Recognition memory may be mediated by the retrieval of distinct types of information, notably, a general assessment of familiarity and the recovery of specific source information. A responsesignal speed-accuracy trade-off variant of an exclusion procedure was used to isolate the retrieval time course for familiarity and source information. In 2 experiments, participants studied spoken and read lists (with various numbers of presentations) and then performed an exclusion task, judging an item as old only if it was in the heard list. Dual-process fits of the time course data indicated that familiarity information typically is retrieved before source information. The implications that these data have for models of recognition, including dual-process and global memory models, are discussed.Recognition memory may be based at times on a simple assessment of familiarity and at other times on the retrieval of a structured set of associative information that includes the source of the memory. Dual-process models make this argument explicit, positing that recognition can be mediated by a general assessment of familiarity and by recollection processes that recover specific source information (e

A B S T R AC TAll too often young people are excluded in practice from the general policy and professional consensus that partnership and participation should underpin work with children, young people and their families. If working with troubled and troublesome young people is to be based on family support, it will require not only the clear statement of that policy but also demonstration that it can be applied in practice. Achieving that involves setting out a plausible theory of change that can be rigorously evaluated. This paper suggests a conceptual model that draws on social support theory to harness the ideas of social capital and resilience in a way that can link formal family support interventions to adolescent coping. Research with young people attending three community-based projects for marginalized youth is used to illustrate how validated tools can be used to measure and document the detail of support, resilience, social capital and coping in young people's lives. It is also suggested that there is sufficient fit between the findings emerging from the study and the model to justify the model being more rigorously tested.

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In three experiments, a remember/know recognition test (Experiments 1-2) and an exclusion test (Experiments 2-3) were used to examine effects of repeated study presentations. An effect of study repetition was obtained for remember but not know judgments, similar to results reported by Gardiner, Kaminska, Dixon, and Java (1996). Experiment 2 demonstrated the similarity between know responses and exclusion errors; neither was affected by repeated study presentations. In Experiment 3, a response deadline procedure was used to show that exclusion errors are the product of two opposing processes-recollection and familiarity-both of which are influenced by repetition. The interpretation of exclusion errors and know responses is shown to require a dual-process model that includes an assumption about the relationship between processes. This research was supported by grants to L.L.J. from the National Science Foundation (SBR-9596209) and the Natural Sciences and Engineering Research Council of Canada. The authors express appreciation to Jim Debner, Ann Hollingshead. and Tom Trainham for assistance during all phases of the research reported here.

A B S T R AC TYouth leadership development is a growing area of research and practice in recent years. This paper will present a conceptual model highlighting the key components necessary in cultivating young leaders including skills development, environmental factors and commitment to action. In each of these categories, a number of aspects, supported by international literature known to be important in developing leaders, are presented. In the skills section, important factors include social and emotional intelligence, the ability to collaborate with others (including problem solving and conflict resolution), the ability to articulate a vision and finally the ability to gain insight or knowledge into the particular subject area. Environmental conditions include having authentic opportunities that enable young people to practise and hone their skills. In terms of action, both the ability to inspire and motivate followers through high expectations and role modelling pave the way to having a good team on which to build youth leadership. This, together with mastery as developed through the ability to persist and endeavour, is critical to any successful youth leader.A mind that is stretched by a new experience can never go back to its old dimensions. (Oliver Wendall Holmes)

The role of social support in child welfare policy and practice continues to engender widespread debate. Yet the moral and philosophical underpinnings of this topical area have received less attention in the literature. This is of concern, not least because academic debates on the ‘politics of identity’ have a significant contribution to make to our understanding of self‐development and social justice. In this article the authors show how Axel Honneth's account of the ‘struggle for recognition’ can be adapted to invigorate theories of social support. The result is a conceptual framework for reflective practice that can illuminate, and interrogate, the moral and operational dimensions of preventative work with children and families.

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Low-frequency (LF) words produce higher hit rates and lower false alarm rates than high-frequency (HF) words. This word frequency mirror pattern has been interpreted within dual-process models of recognition, which assume the contributions of a slower recollective process and a relatively fast-acting familiarity process. In the present experiments, recollection and familiarity were placed in opposition using Jacoby, L. L., Journal of Memory and Language, 30, 513-541 (1991), two-list exclusion paradigm with HF and LF words. Exclusion errors to LF words exceeded those to HF words at fast deadlines, whereas the reverse occurred at slow deadlines. In Experiments 2 and 3, false alarms to HF nonpresented lures were higher than to LF nonpresented lures, indicating the use of baseline familiarity for totally new items. Combined, these results indicate that in addition to baseline familiarity and recollection, a third process involving the assessment of a relative change in familiarity is involved in recognition performance. Both relative changes in familiarity and recollection processes have distinct time courses and are engaged when there is diagnostic list information available, whereas baseline familiarity is used when there is no diagnostic information available (e.g., for nonpresented lure items).