Look into my eyes: a "faceless" avatar interviewer lowers reporting threshold for adult eyewitnesses.

Evidential interviewing is often used to gather important information, which can determine the outcome of a criminal case. An interviewer's facial features, however, may impact reporting during this task. Here, we investigated adults' interview performance using a novel tool-a faceless avatar interviewer-designed to minimize the impact of an interviewer's visual communication signals, potentially enhancing memory performance. Adults were interviewed about the details of a video by (1) a human-appearing avatar or a human interviewer (Experiment 1; N = 105) or (2) a human-appearing avatar or a faceless avatar interviewer (Experiment 2; N = 109). Participants assigned to the avatar interviewer condition were (1) asked whether they thought the interviewer was either computer or human operated (Experiment 1) or (2) explicitly told that the interviewer was either computer or human operated (Experiment 2). Adults' memory performance was statistically equivalent when they were interviewed by a human-appearing avatar or a human interviewer, but, relative to the human-appearing avatar, adults who were interviewed by a faceless avatar reported more correct (but also incorrect) details in response to free-recall questions. Participants who indicated that the avatar interviewer was computer operated-as opposed to human operated-provided more accurate memory reports, but specifically telling participants that the avatar was computer operated or human operated had no influence on their memory reports. The present study introduced a novel interviewing tool and highlighted the possible cognitive and social influences of an interviewer's facial features on adults' report of a witnessed event.

Does Gender Affect Judges' Perceptions of Sexual Assault Cases?

There is growing recognition that females engage in harmful sexual behaviour that is similar in severity and type to males. Existing research, however, suggests that there is a bias towards leniency in judicial systems for female sexual offenders (FSOs) in comparison to male sexual offenders (MSOs). Specifically, FSOs receive shorter sentences than do MSOs and are less likely to be sentenced to prison. The majority of research examining disparity in sentence outcomes for FSOs have been analysed through a quantitative lens. Qualitative methodology is also needed to understand any subjective differences in the way that judges perceive case-relevant factors and whether these perceptions differ as a function of the offender's gender. The present study is a qualitative study that examined judges' perceptions and descriptions of FSO compared to MSO in 10 matched cases of sexual offending. The study found that although there were many similarities in how judges perceived FSO compared to MSO, there were also unique differences that could explain more lenient sentences for FSOs (i.e. the vulnerability, poor mental health and adverse backgrounds of FSOs). Other unique differences found were that judges' perception of FSOs behaviour was described as depraved and cruel, whereas MSOs similar behaviour was not described in such an emotive way. The present study provides additional insight into the reasons for a bias towards leniency for FSOs. In particular, it points towards judicial focus on particular personal circumstances that are seen as relevant in sentencing FSOs but not for MSOs.

Narrative identity in borderline personality disorder.

Borderline personality disorder (BPD) is a severe psychiatric condition that is associated with functional impairment and pathological traits. It has been argued that identity impairment is one of the core features of BPD, which can be manifested in different ways, including fragmented autobiographical narratives. Here, we considered both the traditional and modern conceptualizations of BPD to examine the relation between identity impairment, as operationalized through autobiographical memory, and features of BPD. We hypothesized that BPD features would be associated with higher levels of fragmentation in narrative identity, narrative intimacy, and narrative coherence in participants' autobiographical memory. To test this hypothesis, we recruited 298 university students who were administered a series of self-report measures of BPD and were asked to describe an autobiographical memory about a turning point in their lives. Narrative identity, but not narrative intimacy nor coherence, was the dominant predictor of BPD features. We discuss our findings in terms of how individuals with features of BPD struggle with many aspects of a distorted sense of self. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Dissociation and false memory: the moderating role of trauma and cognitive ability.

The term dissociation is often used to refer to a diverse range of psychological symptoms, including perceptual impairments, emotional detachment, and memory fragmentation. In the present study, we examined whether there was a relation between participants' self-reports of dissociative experiences and their memory performance in the Deese-Roediger-McDermott (DRM) paradigm-a laboratory-based procedure that is frequently used to investigate false memory. University students (N = 298) completed the Dissociative Experiences Scale (DES) and the Traumatic Life Events Questionnaire (TLEQ). Participants were also administered a standardised intelligence test (Shipley-2), and they were tested in the DRM paradigm. Overall, experiencing trauma and dissociation, as well as lower levels of cognitive ability, were associated with higher false memory. These findings are discussed in the context of the activation monitoring theory of DRM false memory.

How does social distancing during COVID-19 affect negative moods and memory?

