A context-change account of temporal distinctiveness.

The distinctiveness effect refers to the finding that items that stand out from other items in a learning set are more likely to be remembered later. Traditionally, distinctiveness has been defined based on item features; specifically, an item is deemed to be distinctive if its features are different from the features of other to-be-learned items. We propose that distinctiveness can be redefined based on context change-distinctive items are those with features that deviate from the others in the current temporal context, a recency-weighted running average of experience-and that this context change modulates learning. We test this account with two novel experiments and introduce a formal mathematical model that instantiates our proposed theory. In the experiments, participants studied lists of words, with each word appearing on one of two background colors. Within each list, each color was used for 50% of the words, but the sequence of the colors was controlled so that runs of the same color for that list were common in Experiment 1 and common, rare, or random in Experiment 2. In both experiments, participants' source memory for background color was enhanced for items where the color changed, especially if the change occurred after a stable run without color changes. Conversely, source memory was not significantly better for nonchanges after runs of alternating colors with each item. This pattern is inconsistent with theories of learning based on prediction error, but is consistent with our context-change account.

Human hippocampus represents space and time during retrieval of real-world memories.

Memory stretches over a lifetime. In controlled laboratory settings, the hippocampus and other medial temporal lobe brain structures have been shown to represent space and time on the scale of meters and seconds. It remains unclear whether the hippocampus also represents space and time over the longer scales necessary for human episodic memory. We recorded neural activity while participants relived their own experiences, cued by photographs taken with a custom lifelogging device. We found that the left anterior hippocampus represents space and time for a month of remembered events occurring over distances of up to 30 km. Although previous studies have identified similar drifts in representational similarity across space or time over the relatively brief time scales (seconds to minutes) that characterize individual episodic memories, our results provide compelling evidence that a similar pattern of spatiotemporal organization also exists for organizing distinct memories that are distant in space and time. These results further support the emerging view that the anterior, as opposed to posterior, hippocampus integrates distinct experiences, thereby providing a scaffold for encoding and retrieval of autobiographical memories on the scale of our lives.

Ideology and gender: observers' system justification and targets' gender as interactive predictors of citizenship expectations.

We integrate system justification and social role theory to explain how observers' system justification and target employees' gender interact to predict observers' expectations of targets' sportsmanship citizenship behaviors. In contrast with social role theory predictions, observers did not expect greater levels of sportsmanship from women compared to men. Yet observers expected more sportsmanship from women (a) when observers were ideologically motivated by gender-specific beliefs (gender-specific system justification; Study 1) and (b) when system justification was cued experimentally (Study 2). A heretofore-unexamined aspect, observers' ideology, modifies their expectations of sportsmanship citizenship across target genders. This has implications for system justification, social role, and organizational citizenship theoretical perspectives.

Foraging for thought: an inhibition-of-return-like effect resulting from directing attention within working memory.

Perceptual processing of a target stimulus may be inhibited if its location has just been cued, a phenomenon of spatial attention known as inhibition of return (IOR). In the research reported here, we demonstrated a striking effect, wherein items that have just been the focus of reflective attention (internal attention to an active representation) also are inhibited. Participants saw two items, followed by a cue to think back to (i.e., refresh, or direct reflective attention toward) one item, and then had to identify either the refreshed item, the unrefreshed item, or a novel item. Responses were significantly slower for refreshed items than for unrefreshed items, although refreshed items were better remembered on a later memory test. Control experiments in which we replaced the refresh event with a second presentation of one of the words did not show similar effects. These results suggest that reflective attention can produce an inhibition effect for attended items that may be analogous to IOR effects in perceptual attention.

Revisiting the rise and fall of false recall: presentation rate effects depend on retention interval.

Leading theories of false memory predict that veridical and false recall of lists of semantically associated words can be dissociated by varying the presentation speed during study. Specifically, as presentation rate increases from milliseconds to seconds, veridical recall is predicted to increase monotonically while false recall is predicted to show a rapid rise and then a slow decrease--a pattern shown by McDermott and Watson (2001) in a study using immediate recall tests. In three experiments we tested the generality of the effects of rapid presentation rates on veridical and false memory. In Experiments 1 and 2 participants exhibited high levels of false recall on a delayed recall test, even for very fast stimulus onset asynchronies (SOA)--contrary to predictions from leading theories of false memory. When we switched to an immediate recall test in Experiment 3 we replicated the pattern predicted by the theories and observed by McDermott and Watson. Follow-up analyses further showed that the relative output position of false recalls is not affected by presentation rate, contrary to predictions from fuzzy trace theory. Implications for theories of false memory, including activation monitoring theory and fuzzy trace theory, are discussed.

