foster recall of directive feedback via a structured recall task (Experiments 1−2B) or a perspective-taking instruction (Experiment 3). All experiments replicated the preferential recall of evaluative feedback, but our manipulations did not moderate this bias. Experiment 4 replicated the bias using non-educational feedback, and provided tentative indications that it might not translate beyond the feedback domain. The data suggest that selective retrieval processes are not responsible for people's poor recall of directive feedback.

Evaluators are often sceptical about the veracity of allegations for repeated events such as domestic violence. However, previous research has not examined the effect of event repetition upon verbal cues to deception using an adult sample. We conducted two experiments investigating the effect of event frequency upon adults’ Reality Monitoring scores. In Experiment 1, truth-tellers experienced a single or repeated event, and a third group fabricated the event on a single occasion. In Experiment 2, participants observed or fabricated a domestic violence video on one or multiple occasions. All interview responses were coded using Reality Monitoring. In both experiments, Reality Monitoring criteria reliably classified single-event speakers, but not repeated-events speakers. There were also some differences in individual Reality Monitoring criteria as a function of event-type. Although future research is needed, Reality Monitoring does not appear to be a valid tool to assess the credibility of repeated-event speakers.

Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable proportion of frequently occurring sequences of words. Yet no intervention studies have explored the potential for learning single words and collocations through viewing a video of an unmodified academic lecture. To address this gap, this study collected data from 55 EAP learners in China, following a pretest-posttest design. The experimental group (n = 28) watched a video of an academic lecture in which 50 target single words and 19 target collocations were presented while the control group (n = 27) received no treatment. Results show that viewing the lecture led to significant learning gains of single words at the meaning recall level and collocations at the form recognition level. Frequency of occurrence in the lecture appeared to significantly contribute to the learning of single words but not the learning of collocations. Prior knowledge of general vocabulary appeared to make no significant contribution to the learning of single words and collocations.

The growth of learning at this time is influenced by advances in data and communication technology. One of the data technologies that functioned in the world of learning during the COVID-19 pandemic was online education. Online education is used as a liaison between lecturers and students in an internet network that can be accessed at any time. The online media used are Whatsapp, Google Classroom, Google Meet, Cloud x and the Zoom application. This research aims to predict the level of student satisfaction in online education as well as to distribute donations to large academies in making policies related to improving the quality of education online. The information used was obtained by distributing questionnaires to 110 students of the 2020/2021 class. The parameters in the questionnaire are lecturer communication, online education atmosphere, student evaluation, module delivery. Naïve Bayes is a prediction method for finding simple probabilities based on the Bayes theorem with a strong assumption of independence. Rapid Miner is one of the tools used for testing information and viewing the results of accuracy based on revolutionary information. The results of testing using 80 training information and 30 testing information display an accuracy of 100%. There were 3 respondents who reported dissatisfaction and 27 respondents reported being satisfied with online education. On the dissatisfied prediction, the precision class has a value of 100%, on the other hand, the prediction of being satisfied is 100%, and the class recall of true, not satisfied, has a value of 100%, whereas the class recall of true is satisfied to have 100%.

Self-knowledge is a type of personal semantic knowledge that concerns one’s self-image and personal identity. It has most often been operationalized as the summary of one’s personality traits (“I am a stubborn person”). Interestingly, recent studies have revealed that the neural correlates of self-knowledge can be dissociated from those of general semantic and episodic memory in young adults. However, studies of “dedifferentiation” or loss of distinctiveness of neural representations in ageing suggest that the neural correlates of self-knowledge might be less distinct from those of semantic and episodic memory in older adults. We investigated this question in an event-related potential (ERP) study with 28 young and 26 older adults while they categorised personality traits for their self-relevance (self-knowledge conditions), and their relevance to certain groups of people (general semantic condition). Participants then performed a recognition test for previously seen traits (episodic condition). The amplitude of the late positive component (LPC), associated with episodic recollection processes, differentiated the self-knowledge, general semantic, and episodic conditions in young adults, but not in older adults. However, in older adults, participants with higher composite episodic memory scores had more differentiated LPC amplitudes across experimental conditions. Moreover, consistent with the fact that age-related neural dedifferentiation may be material and region specific, in both age groups some differences between memory types were observed for the N400 component, associated with semantic processing. Taken together, these findings suggest that declarative memory subtypes are less distinct in ageing, but that the amount of differentiation varies with episodic memory function.

