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Most misinformation studies have tested memory for altered details of an event (e.g., stop sign, wrench, swing set). This study varied the type of misleading information to include consistent gist, inconsistent gist and consistent details as well as inconsistent (or altered) details. Misinformation studies follow a three-stage procedure: an initial event, misleading information, and a final memory test. Here, too, adult participants initially observed a slide sequence. Misinformation was embedded in a comprehension test and memory was tested with a recognition test. The timing of the misleading information and the timing of the final memory test resulted in three between-subjects levels: Immediate misinformation and Immediate recognition test, Immediate misinformation and Delayed recognition test, Delayed misinformation and Delayed recognition test. The delay was one week after the initial slide observation. The final recognition test queried memory for what subjects saw (a Yes-No "verbatim" task) and what they believed to be true (a True-False gist-based judgment). All subjects judged misleading items (lures) and original items for each kind of misleading information. Subjects also rated confidence for each answer. Descriptions and examples of all stimuli are provided in the Appendices. An analysis of variance conducted on the signed confidence data (judgment combined with confidence) revealed significant differences among the types of misleading information (gist consistent had highest rates of recognition, inconsistent items were rejected but less so when subjects were misled), differences between Yes-No "verbatim" and True-False judgments (truth ratings were greater than the verbatim ratings but were equally high for consistent gist), different effects of forgetting (decreased recognition of originals, increased recognition of lures), and significant misinformation effects. Memory dependency analyses revealed that the relationship between memory for an event and memory for misleading information depends on the type of information, whether gist or detail in nature. Results are discussed in terms of storage explanations (e.g., discrepancy detection, misinformation acceptance), retrieval accounts (e.g., coexistence, blocking, discrimination) and fuzzy-trace theory. The conclusions support, in general, predictions from fuzzy-trace theory. Implications for eyewitness testimony include the importance of early, neutral questioning.

This study described how 25 subjects experienced time and mood during a waiting experience for relatives undergoing open heart surgery. Using the 40 Second Production Method to measure "time estimation", sixty percent of the total group "overestimated" waiting time. Significant differences found between groups were associated with education, gender and prior waiting experience in the setting. Using the Time Metaphor Test, 22 subjects perceived time passage as "static". No significant correlation was found between Time Metaphor scores and reading time. The mood for the group as a whole tended to be more negative as compared to normative samples. Subjects who perceived time as passing more swiftly, scored significantly higher on "confusion" and "fatigue", and lower on "vigor" compared to "static" subjects. While findings are interpreted with caution given the small sample, the results of the study suggest that altered time perception may be adaptive to the stress associated with anticipated crisis.

<p> Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse's ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach's coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.</p>