Work-leisure blending: An integrative conceptual review and framework to guide future research.

Since the industrial revolution, work and leisure have largely been considered opposing domains. A growing number of organizations, however, enable and/or promote blending leisure activities into the workplace. Similarly, several conceptualizations across different disciplines examine how work and leisure can coexist. These different conceptualizations have yielded a rich but fragmented theoretical account of work-leisure blending. To address this problem, we provide a comprehensive theoretical integration of multiple literature streams where research has explored work-leisure blending. Further, we develop a tripartite dimensional framework designed to elucidate the central dimensions of work-leisure blending (i.e., segmentation-integration, unstructured-structured, and independent-interactive) undergirding this phenomenon. Using this framework as a theoretical foundation, we then discuss important contextual considerations and future research directions related to work-leisure blending. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

When challenges hinder: An investigation of when and how challenge stressors impact employee outcomes.

Over the past two decades, accumulating evidence has indicated that individuals experience challenge and hindrance stressors in qualitatively different ways, with the former being linked to more positive outcomes than the latter. Indeed, challenge stressors are believed to have net positive effects even though they can also lead to a range of strains, eliciting beliefs that managers can enhance performance outcomes by increasing the frequency of challenge stressors experienced in the workplace. The current article questions this conventional wisdom by developing theory that explains how different patterns of challenge stressor exposure influence employee outcomes. Across 2 field studies, our results supported our theory, indicating that when challenge stressors vary across time periods, they have negative indirect effects on employee performance and well-being outcomes. In contrast, when employees experience a stable pattern of challenge stressors across time periods, they have positive indirect effects on employee performance and well-being outcomes. These results, which suggest that the benefits of challenge stressors may not outweigh their costs when challenge stressors fluctuate, have important implications for theory and practice. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Multiple team membership and empowerment spillover effects: Can empowerment processes cross team boundaries?

In today's organizations, employees are often assigned as members of multiple teams simultaneously (i.e., multiple team membership), and yet we know little about important leadership and employee phenomena in such settings. Using a scenario-based experiment and 2 field studies of leaders and their employees in the People's Republic of China and the United States, we examined how empowering leadership exhibited by 2 different team leaders toward a single employee working on 2 different teams can spillover to affect that employee's psychological empowerment and subsequent proactivity across teams. Consistent across all 3 studies, we found that each of the team leaders' empowering leadership uniquely and positively influenced an employee's psychological empowerment and subsequent proactive behaviors. In the field studies, we further found that empowering leadership exhibited by one team leader influenced the psychological empowerment and proactive behaviors of their team member not only in that leader's team but also in the other team outside of that leader's stewardship. Finally, across studies, we found that empowering leadership exhibited on one team can substitute for lower levels of empowering leadership experienced in a different team led by a distinct leader. We discuss our contributions to the motivation, teams, and leadership literatures and provide practical guidance for leaders charged with managing employees that have multiple team memberships. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Part-list cuing and the dynamics of false recall.

False recall of an unpresented critical word after studying its semantic associates can be reduced substantially if the strongest and earliest-studied associates are presented as part-list cues during testing (Kimball & Bjork, 2002). To disentangle episodic and semantic contributions to this decline in false recall, we factorially manipulated the cues' serial position and their strength of association to the critical word. Presenting cues comprising words that had been studied early in a list produced a greater reduction in false recall than did presenting words studied late in the list, independent of the cues' associative strength, but only when recall of the cues themselves was prohibited. When recall of the cues was permitted, neither early-studied nor late-studied cues decreased false recall reliably, relative to uncued lists. The findings suggest that critical words and early-studied words share a similar fate during recall, owing to selective episodic strengthening of their associations during study.

The experience of vivid autobiographical reminiscence is supported by subjective content representations in the precuneus.

The human posteromedial cortex, which includes core regions of the default mode network (DMN), is thought to play an important role in episodic memory. However, the nature and functional role of representations in these brain regions remain unspecified. Nine participants (all female) wore smartphone devices to record episodes from their daily lives for multiple weeks, each night indicating the personally-salient attributes of each episode. Participants then relived their experiences in an fMRI scanner cued by images from their own lives. Representational Similarity Analysis revealed a broad network, including parts of the DMN, that represented personal semantics during autobiographical reminiscence. Within this network, activity in the right precuneus reflected more detailed representations of subjective contents during vivid relative to non-vivid, recollection. Our results suggest a more specific mechanism underlying the phenomenology of vivid autobiographical reminiscence, supported by rich subjective content representations in the precuneus, a hub of the DMN previously implicated in metacognitive evaluations during memory retrieval.