In the absence of an effective vaccine or treatment, the current best defence against COVID-19 is social distancing - staying at home as much as possible, keeping distance from others, and avoiding large gatherings. Although social distancing improves physical health in terms of helping to reduce viral transmission, its psychological consequences are less clear, particularly its effects on memory. In this research, we investigated the effect of social distancing duration on negative moods and memory. The relation between social distancing duration and both negative mood and memory errors followed the same U-shaped function: negative moods and memory errors initially decreased as social distancing duration increased, and then at approximately 30 days, they began to increase. Subsequent analyses indicated that memory errors were mediated by lonely mood in particular. Thus, short-term social distancing might benefit psychological well-being and memory performance, but extended social distancing has a negative impact on mood and memory.

An age-related positivity effect in semantic true memory but not false memory.

The positivity effect in older adults (i.e., over 60 years old) has been demonstrated across a wide range of stimuli with a wide range of experimental paradigms that are designed to assess memory; however, very little research has investigated the positivity effect in semantic memory. The Deese-Roediger-McDermott (DRM) paradigm is one of the best procedures to investigate age-related changes in the key cognitive mechanisms of semantic memory, including associative activation and gist extraction. Here we used the DRM paradigm to investigate whether mood, particularly positive mood, at the time of encoding would influence age-related differences in semantic memory in younger and older adults. Participants were induced into a positive, negative, or neutral mood and were then presented with word lists consisting of positive, negative, or neutral words. Older relative to younger adults exhibited higher true recognition for positive over negative words, but this pattern was not shown in false recognition. When participants were induced in positive moods, older adults exhibited more false recognition than did young adults. The age-related difference in false recognition, however, had nothing to do with the valence of information. Taken together, these findings support Socioemotional Selectivity Theory, a life span theory of motivation, and Fuzzy-Trace Theory, a dual-process theory of false memory, as well as the assumptions regarding the impact of mood on information processing. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Giving Children a Voice About Their Dental Care.

Purpose: To assess young children's views of their experiences of dental treatment.
Methods: Forty-two four- to seven-year-old children were recruited between August and December 2017. Half were asked to tell the interviewer about their recent dental treatment and the remaining half were asked to draw at the same time they talked about this treatment. Only children's verbal responses were coded, not the content of their drawings.
Results: Drawing while talking increased the amount of neutral information that children verbally reported and helped to overcome limitations in language skills. Children talked primarily about emotionally neutral information. They talked about things that they did and did not like, and provided suggestions about how their experience of dental treatment could be improved.
Conclusion: Drawing during the interview helped children talk about their experiences of dental treatment. Gaining children's insights in this way could be used to optimize their oral health.

App-based mindfulness meditation for psychological distress and adjustment to college in incoming university students: a pragmatic, randomised, waitlist-controlled trial.

Objective and Design: In a pragmatic, randomised, waitlist-controlled trial we tracked 250 first-year university students who were randomly assigned to 3 months of a mindfulness meditation app (Headspace) to use at their discretion in either semester 1 (intervention, n = 124) or semester 2 (waitlist, n = 126). Main Outcome Measures: Students reported their distress, college adjustment, resilience, self-efficacy, and mindfulness, at 3 timepoints: the beginning of semester 1, the beginning of semester 2, and the end of the academic year. With participants' permission, the university provided academic achievement data and Headspace provided app use data. Results: Evidence for improvements in distress at the beginning of semester 2 was weak (intervention vs. waitlist) and app use was low (M = 7.91, SD = 15.16 sessions). Nevertheless, intervention participants who used the app more frequently reported improvements in psychological distress (-5 points, R2 change = .12) and college adjustment (+10 points, R2 change = .09) when compared to non-users. App initiation and persistence beyond the first week was higher when the app was provided in semester 1 than semester 2 (66.1% vs. 44.4%; 46.0% vs. 32.5%). Conclusion: Headspace use was associated with small improvements in distress and college adjustment in first-year university students. Intervening at the beginning of the academic year may encourage uptake.

The effect of drawing and socioeconomic status on children's reports of a past experience.

When children are interviewed about a prior experience using open-ended questions, the opportunity to draw increases the amount of information they report without decreasing their accuracy. Given that prior research has only included children from middle- to upper-middle class backgrounds, it is not clear whether the technique is effective for children from more challenging backgrounds that are overrepresented in clinical and legal contexts. Here, we examined the effect of drawing on children's verbal reports as a function of the socioeconomic status (SES) of their families. A total of 125 children (5- and 6-year-olds) were recruited from schools with a socioeconomic rating of low-, middle-, or upper-middle class. They participated in a novel event and were interviewed 1 month later. Half of the children were given the opportunity to draw during the interview and half were not. Regardless of SES, drawing increased the amount of information that children reported. Drawing also ameliorated the impact of memory ability on the amount that children reported. Additionally, children from low SES backgrounds were less accurate than were children from higher SES backgrounds and they remained less accurate even when they were drawing. These findings have important implications for interviewing children in clinical and legal contexts. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

"What Was His Name, Again?": A New Method for Reducing Memory-Based Errors in an Adult False-Belief Task.

