Thesis (Ed.M.)--Boston University / The purpose of this study is to determine, as far as possible, the relationship of imagery to recall in so far as it is concerned with children's reading. Research in imagery is in its beginning stage, and this study is, accordingly, a probing for characteristics of imagery, the main concern being the problem stated above. Other characteristics of imagery discernible in the collected data will be stated, as they also may be helpful in later studies.

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This study used a 3 (positive vs. neutral vs. negative) ¡Ñ 2 (VCD story vs. written story) ¡Ñ2 (male vs. female) experimental design to estimate the effects of information input and emotion on fifth grader¡¦s memory recall and comprehension performance. Six classes of fifth graders were selected from two public elementary schools in Kaohsiung city and were randomly assigned to one of the experimental conditions explored whether the participants recall different amounts of information and correctly recall the information for VCD story and written story of different emotional orientation (positive, neutral, and negative). Students were randomly assigned to six experimental conditions by class. The data collected from the participants were analyzed statistically with a one-way ANOVA and a three-way MANOVA. According to the result of one-way ANOVA, there were no significant differences in Chinese language exam among the six classes: this result indicated that the reading ability among these six classes is equal. According to the result of three-way MANOVA, there was no significant interaction between information input, emotion and gender was found. With regard to the free recall test, the interaction between emotion and gender is significant on main idea recall. The simple main effects of emotion at male is significant, the students who received the positive or negative emotional input had a better performance on main idea recall. The simple main effects of gender at positive emotion is significant, boys had a better performance on main idea recall than girls. The main effect of information input is significant on main idea recall, and student who read a written story had a IX better performance on main idea recall. The main effect of emotion was significant on the total recall, the idea unit recall, and the main idea recall; students who received the positive or negative emotional input had a better performance on the total recall, the idea unit recall, and the main idea recall. With regard to the comprehension test, the main effect of information was not significant on the percent correct of the whole comprehension test. However, the main effect of emotion was significant on the percent correct of literal and critical comprehension; moreover, students receiving the positive or negative emotional information had a better performance on the percent correct of literal and critical comprehension. In conclusion, written story can help children to recall the main idea of a story better: furthermore, the information with positive or negative emotion can improve students¡¦ memory recall and comprehension. Therefore, teachers and parents should choose information on input appropriately. Also, they should choose teaching material with more emotional stimulus in order to improve students¡¦ memory and comprehension.

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Previous research has shown that people who are depressed, have recently attempted suicide or experienced childhood sexual abuse have difficulties recalling specific autobiographical events from memory. This overgeneral memory bias has been found for both negative and positive events and has been found to be a maladaptive cognitive style. The present study is an investigation of autobiographical memory retrieval in people diagnosed with Borderline Personality Disorder, a disorder which has para-suicidal behaviour as one of its diagnostic criterion. The BPD group (n = 23) was compared with a control group (n = 23) on i) a measure for autobiographical memory retrieval, ii) various measures of mood, iii) a dissociative experiences scale and iv) frequency of para-suicidal incidents. In line with hypotheses, results indicated that the subject group produced significantly more overgeneral autobiographical memories than the control group. This memory bias remained for positive and negative events when depression was statistically controlled. No differences were found between the two groups on autobiographical memory for neutral events when depression was statistically controlled. Analysis indicated that dissociation positively correlated with overgeneral autobiographical memory and that both depression and anxiety correlated with selfharm. A trend was also found between overgeneral autobiographical memory and self-harm, suggesting that overgeneral memory may function as a defence mechanism, protecting individuals from self-harrrýing behaviour. These results are discussed in relation to the current theories of autobiographical memory and the nature of dissociation in memory disturbance. The importance of assessing Axis I disorders and targeting of mood in clinical practice, to decrease self-harm, is highlighted. The study also highlights the heterogeneous nature of Borderline Personality Disorder. The implications for clinical practice are discussed and guidelines for further research are outlined.