The fSAM model of false recall.

The authors report a new theory of false memory building upon existing associative memory models and implemented in fSAM, the first fully specified quantitative model of false recall. Participants frequently intrude unstudied critical words while recalling lists comprising their strongest semantic associates but infrequently produce other extralist and prior-list intrusions. The authors developed the theory by simulating recall of such lists, using factorial combinations of semantic mechanisms operating at encoding, retrieval, or both stages. During encoding, unstudied words' associations to list context were strengthened in proportion to their strength of semantic association either to each studied word or to all co-rehearsed words. During retrieval, words received preference in proportion to their strength of semantic association to the most recently recalled single word or multiple words. The authors simulated all intrusion types and veridical recall for lists varying in semantic association strength among studied and critical words from the same and different lists. Multiplicative semantic encoding and retrieval mechanisms performed well in combination. Using such combined mechanisms, the authors also simulated several core findings from the Deese-Roediger-McDermott paradigm literature, including developmental patterns, specific list effects, association strength effects, and true-false correlations. These results challenge existing false-memory theories.

A single trial analysis of EEG in recognition memory: Tracking the neural correlates of memory strength.

Recent work in perceptual decision-making has shown that although two distinct neural components differentiate experimental conditions (e.g., did you see a face or a car), only one tracked the evidence guiding the decision process. In the memory literature, there is a distinction between a fronto-central evoked potential measured with EEG beginning at 350ms that seems to track familiarity and a late parietal evoked potential that peaks at 600ms that tracks recollection. Here, we applied single-trial regressor analysis (similar to multivariate pattern analysis, MVPA) and diffusion decision modeling to EEG and behavioral data from two recognition memory experiments to test whether these two components contribute to the recognition decision process. The regressor analysis only involved whether an item was studied or not and did not involve any use of the behavioral data. Only late EEG activity distinguishes studied from not studied items that peaks at about 600ms following each test item onset predicted the diffusion model drift rate derived from the behavioral choice and reaction times (but only for studied items). When drift rate was made a linear function of the trial-level regressor values, the estimate for studied items was different than zero. This showed that the later EEG activity indexed the trial-to-trial variability in drift rate for studied items. Our results provide strong evidence that only a single EEG component reflects evidence being used in the recegnition decision process.

The effect of multiple uses of disposable diamond burs on restoration leakage.

BACKGROUND: The authors tested the clinical longevity of disposable diamond burs. They cut a series of five preparations and assessed the leakage after restoring the tooth. METHODS: The authors prepared 10 teeth for Class V restorations, and used a new disposable diamond bur for each tooth. The burs were used to cut preparations in extra teeth before being used to prepare a second series of 10 teeth (third use). The authors then cut preparations in extra teeth before preparing a third set of 10 teeth (fifth use). They removed existing restorations in a second group of 30 teeth and extended the preparations using the same regimen of one, three and five bur uses. All preparations were etched and conditioned, and the teeth were restored with resin-based composite. Using a 20-volt direct-current power source and a stainless-steel counter electrode, the authors measured the leakage electrochemically in 1.0 percent sodium chloride for 30 days. RESULTS: Freshly prepared and restored teeth leaked less than reprepared teeth. Leakage was similar for the first and third uses of the bur, but was far greater for the fifth use (P < .01). The previously restored teeth that were cut with the first- and third-use burs behaved the same, but the third-use bur caused more leakage than the fifth-use bur (P < .01). CONCLUSIONS: Reuse of disposable burs can affect leakage behavior. With new preparations, use of a disposable bur to cut more than three preparations increased leakage. For teeth that were reprepared and restored, greater leakage occurred than it did with new preparations, although repeated use of a bur may reduce leakage. CLINICAL IMPLICATIONS: Disposable diamond burs may cut preparations in up to three teeth before adversely affecting leakage behavior. Restoration removal and repreparation of teeth results in greater leakage than that with freshly prepared teeth.

It's all in the attitude: The role of job attitude strength in job attitude-outcome relationships.

