José M. Arana

The effect of personality variables in the prediction of the execution of different prospective memory tasks in the laboratory

The study of prospective memory (ProM), the remembering of the delayed execution of intentions, has been growing in recent years, and we know quite a bit about the cognitive variables that affect it. But the performance of a task depends on personality variables as well as on cognitive ones, and the role of personality variables in ProM has only been partially studied, the results being less conclusive. We sought to address two main objectives: (1) to quantify the joint influence of cognitive and personality variables on three ProM tasks in the laboratory (two based on events and the other on time), and (2) to identify the personality profiles of those who perform well in these three ProM tasks as opposed to those who do not. The cognitive and personality variables were evaluated with two sessions of 157 participants. The 16 PF-5 was applied (Cattell, Cattell & Cattell, 1993) and other cognitive variables were measured. With the data obtained, we ran several regression analyses to determine how some cognitive variables (sustained attention, verbal fluency, interference, retrospective memory, selective attention) and personality factors (tested using the 16 PF-5) can help to explain the variance in the performance of prospective memory tasks. Our results show that the contribution of personality predictor variables is moderate and smaller than that of the cognitive variables for predicting the execution of ProM tasks in the laboratory. Furthermore the intervention of the personality variables differs depending on the ProM tasks used. Global self-control and rule-consciousness were the personality variables that contributed the most in the prediction of the scores in the ProM tasks that were used.

Speech in Alzheimer's Disease: Can Temporal and Acoustic Parameters Discriminate Dementia?

Aims: The study explores how speech measures may be linked to language profiles in participants with Alzheimers disease (AD) and how these profiles could distinguish AD from changes associated with normal aging. Methods: We analysed simple sentences spoken by older adults with and without AD. Spectrographic analysis of temporal and acoustic characteristics was carried out using the Praat software. Results: We found that measures of speech, such as variations in the percentage of voice breaks, number of periods of voice, number of voice breaks, shimmer (amplitude perturbation quotient), and noise-to-harmonics ratio, characterise people with AD with an accuracy of 84.8%. Discussion: These measures offer a sensitive method of assessing spontaneous speech output in AD, and they discriminate well between people with AD and healthy older adults. This method of evaluation is a promising tool for AD diagnosis and prognosis, and it could be used as a dependent measure in clinical trials.

The Adaptation of Three Subjects from the First Year of Psychology Studies of the University of Salamanca (Spain) for Teaching Within the Framework of the European Credit Transfer System (ECTS)

We report a pilot program set up at the School of Psychology of the University of Salamanca (Spain) as a step to precede adapting three subjects to the European Credit Transfer System (ECTS). After reviewing the relevant literature, we contacted via e-mail 30 schools of psychology in 13 countries with which we exchange students through the Erasmus-Socrates Program in order to learn of their experiences. With the same goal in mind, we held meetings with representatives from two Spanish universities responsible for the issue of European convergence. We also interviewed a senior agent from the Ministry of Education to learn about the initiatives being made and the main lines of action foreseen for the future. Owing to its practical nature, the experience of the University of Barcelona was used as a model. Using a questionnaire, among other variables we assessed the workload estimated by students in each subject. The questionnaire was completed by 246 students. The results show that the questionnaire is of use for educators to check their level of demand (to what extent the hours spent by students on each subject match the time they actually should be spending on such work) and to determine which parts of the syllabus require more preparation time, or are more complex, or are the most useful. The feedback is also good for the students. This evaluation is a step that would precede introducing changes in the syllabus and activating other teaching resources designed to ensure passage of the application of the ECTS in Spain.

Intencionalidad y memoria: el mantenimiento y protección de las intenciones pospuestas ante la aparición de obstáculos a la acción

ResumenEn este trabajo se aborda el estudio de los procesos volitivos o autorregula dores de los que deben valerse las personas para hacer frente a los obstaculos que aparecen en el curso de la accion. La tarea experimental pedia a los sujetos que eligieran entre dos candidatos (presentados a traves de una serie de atributos o rasgos de personalidad) aquel con el que posteriormente pasarian a mantener una conversacion sobre «problemas intimos». Se analiza como proceden las personas ante la aparicion de un obstaculo (informacion adicional que contradice la eleccion o el rechazo realizado) que impide el curso de la accion en la que estan embarcados obligandoles a posponer la intencion en curso. En concreto se estudian que contenidos intencionales almacenados en memoria se activan (se reconocen despues mas rapido), o se desactivan (se reconocen despues mas lentamente) ante esta situacion. Los resultados obtenidos: 1) dan apoyo al estatus especial que la informacion intencional tiene en la memoria; 2) confirm...