Despite considerable interest in the development of Theory of Mind (ToM) during early childhood, until recently, there has been little consideration about whether and how ToM skills continue to change into adulthood. Furthermore, the false-belief task, which is believed to capture the underlying mechanisms of ToM, is rarely used in studies of ToM with adults; those tasks that do assess false-belief understanding may be confounded by incidental task demands, such as complex narratives and excessive memory requirements, making it difficult to isolate adults' true ToM skills, much less to compare them with the skills of children. Here, we adapted a task developed by Valle, Massaro, Castelli, and Marchetti (2015, https://doi.org/10.5964/ejop.v11i1.829) to assess false-belief understanding in adults. Participants were randomly assigned to one of three conditions. In the reading condition, participants read a story about the unexpected transfer of a ball between three brothers. In the video condition, participants watched a video version of the same story. Finally, in the training condition, participants were first trained on the names of the characters, before watching the video. Although condition did not affect participants' ability to correctly answer a standard false belief question ("Where does X think Y thinks the ball is?"), participants in the training condition used more mental state language to justify their responses ("Why does X think Y thinks the ball is here?"), and this improved performance was mediated by improved memory for the story details. We conclude that at least some "failures" of ToM use may be due to an inability to understand, recall, or communicate complex information in a ToM task, raising important questions about how best to measure ToM in adults (and children) in the future.

Recollection improves with age: children's and adults' accounts of their childhood experiences.

Since the time of Freud, psychologists have drawn conclusions about children's memory on the basis of retrospective research with adults. Here, we turn the tables by examining what prospective studies with children and adolescents can tell us about the retrospective memory accounts provided by adults. Adults were interviewed about recent events and events from different points during their childhood (Age 5, Age 10) and early adolescence (Age 13). Children (5- and 8- to 9-year-olds) and young adolescents (12- to 13-year-olds) were interviewed about recent events. When matched for age at the time of encoding, adults recalled more about the target events than did 5-year-olds, even though the retention interval for adults was substantially longer. We conclude that retrospective studies with adults may lead researchers to overestimate the content of the early childhood memories that survive. We discuss the theoretical implications of these findings for an understanding of memory development and the practical implications for the interpretation of adults' retrospective accounts in the courtroom.

The peril of self-reported adherence in digital interventions: A brief example.

Adherence is an important predictor of intervention outcomes, but not all measures of adherence are created equally. Here, we analyzed whether there was a discrepancy between self-report adherence and objective adherence in a digital mindfulness meditation randomised, controlled trial. A sample of 174 young adult undergraduate university students trialled either an app-based or email-based mindfulness meditation program (or an app-based attention control). Participants' adherence (number of sessions completed) and mental health was self-reported. Objective adherence data were provided by the owners of the digital mindfulness programs. We found evidence of inflated self-reported adherence to the app-based intervention and argue that the inflation was not explained by social desirability biases because participants were aware we would have access to object data and no remuneration was tied to adherence. We also comment on the different conclusions we would have drawn about the effectiveness of the digital interventions on mental health, had we used the self-reported adherence data rather than the objective adherence data. We use this example to suggest that it may be perilous to rely on self-reported measures of adherence when assessing the effectiveness of digital interventions.

Mood impedes monitoring of emotional false memories: evidence for the associative theories.

In the present experiment, we investigated whether warnings provided at the time of retrieval would reduce emotional false memories in the Deese-Roediger-McDermott (DRM) paradigm. The provision of retrieval warnings allowed us to test specific predictions based on the associative theories (e.g., Activation-Monitoring Theory; AMT) and Fuzzy-Trace Theory (FTT) that have been used to account for false memories in the DRM paradigm. Participants were randomly assigned to either a no-warning group or a retrieval-warning group. In each group, mood-induction procedures were used to elicit a positive, negative, or neutral mood and participants were then presented with word lists comprised of positive, negative, or neutral words. Retrieval warnings reduced false recognition, regardless of the valence of the to-be-remembered information or participants' mood. Consistent with the associative theories' predictions, within the warning condition, positive moods yielded greater false recognition for positive critical lures, and negative moods yielded greater false recognition for negative critical lures, compared to neutral moods. These findings have important practical implications for our understanding of the effect of mood on memory.

Children's learning and memory of an interactive science lesson: Does the context matter?