Integrating attitude theory with the job attitudes literature, we position job attitude strength (JAS) as a missing yet important theoretical concept in the study of job attitudes. We examine JAS as a moderator of the relationship between job satisfaction and several criteria of interest to organizational scholars (job performance, organizational citizenship behavior, withdrawal). We also examine multiple relevant indicators of JAS (i.e., attitude certainty, attitude extremity, latitude of rejection, and structural consistency), both to shed light on its conceptual nature and to provide meaningful practical direction to researchers interested in incorporating JAS into job attitude research. Data were collected in five field samples (total N = 816). Results support our hypotheses: JAS moderates the relationships between job satisfaction and performance, organizational citizenship behavior, and turnover intentions; in each case, these relationships are significantly stronger for employees with stronger job satisfaction attitudes. However, as expected, not all JAS indicators are equally effective as moderators. We discuss our findings in terms of their theoretical, empirical, and practical implications for the future study of job attitudes.

The context repetition effect: predicted events are remembered better, even when they don't happen.

A key function of the medial temporal lobe (MTL) is to generate predictions based on prior experience (Bar, 2009). We propose that these MTL-generated predictions guide learning, such that predictions from memory influence memory itself. Considering this proposal within a context-based theory of learning and memory leads to the unique hypothesis that the act of predicting an event from the current context can enhance later memory for that event, even if the event does not actually occur. We tested this hypothesis using a novel paradigm in which the contexts of some stimuli were repeated during an incidental learning task, without the stimuli themselves being repeated. Results from 4 experiments show clear behavioral evidence in support of this hypothesis: Participants were more likely to remember once-presented items if the temporal contexts of those items were later repeated. However, this effect only occurred in learning environments where predictions could be helpful.

Does delaying judgments of learning really improve the efficacy of study decisions? Not so much.

A widely held assumption in metamemory is that better, more accurate metamemory monitoring leads to better, more efficacious restudy decisions, reflected in better memory performance--we refer to this causal chain as the restudy selectivity hypothesis. In 3 sets of experiments, we tested this hypothesis by factorially manipulating metamemory monitoring accuracy and self-regulation of study. To manipulate monitoring accuracy, we compared judgments of learning (JOLs) made contemporaneously with a delayed retrieval attempt to JOLs either made at a delay without attempting retrieval or made immediately after study; in previous studies, delayed retrieval-based JOLs have robustly predicted recall with greater relative accuracy than have the other JOL types. To manipulate self-regulation of study, in Experiments 1A-1C and 2A-2C, we compared conditions in which participants' restudy selections were honored with conditions in which they were completely or randomly dishonored; in Experiments 3A-3C, we randomly honored or dishonored half of the restudy selections and half of the nonselections. Results revealed that the benefit of delayed, retrieval-based JOLs for final memory performance was due largely to the selection of more items for restudy rather than to better discriminations between items that would benefit more versus less from restudy. In most cases, gains in recall due to greater self-regulation of study did not increase with better monitoring accuracy; when they did, the effect was extremely small. The surprising conclusion was that restudy decisions were not very much more efficacious under conditions that yield greater monitoring accuracy than under those that do not.

Learning from feedback: Spacing and the delay-retention effect.

Most modern research on the effects of feedback during learning has assumed that feedback is an error correction mechanism. Recent studies of feedback-timing effects have suggested that feedback might also strengthen initially correct responses. In an experiment involving cued recall of trivia facts, we directly tested several theories of feedback-timing effects and also examined the effects of restudy and retest trials following immediate and delayed feedback. Results were not consistent with theories assuming that the only function of feedback is to correct initial errors but instead supported a theoretical account assuming that delaying feedback strengthens initially correct responses due to the spacing of encoding opportunities: Delaying feedback increased the probability of correct response perseveration on the final retention test but had minimal effects on error correction or error perseveration probabilities. In a 2nd experiment, the effects of varying the lags between study, test, and feedback trials during learning provided further support for the spacing hypothesis. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

Dynamics of thematic activation in recognition testing.

Two experiments investigated the effects of spreading semantic activation during a recognition test. In Experiment 1, activation spreading during testing from words that were thematic associates of unstudied critical words yielded a linear increase in false alarms to such critical words as the number of tested associates increased, regardless of whether the theme appeared during study or whether any thematic processing occurred during study at all. In Experiment 2, the number of tested associates was held constant, and false alarms to critical words from unstudied themes increased linearly with the strength of association between the critical word and its tested associates, consistent with predictions of spreading-activation theory. For studied themes, however, testing weaker or stronger associates yielded similar rates of such false alarms, contrary to spreading-activation theory. These results suggest that test-induced thematic priming is driven by spreading activation for unstudied themes but by thematic reactivation for studied themes.