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Changes in memory and the nature of the mnemonic trace are a source of never-ending interest, as well as of physiological importance, to the investigator. To date, no satisfactory solution has been provided as to exactly what occurs within the trace itself when increasing errors of memory are manifested with the passage of time. Traditionally there have been two opposing theories - one, supported by G. E. Müller, which maintains that forgetting consists principally of an increasing indefiniteness of the trace, and the other, originated by Wulf, who concluded, from studies pursued under Koffka’s direction, that the trace tends, not towards vagueness, but towards “better figures”. That is, in certain instances, such as in the perception of an irregular figure, the unstable organization of forces within the trace itself will tend towards equilibrium overriding the influence of external events upon it. (Wulf himself distinguished three sources of error, “normalizing”, “emphasizing” and “autonomous changes”, but Koffka later reduced these to two, namely “external influence” and “spontaneous change”). Not only this, the tendency towards stability which is manifested in increased symmetry, tendency to close a gap, sharpening, etc., will be progressive in time. [...]

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No description available.

This study examines physiological aspects of anxiety using different scales.Anxiety can be positively related to the high-order dimension of negative affect only, whereas depression is not only positively related to negative affect but is also negatively related to the higher-order dimension of positive affect.In this thesis, an exploration of the factor structure of the ASI was undertaken, as well as other measures of anxiety and hyperchondriasis using confirmatory factor analysis (CFA).Some results indicated that most constructs examined are multidimensional.Socially observable symptoms were also negatively related to positive affect (lack of self assurance) and mental incapacitation were positively related to guilt.There must be some consensus on the meaning of anxiety in order to establish its relationship with the higher-order dimensions of positive and negative affect. Results point to the importance of examining the construct validity of various scales. / Doctor of Philosophy (PhD)

This study examines physiological aspects of anxiety using different scales.Anxiety can be positively related to the high-order dimension of negative affect only, whereas depression is not only positively related to negative affect but is also negatively related to the higher-order dimension of positive affect.In this thesis, an exploration of the factor structure of the ASI was undertaken, as well as other measures of anxiety and hyperchondriasis using confirmatory factor analysis (CFA).Some results indicated that most constructs examined are multidimensional.Socially observable symptoms were also negatively related to positive affect (lack of self assurance) and mental incapacitation were positively related to guilt.There must be some consensus on the meaning of anxiety in order to establish its relationship with the higher-order dimensions of positive and negative affect. Results point to the importance of examining the construct validity of various scales / Doctor of Philosophy (PhD)

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The purpose of this study was to validate an abbreviated interview schedule for the assessment of adolescent life stress based on the original Life Events and Difficulties Schedule (LEDS) by Brown and Harris (1978). The main objective of the abbreviated instruments was to elicit the severe stressors shown to be of etiological significance for predicting psychiatric disorder without requiring two hours to administer. A non-clinical sample of 58 adolescents (mean age = 15.67 years) completed the Childhood Depression Inventory (Kovacs, 1982), the Abbreviated Life Event and Difficulty Schedule - Adolescent version (ALEDS-A), and the full-length LEDS-Adolescent Version (LEDS-A). The abbreviated instrument elicited significantly fewer minor stressors, while retaining its ability to solicit the most severe stressors in a 30-minute time period. Results are interpreted with reference to Brown and Harris's (1978) sociological theory of major life stress and depression.

The present research compared a newly developed interview measure of adolescent life stress, the Life Events and Difficulties Schedule (Brown & Harris, 1978), to a self-report checklist The Adolescent Perceived Events Scale (Compas, Davis, Forsythe, & Wagner, 1997). Participants consisted of a community-based sample, of 58 adolescents in grades 9--11. The life strew interview and checklist were compared on a number of factors, namely accuracy and comprehensiveness of obtained stressor data and accuracy of stressor dating. Moreover, the relative performance of the two measures in predicting current depressive symptomatology was assessed. Results revealed differences in the stress profiles obtained by the two measures. Respondents reported stressors in a redundant manner on the checklist and reported a number of stressors on the checklist that did not qualify as stressors according to interview criteria. The checklist was found to lack in comprehensiveness, as many stressors elicited during the interview had no counterpart on the checklist. Respondents were unable to precisely date stressors on the self-report checklist. Results indicated that stressor data obtained by the interview was more associated and more, predictive of current levels of depressive symptomatology than stressor data obtained by the checklist. The implications of these results in reference to life stress assessment and research in the area of adolescent life stress and depression is discussed.

The primary purpose of this research study was to determine if scores from a measure of self-reported motivation, the Academic Motivation Scale (AMS), increased ability to predict persistence during the student's first 2 years of college. This scale was designed by Robert Baker of Clark College (Massachusetts) and was designed specifically to measure academic motivation to succeed in college. This study examined contribution of the AMS to the prediction of attrition after controlling for the traditional variables used in predicting college performance. These variables included the Scholastic Aptitude Test scores, high school percentile rank, gender, and socioeconomic status of the family.A sample of 221 matriculating college freshmen from intact classes were used in this study. Random assignment of the classes assured a representative sample.A regression analysis was used to determine what contribution scores on the AMS made to the prediction of attrition when the traditionally used variables (Sex, SES, SATV, SATM) were held constant. The conclusion of the analysis revealed that the AMS did not add significantly to the prediction of attrition in this study. / Department of Educational Psychology