Two studies investigate the relationship between student expectations and student satisfaction. Can students’ satisfaction with a course be accurately predicted by comparing their perceptions to their expectations (as suggested by the expectancy/disconfirmation paradigm)? The results of these studies suggest that the answer to this question is strongly affected by the method used to measure student expectations. When recalled expectations and current perceptions are measured together at the end of a term, the extent to which student expectations are fulfilled does appear to be a good predictor of satisfaction. When expectations are measured at the beginning of a term however, the extent to which they are fulfilled is not a strong predictor of course satisfaction. These results have implications for marketing educators both in terms of the role they can play in affecting their students’ expectations and in terms of the timing of independent course assessments they may choose to administer.

Recall of print material benefits from spacing repetitions of that material, an effect often attributed to varied encodings induced by changes in contextual cues. We examined an alternative explanation: retrieving earlier presentations during later presentations strengthens memory traces, the more so the greater the difficulty of such retrieval. In four experiments we found that (a) study-phase retrieval contributes to the benefits of spacing and (b) inducing variation via changes in ad formatting and content can be counterproductive at long spacing intervals, apparently because such changes decrease the likelihood that earlier presentations will be retrieved during later presentations. (c) 2005 by JOURNAL OF CONSUMER RESEARCH, Inc..

Purpose of Review Recent research has highlighted executive function and neurocognitive deficits among individuals with eating and weight disorders, identifying a potential target for treatment. Treatments targeting executive function for eating and weight disorders are emerging. This review aims to summarize the recent literature evaluating neurocognitive/executive function-oriented treatments for eating and weight disorders and highlights additional work needed in this area. Recent Findings Cognitive remediation therapy (CRT) for anorexia nervosa has been the most extensively studied neurocognitive treatment for eating disorders. Results demonstrate that CRT improves executive function and may aid in the reduction of eating disorder symptomatology. Computer training programs targeting modifying attention and increasing inhibition are targeting reduction of binge eating and weight loss with modest success. Summary Neurocognitive treatments are emerging and show initial promise for eating and weight disorders. Further research is necessary to determine whether these treatments can be used as stand-alone treatments or whether they need to be used as an adjunct to or in conjunction with other evidence-based treatments to improve outcomes.

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