High School Teachers' Experiences with Employment Mobility

This record of study was a sequential quan-QUAL mixed methods study that followed a case-selection explanatory sequential mixed methods research design to understand the employment mobility experiences of teachers on a small, rural high school campus. A descriptive survey instrument was used to gain background knowledge on high school teachers’ experiences and as a means through which to determine participants for the qualitative phase of the study. In the qualitative phase of the study, I conducted semi-structured interviews with three teachers who elaborated on the factors that impacted their decisions to leave prior employment positions, factors that impacted their decisions to accept their current teaching role, and the strengths and limitations of their current employment situation. Common responses to factors impacting high school teachers’ employment decisions included: geographic location, the support of campus administration, salary, family, student discipline, burnout/stress, and personal connections with current employees. Based on the data analysis, I created a employment brochure for the high school that campus administrators will use during recruiting events

Reduction of the self-reference effect in younger and older adults

Relating information to the self improves memory. However, this self-reference effect (SRE) is typically studied through explicit self-judgments on individual trials. The current study assessed whether a self-referential mode of thought, induced through a writing task, also induced an SRE on a later task. The study also tested the effects of aging on the SRE, given that a long-lasting mnemonic strategy may be especially relevant for this group. Ninety-two younger adults and 60 older adults were assigned to different writing conditions and then completed an unrelated SRE task. Across younger and older adults, the classic SRE effect was observed in the narrative writing condition, reduced in the semantic self-reference condition, and further reduced in the episodic self-reference condition. These results support the induction of a self-referential mode of thought, but this mode does not enhance memory. The classic SRE effect can be reduced after thinking about the self by reflecting on autobiographical memories. Results argue for a single shared self-referential mechanism that can be accessed through self-focused writing or the classic SRE task

A Self-Reference False Memory Effect in the DRM Paradigm: Evidence from Eastern and Western Samples

It is well established that processing information in relation to oneself (i.e., selfreferencing) leads to better memory for that information than processing that same information in relation to others (i.e., other-referencing). However, it is unknown whether self-referencing also leads to more false memories than other-referencing. In the current two experiments with European and East Asian samples, we presented participants the Deese-Roediger/McDermott (DRM) lists together with their own name or other people’s name (i.e., “Trump” in Experiment 1 and “Li Ming” in Experiment 2). We found consistent results across the two experiments; that is, in the self-reference condition, participants had higher true and false memory rates compared to those in the other-reference condition. Moreover, we found that selfreferencing did not exhibit superior mnemonic advantage in terms of net accuracy compared to other-referencing and neutral conditions. These findings are discussed in terms of theoretical frameworks such as spreading activation theories and the fuzzytrace theory. We propose that our results reflect the adaptive nature of memory in the sense that cognitive processes that increase mnemonic efficiency may also increase susceptibility to associative false memories

The self-reference effect in dementia: Differential involvement of cortical midline structures in Alzheimer’s disease and behavioural-variant frontotemporal dementia

Encoding information in reference to the self enhances subsequent memory for the source of this information. In healthy adults, self-referential processing has been proposed to be mediated by the cortical midline structures (CMS), with functional differentiation between anterior-ventral, anterior-dorsal and posterior regions. While both Alzheimer’s disease (AD) and behavioural-variant frontotemporal dementia (bvFTD) patients show source memory impairment, it remains unclear whether they show a typical memory advantage for self-referenced materials. We also sought to identify the neural correlates of this so-called ‘self-reference effect’ (SRE) in these patient groups. The SRE paradigm was tested in AD (n=16) and bvFTD (n=22) patients and age-matched healthy controls (n=17). In this task, participants studied pictures of common objects paired with one of two background scenes (sources) under self-reference or other-reference encoding instructions, followed by an item and source recognition memory test. Voxel-based morphometry was used to investigate correlations between SRE measures and regions of grey matter atrophy in the CMS. The behavioural results indicated that self-referential encoding did not ameliorate the significant source memory impairments in AD and bvFTD patients. Furthermore, the reduced benefit of self-referential relative to other-referential encoding was not related to general episodic memory deficits. Our imaging findings revealed that reductions in the SRE were associated with atrophy in the anterior-dorsal CMS across both patient groups, with additional involvement of the posterior CMS in AD and anterior-ventral CMS in bvFTD. These findings suggest that although the SRE is comparably reduced in AD and bvFTD, this arises due to impairments in different subcomponents of self-referential processing

Differential effects of valence and encoding strategy on internal source memory and judgments of source: exploring the production and the self-reference effect

