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Internationally, cross-sectional studies demonstrate a significant negative relation between sleep duration and waist circumference, indicating shorter sleep durations covary with central adiposity. Future research should include prospective studies.

The present study asks whether behaviors of another person can be intentionally forgotten, and whether forgetting affects how that person is evaluated. Participants read about negative and neutral behaviors of a fictional character and were then asked to forget or to keep remembering them. Afterwards, all participants learned of neutral behaviors associated with another character. After a short distractor or a 24-hour delay, implicit and explicit evaluations of both characters and memory for their behaviors were assessed. Implicit evaluations did not differ between the two characters and were insensitive to forget instructions. In comparison to the remember condition, participants who were told to forget recalled fewer of the first character's behaviors, and explicitly judged him as warmer and less dominant. Importantly, memory was negatively correlated with warmth and positively correlated with dominance ratings. The study shows that intentional forgetting can have long-lasting consequences for memory and explicit judgments of others.

The present study asked whether the specific method of reactivation modulates the impact of new learning on reactivated episodic memories. The study consisted of three sessions that were spaced 48 hr apart. It used an ABAC paradigm that allowed for the simultaneous assessment of retroactive interference (RI: reduced A–B recall after A–C learning) and intrusions from C into A–B recall. In Session 1, participants learned a list of paired‐associates A–B. In Session 2, memory for A–B was reactivated or not and then participants either learned a second list of paired‐associates A–C or completed a control task. Three different reminder conditions were compared to a no‐reminder condition: a test condition, in which participants were asked to recall B in response to A, a restudy condition, in which A–B pairs were presented again for study, and a cue‐word only reminder condition, in which A cues were presented in an unrelated rating task. In Session 3, recall of A–B was tested. Moderate or indirect reactivation of A–B (presentation of cue‐words only) resulted in high RI effects and intrusion rates, whereas strong and direct reactivation (test and restudy) drastically reduced these effects. We suggest that direct reactivation of A–B before A–C learning strengthens memory and draws attention to list differences, thereby enhancing list segregation, and reducing memory updating.

is the International Honor So ci ety in Psychology, found ed in 1929 for the pur pos es of encouraging, stim u lat ing, and maintaining ex cel lence in schol ar ship, and advancing the sci ence of psy chol ogy. Mem ber ship is open to gradu ate and under gradu ate men and women who are mak ing the study of psy chol ogy one of their major interests and who meet the min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS) and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,100 senior col leg es and universities in the U.S., Canada, and Ireland. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi serves two major goals-one immediate and visibly re ward ing to the in di vid u al member, the other slower and more dif fi cult to accomplish, but of fer ing greater rewards in the long run. The first of these is the Society's ob li ga tion to pro vide ac a dem ic rec og ni tion to its in duc tees by the mere fact of mem ber ship. The sec ond goal is the obligation of each of the Society's local chapters to nurture the spark of that ac com plish ment by offering a climate congenial to its creative de vel op ment. For ex am ple, the chapters make ac tive at tempts to nourish and stim u late pro fes sion al growth through pro grams de signed to augment and en hance the reg u lar cur ric u lum and to provide prac ti cal ex pe ri ence and fellowship through af fil i a tion with the chapter. In addition, the or ga ni za tion provides programs to help achieve these goals including re gional and Society con ven tions, research award and grant competitions, cer tifi cate rec og ni tion programs, chapter awards, and Society ser vice projects. JournAl PurPose stAtement The twofold purpose of the Psi Chi Journal of Undergraduate Research is to foster and reward the scholarly efforts of un der grad u ate psychology students as well as to provide them with a valuable learning experience. The articles pub lished in this journal represent primarily the work of the under graduate student(s). Faculty mentors, who deserve recog nition, are identified by an asterisk next to their name or on a separate byline. Because the articles in this journal are primarily the work of undergraduate stu dents, the reader should bear in mind that: (1) the studies are possibly less complex in design, scope, or sampling than professional publications and (2) the studies are not limited to significant findings. The basis for accepting papers for publication is the agreement among three professional re view...

Once you have consolidated a memory, it can be reactivated and brought into a labile state, this is called memory reconsolidation. Overall, the reconsolidation research paradigm has focused on disrupting the reconsolidation process when stimuli have been encoded and recalled individually. However, in real word situations, humans tend to remember information in the company of others. This process is known as collaborative recall. Using a 3-day reconsolidation paradigm, the present study examined the effects of collaborative recall on memories that were later disrupted using fear during reconsolidation. Results replicated the robust collaborative inhibition effect and showed that reconsolidation was only disrupted for nominal groups, suggesting that previous collaboration cancels out reconsolidation disruption. Theoretical explanations of these results and future directions are discussed. iv TABLE OF CONTENTS

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