Role of Surprise in the Discrimination of the Facial Expression of Fear

The facilitating role of the facial expression of surprise in the discrimination of the facial expression of fear was analyzed. The sample consisted of 202 subjects that undertook a forced-choice test in which they had to decide as quickly as possible whether the facial expression displayed on-screen was one of fear, anger or happiness. Variations were made to the prime expression (neutral expression, or one of surprise); the target expression (facial expression of fear, anger or happiness), and the prime duration (50 ms, 150 ms or 250 ms). The results revealed shorter reaction times in the response to the expression of fear when the prime expression was one of surprise, with a prime duration of 50 ms (p = .009) and 150 ms (p = .001), compared to when the prime expression was a neutral one. By contrast, the reaction times were longer in the discrimination of an expression of fear when the prime expression was one of surprise with a prime duration of 250 ms (p < .0001), compared to when the prime expression was a neutral one. This pattern of results was obtained solely in the discrimination of the expression of fear. The discussion focuses on these findings and the possible functional continuity between surprise and fear.

The effect of information bias on the formation of impressions: courtroom implications

Purpose The ability to form impressions allows predicting future behaviour and assessing past conduct by facilitating decision making in different contexts. Both verbal cues (what we know about someone) and non-verbal cues (the emotion expressed) could modulate this process to a different degree. The purpose of this paper is to analyse the relationship between these variables and their impact on the formation of impressions within criminal proceedings. Design/methodology/approach An experiment was conducted that involved 142 Mexican students, who evaluated emotional response (happiness, sadness, fear and anger) and personality (emotional stability, kindness, responsibility, sociability and creativity) through the facial expression of a Spanish child-murderer. Two groups were formed for comparative purposes, one of which was provided with information on the murderer (activated information (AI)), while the second group had no related information whatsoever (deactivated information (DI)). Findings The results recorded a higher score for happiness (p=0.037, η2=0.03) and anger (p=0.001, η2=0.08), and a lower one for sadness (p=0.002, η2=0.06), fear (p=0.002, η2=0.07), emotional stability (p<0.001, η2=0.09) responsibility (p<0.001, η2=0.10) and kindness (p=0.01, η2=0.05) in the AI condition compared to the DI condition. Originality/value The formation of impressions is an adaptive process that may be affected by variables that are complex and difficult to control, which within legal proceedings might bias court decisions and compromise the objectivity required of the judiciary.

The Effect of Mortality Salience and Type of Life on Personality Evaluation

Mortality salience, or awareness of the inevitability of one’s own death, generates a state of anxiety that triggers a defense mechanism for the control of thinking that affects different human activities and psychological processes. This study aims to analyze the effect of mortality salience on the formation of impressions. The sample comprised 135 women who made inferences about a woman’s personality from information about her life (type of life, LT: positive, negative), provided through five words, all positive or negative, that appeared surrounding a photograph, together with a sixth word that indicated whether she was “dead” or “alive” at the time (mortality manipulation, MM: dead, alive). The results pointed to a more negative assessment of life (Dead M - Alive M = -1.16, SE = .236, p < .001), emotional stability (Dead M - Alive M = -1.13, SE = .431, p = .010), and responsibility (Dead M - Alive M = -1.14, SE = .423, p = .008) only when the participants had access to negative information about the person assessed, and she was known to be dead. We discuss the results within the framework of Terror Management Theory, and analyze the different effects that the manipulation of mortality has on the formation of impressions depending on the type of information available.

Diferencias en el reconocimiento de las emociones en niños de 6 a 11 años

The ability to recognize emotions is necessary for the normal childs adjustment to the social and educational environment, and to identify disorders including autism, anxiety and depression in the early stages of development. An experiment was performed to understanding this process. The participants were 47 children distributed in three groups (6-7, 8-9. 10-11 years). Children had to see pictures of facial and corporal expressions of happiness, sadness, anger and fear. Participants were than asked to say if they recognized the facial and corporal expressed emotion, from a labels related to these basic emotions and represented by emoticons. The results showed enhanced recognition of facial and corporal expressions of fear in children of 811 years olds compared to those of 6-7 years olds (p .50). On the other hand, the result showed significant differences (p .50), between children of 6-7 and 8-11 years olds, in the recognition of facial expressions of anger than the corporal expressions of anger. Children of 6-7 years olds showed enhanced recognition of facial expression of anger than corporal expression of anger. These differences were reversed in children of 8-11 years olds. One may conclude that anger and fear facial expressions recognition is an important indicator of the proper development of children. Emotional learning from 7 years olds, will ensure better emotional regulation, and a beneficial effect on the childs performance in school.