Destination memory involves remembering to whom we told information. Low accuracy of this memory is linked to higher self‐focus and lower attentional resources allocated to the recipient of the information. The present paper aimed to investigate whether the existence of distinctive features (e.g., tattoos) of destination face would improve destination memory, in a within‐ (Experiment 1 and 2) and between‐participants (Experiment 3) design. In a destination memory task, participants had to tell proverbs to faces that presented a distinctive feature and to other faces that did not. Results showed that a destination memory advantage only occurs when faces with different distinctive features are compared to faces without distinctive features (Experiment 1). These results are in accordance with the existing theoretical framework on destination memory and distinctiveness; highlighting the importance of personal attributes, namely, the distinctiveness of the destination face and the relativity of distinctiveness in destination memory.
Up to 20% of children and adolescents worldwide suffer from mental health problems. Epidemiological studies have shown that some of these problems are already present at an early age. The recognition that psychopathology is a result of an interaction between individual experiences and genetic characteristics has led to an increase in the number of studies using a gene-environment approach (G×E). However, to date, there has been no systematic review of G×E studies on psychopathology in the first 6 years of life. Following a literature search and a selection process, 14 studies were identified and most (n=12) of the studies found at least one significant G×E effect. This review provides a systematic characterization of the published G×E studies, providing insights into the neurobiological and environmental determinants involved in the etiology of children's psychopathology.
The present study aimed to identify predictors of agreement and disagreement concerning emotional and behavioral problems reported by the mothers and teachers of preschool-aged children. Participants included 172 (89 boys) children, their mothers, and their preschool teachers. Mothers were asked to complete the Child Behavior Checklist for Ages 1½-5 (CBCL 1½-5), the Brief Symptom Inventory (BSI), and a sociodemographic questionnaire, and were observed engaging in an interactive task with their child. Preschool teachers completed the Caregiver Teacher Report Form for Ages 1½-5 (CTRF). The results show low cross-informant agreement. None of the studied variables predicted cross-informant agreement; however, maternal psychopathology and the presence of an assistant in the classroom were predictors of disagreement between mothers and teachers. Although these results highlight the influence of maternal and school context variables on the disagreement among informants' reports on the emotional and behavioral problems of preschool-aged children, additional research in this field is needed.
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