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01326/full#supplementary-materialItem memory studies show that emotional stimuli are associated with improved memory performance compared to neutral ones. However, emotion-related effects on source memory are less consistent. The current study probed how emotional valence and specific encoding conditions influence internal source memory performance and judgments of source (JOSs). In two independent experiments, participants were required to read silently/aloud (Experiment 1) or to perform self-reference/common judgments (Experiment 2) on a list of negative/neutral/positive words. They also performed immediate JOSs ratings for each word. The study phase was followed by a test phase in which participants performed old-new judgments. In Experiment 1, the production effect was replicated for item memory, but the effects of valence on item and source memory were not significant. In Experiment 2, self-referential processing effects on item and source memory differed as a function of valence. In both experiments, JOSs ratings were sensitive to valence and encoding conditions, although they were not predictive of objective memory performance. These findings demonstrate that the effects of valence on internal source memory and JOSs are modulated by encoding strategy. Thus, the way information is encoded can shed light on how emotion might enhance, impair or exert no influence on source memory.This work was supported by a Ph.D. Fellowship (PD/BD/105964/2014), awarded to DP, funded by the Portuguese Science Foundation (FCT) through national funds and cofunded by the European Social Fund (ESF) through the Operational Programme for Human Capital (POCH). It was also supported by a research grant (PTDC/MHC-PCN/0101/2014) funded by FCT and awarded to AP. The study was conducted at the Psychology Research Centre (PSI/01662), School of Psychology, University of Minho, and supported by FCT and the Portuguese Ministry of Science, Technology and Higher Education (UID/PSI/01662/2019), through the national funds (PIDDAC) and co-funded by FEDER through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653)

Task-Selective Memory Effects for Successfully Implemented Encoding Strategies

Previous behavioral evidence suggests that instructed strategy use benefits associative memory formation in paired associate tasks. Two such effective encoding strategies–visual imagery and sentence generation–facilitate memory through the production of different types of mediators (e.g., mental images and sentences). Neuroimaging evidence suggests that regions of the brain support memory reflecting the mental operations engaged at the time of study. That work, however, has not taken into account self-reported encoding task success (i.e., whether participants successfully generated a mediator). It is unknown, therefore, whether task-selective memory effects specific to each strategy might be found when encoding strategies are successfully implemented. In this experiment, participants studied pairs of abstract nouns under either visual imagery or sentence generation encoding instructions. At the time of study, participants reported their success at generating a mediator. Outside of the scanner, participants further reported the quality of the generated mediator (e.g., images, sentences) for each word pair. We observed task-selective memory effects for visual imagery in the left middle occipital gyrus, the left precuneus, and the lingual gyrus. No such task-selective effects were observed for sentence generation. Intriguingly, activity at the time of study in the left precuneus was modulated by the self-reported quality (vividness) of the generated mental images with greater activity for trials given higher ratings of quality. These data suggest that regions of the brain support memory in accord with the encoding operations engaged at the time of study

STOP SHOUTING AT ME: The Influence of Case and Self-Referencing on Explicit and Implicit Memory

Evidence suggests that physical changes in word appearance, such as those written in all capital letters, and the use of effective encoding strategies, such as self-referential processing, improves memory. In this study we examined the extent both physical changes in word appearance (case) and encoding strategies engaged at study influence memory as measured by both explicit and implicit memory measures. Participants studied words written in upper and lower case under three encoding conditions (self-reference, semantic control, case judgment), which was followed by an implicit (word stem completion) and then an explicit (item and context) memory test. There were two primary results. First, analyses indicated a case enhancement effect for item memory where words written in upper case were better remembered than lower case, but only when participants were prompted to attend to the case of the word. Importantly, this case enhancement effect came at a cost to context memory for words written in upper case. Second, self-referencing increased explicit memory performance relative to control, but there was no effect on implicit memory. Overall, results suggest an item-context memory trade-off for words written in upper case, highlighting a potential downside to writing in all capital letters, and further, that both physical changes to the appearance of words and differing encoding strategies have a strong influence on explicit, but not implicit memory

Contrasting prefrontal cortex contributions to episodic memory dysfunction in behavioural variant frontotemporal dementia and alzheimer's disease

Recent evidence has questioned the integrity of episodic memory in behavioural variant frontotemporal dementia (bvFTD), where recall performance is impaired to the same extent as in Alzheimer's disease (AD). While these deficits appear to be mediated by divergent patterns of brain atrophy, there is evidence to suggest that certain prefrontal regions are implicated across both patient groups. In this study we sought to further elucidate the dorsolateral (DLPFC) and ventromedial (VMPFC) prefrontal contributions to episodic memory impairment in bvFTD and AD. Performance on episodic memory tasks and neuropsychological measures typically tapping into either DLPFC or VMPFC functions was assessed in 22 bvFTD, 32 AD patients and 35 age- and education-matched controls. Behaviourally, patient groups did not differ on measures of episodic memory recall or DLPFC-mediated executive functions. BvFTD patients were significantly more impaired on measures of VMPFC-mediated executive functions. Composite measures of the recall, DLPFC and VMPFC task scores were covaried against the T1 MRI scans of all participants to identify regions of atrophy correlating with performance on these tasks. Imaging analysis showed that impaired recall performance is associated with divergent patterns of PFC atrophy in bvFTD and AD. Whereas in bvFTD, PFC atrophy covariates for recall encompassed both DLPFC and VMPFC regions, only the DLPFC was implicated in AD. Our results suggest that episodic memory deficits in bvFTD and AD are underpinned by divergent prefrontal mechanisms. Moreover, we argue that these differences are not adequately captured by existing neuropsychological measures