In this paper we pay homage to Dr Alan H. Adams, who was born on November 3, 1945, and passed away on December 26, 2020. An early adopter of problem-based learning and evidence-based medicine, he contributed substantially to improving chiropractic education, research, and developing an evidence-based practice mindset for chiropractic practice. People who knew Al best recall that he was a fluent instigator of collaborative relationships, and he inspired and advanced many people in their academic and scientific careers. His curiosity, expertise, and mentorship were appreciated by many people and developed numerous interprofessional collaborations.

Patient RB has a peculiar memory impairment wherein he experiences his memories in rich contextual detail, but claims to not own them. His memories do not feel as if they happened to him. In this paper, I provide an explanatory model of RB’s phenomenology, the self-attentional model. I draw upon recent work in neuroscience on self-attentional processing and global workspace models of conscious recollection to show that RB has a self-attentional deficit that inhibits self-bias processes in broadcasting the contents of episodic memories to the global workspace. Typically, self-related contents enjoy a higher salience level than other-related contents. Elimination of bias toward self-related contents diminishes the salience of those contents to the level of other-related contents. Because the typical high salience of self-related content is necessary for the feeling of ownership, RB lacks the feeling of ownership. I also discuss potential applications of the self-attentional model to other psychopathological cases.

Open-ended survey responses, where respondents provide responses in an unstructured, open-text format instead of defined response categories, are often a successful way to solicit authentic and unexpected feedback, highlight the diversity of responses or nuances in opinions, and capture the “why” that complements quantitative survey data. However, there are many challenges to analyzing and reporting open-ended data. This article draws on visual design best practices, such as Gestalt principles and the authors’ combined experience to demonstrate several visualization strategies that are relatively simple to implement with open-ended data. The application of visualization best practices to open-ended data can increase recall and effective decision-making and can transform findings into a dynamic data story.

PurposeThis research evaluates (1) work situations prompting participants to recall memories of a wilderness-based leadership training program, (2) the content of such memories, and (3) the leadership attitudes and behaviors inspired by those memories.Design/methodology/approachA qualitative content analysis of semi-structured interviews was performed with 36 leaders who had participated in a wilderness leadership transformation program in the past (on average six years before).FindingsThe findings suggest that, at moments with emotional pressure and psychological stress, episodic memories of wilderness experiences have a positive influence on actual leadership style. Memories involved moments of solitude, a deep connection with nature, and peer-to-peer counseling. The interviewees regularly relived their emotion-laden wilderness experiences, acquiring direction and guidance. Simultaneously, episodic memories of nature immersion promoted an enduring transformation of their leadership styles.Research limitations/implicationsThe findings cannot be blindly generalized as referring to all leaders. The leaders in this study are a subset of leaders who are inclined towards personal growth and leadership development. It is challenging to motivate leaders unkeen on changing to achieve better leadership.Practical implicationsThis study indicates that the inclusion of emotional concepts to address the root causes of learning among leaders might be the most promising way to innovate leadership development.Originality/valueThe present study makes a novel contribution to relevant literature by examining leadership transformation through episodic remembrance of leaders' experiences in nature.

This small qualitative study is an exploration of the concept of identity and its relationship to the learning experience of non-traditional students undertaking the Specialist Practitioner Qualification in District Nursing. Using a narrative inquiry approach, three participants were asked to recall their experiences 1 year after completing the SPQDN programme. Individual narratives were analysed, and central themes were extracted using NVivo coding. The findings indicated that feelings of academic self-doubt, the impact of past learning experiences and the connotations of being labelled as a student all had an influence on the participants' learning experience.