Children often learn information in a context that is vastly different to the one in which they are asked to recall or use that information. Despite this, little is known about the effect of context change on children's recall of educational information. Here, 197 5- and 6-year-olds were taught the same interactive lesson in their classroom or on a field trip and were tested after a 1- to 2-day and 6-month delay. The effect of learning context was more pronounced for older children, wherein the field trip yielded more autobiographically rich memories than the classroom, but they learned a similar amount of scientific content in both contexts. Furthermore, especially for older children who learned in their classrooms, their autobiographical memory was predictive of the amount of scientific information they recalled. The opportunity to mentally reinstate the learning context generally facilitated children's recollection of autobiographical information, but older children were more adept at effectively utilizing the mental reinstatement prompt to retrieve scientific information. (PsycINFO Database Record

If You're Happy and You Know It: Positive Moods Reduce Age-Related Differences in False Memory.

When tested in the Deese-Roediger-McDermott paradigm, children typically exhibit fewer false memories than do adolescents or adults. Here, participants' moods and the valence of word lists were manipulated to explore the mechanism responsible for this developmental reversal in memory performance. Children (7- to 8-year-olds), adolescents (11- to 12-year-olds), and young adults (18- to 22-year-olds; N = 270) were assigned to one of three induced mood conditions and were presented with emotional word lists. In negative moods, adolescents and adults falsely recalled more negative information than did children, showing the typical developmental reversal effect. This effect, however, was eliminated when participants were in positive moods. The findings provide support for associative-activation theory and have important implications for our understanding of the development of emotional false memories.

"What" and "where" was when? Memory for the temporal order of episodic events in children.

In the past, researchers have shown that the individual components of episodic memory (i.e "what," "where," and "when") may emerge at different points in development. Specifically, while children as young as three can accurately report the "what" and "where" of an event, they struggle to accurately report when the event occurred. One explanation for children's difficulty in reporting when an event took place is a rudimentary understanding, and ability to use, temporal terms. In the current experiment, we employed a physical timeline to aid children's reporting of the order in which a series of episodic events occurred. Overall, while 4-, 5-, and 6-year olds performed above chance, 3-year olds did not. Our findings suggest that 3-year olds' limited ability to produce temporal terms may not be the rate-limiting step preventing them from identifying when events occurred in their recent past.

The effect of mood on false memory for emotional DRM word lists.

In the present study, we investigated the effect of participants' mood on true and false memories of emotional word lists in the Deese-Roediger-McDermott (DRM) paradigm. In Experiment 1, we constructed DRM word lists in which all the studied words and corresponding critical lures reflected a specified emotional valence. In Experiment 2, we used these lists to assess mood-congruent true and false memory. Participants were randomly assigned to one of three induced-mood conditions (positive, negative, or neutral) and were presented with word lists comprised of positive, negative, or neutral words. For both true and false memory, there was a mood-congruent effect in the negative mood condition; this effect was due to a decrease in true and false recognition of the positive and neutral words. These findings are consistent with both spreading-activation and fuzzy-trace theories of DRM performance and have practical implications for our understanding of the effect of mood on memory.

Interviews with children about their mental health problems: The congruence and validity of information that children report.

To obtain a child's perspective during a mental health assessment, he or she is usually interviewed. Although researchers and clinicians generally agree that it is beneficial to hear a child's account of his or her presenting issues, there is debate about whether children provide reliable or valid clinical information during these interviews. Here, we examined whether children provide clinically and diagnostically relevant information in a clinical setting. In all, 31 children aged 5-12-years undergoing mental health assessments were asked open-ended questions about their presenting problems during a semi-structured interview. We coded the information that children reported to determine whether it was clinically relevant and could be used to diagnose their problems and to formulate and plan treatment. We also coded children's information to determine whether it was congruent with the children's presenting problems and their eventual clinical diagnoses. Most of the information that children reported was clinically relevant and included information about behaviour, affect, temporal details, thoughts, people, the environment, and the child's physical experiences. The information that children reported was also clinically valid; it was congruent with the problems that were discussed (84%) and also with the eventual diagnosis that the child received after a complete assessment (74%). We conclude that children can contribute relevant, clinically useful, valid information during clinical psychological assessments.

Memory by association: Integrating memories prolongs retention by two-year-olds.

Recalling one memory often leads to the recollection of other memories that share overlapping features. This phenomenon, spreading activation, was originally documented in studies conducted with verbal adults, and more recently, it has been demonstrated with preverbal infants. Here, we examine the effect of spreading activation on long-term retention by 2-year-olds. Participants were tested in the Visual Recognition Memory (VRM) paradigm and the deferred imitation paradigm. Typically, infants of this age exhibit retention in the VRM paradigm for 24h, while they exhibit retention in the deferred imitation paradigm for at least 8 weeks. In the present experiment, we paired these tasks together during original encoding and tested infants after an 8-week delay. Two-year-olds exhibited retention in both tasks. That is, when these two tasks initially occurred together - one task that is extremely memorable and one that is not - retrieving the memory of the more memorable task cued retrieval of the less memorable task, extending its longevity.