This thesis investigates source memory for performed and observed actions in recall and recognition tasks. The motor simulation account predicts that motor activation during action observation results in source misattributions of observed actions as self-performed. Alternatively, source judgements at test may be based on the evaluation of source features (source monitoring framework) or memory strength (relative strength account). Experiments 1, 2 and 3 in Chapter 2 test if the motor simulation account explains false memories of self-performance after observation. Interfering with participants’ ability to encode the motor trace during observation does not reduce participants’ propensity to falsely recall observed actions as performed, but increases it. Experiment 4 in Chapter 3 manipulates motor and visual interference at retrieval. Participants’ false recognition of observed actions as performed and performed actions as observed is not significantly affected by motor or visual interference. Experiments 5, 6 and 7 in Chapter 4 test if participants are better able to discriminate performed and observed actions if they generate the idea for the action they perform themselves. Participants’ source discrimination in a recall task improves if they generate the ideas for self-performed actions (Experiment 5 and 6), only if they do not also generate ideas for actions they observe (Experiment 7). Experiment 8 in Chapter 5 manipulates participants’ visual perspective of actions they observe. There is no evidence for a significant effect of visual perspective during observation on subsequent false memories of self-performance in a recognition paradigm. In my thesis I find no substantial support for a motor simulation account. While the results are broadly compatible with the source monitoring framework, model-based analyses show that participants’ performance may be based on items’ overall strength, in line with the relative strength account, rather than evaluation of source features.

The gender-neutral pronoun hen has been added to the Swedish language with the aim to reduce sexism in the language and make language more inclusive. An objection against the implementation of the word is that the word would be cumbersome to read and would take more cognitive capacity to process. The present study examined if that concern is warranted. 209 participants self-paced read five texts with three pronouns each. Participants were randomly distributed to conditions containing only hen, he/she, she, or he as pronouns. No difference was found between reading speed in the condition containing hen as a pronoun in comparison with the conditions using han, hon or han/hon. No overall difference in memory recall was found either. However, sexism was found to be a moderator for memory recall when reading a text including hen, leading to lower memory recall for individuals scoring high on modern sexism.

As interactive 3D environments are being implemented within our community, examining their efficiency and gathering insights into user's perspectives becomes increasingly important. This study aimed to address two research questions: “Does the level of detail in an interactive 3D landscape model lead to differences in participants' performance on a memory recall test?” and “What are participants' preferences, interests, and subjective understanding of the 3D model?”. The term LOD was used to standardise guidelines for the different levels of detail in the two models compared. A total of 30 participants took part in the experiment, completing tasks in the interactive 3D landscape environment containing a 3D model (LOD1 or LOD2), followed by a memory recall test. The analysis utilised Independent samples t-tests and correlation analysis. Additionally, participants provided feedback on their preferences, interest, and subjective understanding, which were analysed using thematic analysis and Chi-squared tests. The study found no statistically significant difference in memory recall between the groups according to an independent samples t-test. Chi-squared tests revealed that participants in both groups expressed a similar understanding of the models. Thematic analysis revealed that comments on the model were similar regarding interest. Participants in both groups preferred the more detailed model when presented with both images; some were motivated by the fact that it enhanced their understanding. Future research could compare more considerable differences in detail levels (LOD1 vs LOD3 ) and use different approaches to gather insights into participants' memory recall, preferences, or other aspects of interest.

Offenders who target children are a negative phenomenon in our society. These offenders are often seen as the worst of the worst of criminals and are therefore a priority for investigators trying to solve these crimes as fast as possible. The purpose of this thesis is to see if there are common denominators among these offenders in their modus operandi (MO) and their spatial patterns. If similar patterns emerge amongst these offenders, that would be of investigative importance for those who work with crimes against children. In Study I, a group of child molesters and their MO were studied in order to see how they found their victims and where they committed their crimes. The results were consistent with previous studies on child molesters in that they all committed their crimes at home or close to their homes. In Study II, a geographical profiling tool was tested in order to see if such a program could be used to find an offender who made obscene phone calls (OPC) to children. The results showed that the geographical software based on spatial behaviour, was able to narrow down the search area in which the offender actually lived when he committed his crimes. In Study III, the focus was on the potential witnesses/victims and how much a child could remember correctly of a staged event simulating a potential child molester looking for new victims. The results showed that the children’s event memory were comparable with an adult control group. The combined results could be summarized as follows: offenders who target children usually commit their crimes at home or close to home (or base), they tend to lure children to go with them by using bribes or the recruitment of former victims. Girls seem to be the preferred sex over boys. Children could be used as accurate witnesses in these types of crimes.

The purpose of this study was to examine differences of recalled events from a selected university student population. Eyewitness testimony is frequently used to convict defendants each year. Many of these convictions are based solely on eyewitness accounts. While much has been written on the reliability of eyewitness testimony, little is known about demographic characteristic differences that may exist. A videotaped event was shown to a sample of college students who were then asked to complete a questionnaire based on what they watched. There were significant differences found in the respondents‟ accuracy in recalling events of the video according to demographic characteristics of the sample.