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(51) Preschoolers’ Text Comprehension as Indicated by Listening Ability: The Influence of Working Memory and Prior Knowledge
Keiko Kosaka (Hiroshima University, Japan)

This study examined the effects of working memory (WM) capacity on text comprehension in preschoolers. Based on the results of Listening Span Test, fifty-eight 5-6-year-olds were divided into low- or high-WM group. Sentence Verification Technique tests(SVT) and local/global inference questions were used to assess the text comprehension. High-WM children gave more correct responses to questions than low-WM children. Low-WM children were more often able to respond correctly when they talked with experimenter about text before presenting it. The results of this study suggest that both WM capacity and prior knowledge affect listening comprehension.


(52) Measuring individual differences in memory interference during reading span tasks.
Tsukasa Sano (University of Tsukuba)

Recent studies indicate that performance on working memory span test correlate with wide variety of language comprehension tasks. One explanation of the correlation between working memory span score and language comprehension is that individuals differ in level of susceptibility to interference. In this study, participants practiced reading span tasks (Japanese version: RST-J) three times. For each set of RST-J, same sentences were presented and the participants required remembering different target words, causing memory interference. From effects on the span scores when operating the target words, the author proposed the modified RST-J that could assess simultaneously working memory abilities, related to short-term maintenance and susceptibility to interference.


(53) Lie and memory: strategies of “hiding a small fact” in an eye witness testimony, its effects on memory, and aging.
Etsuko T. Harada (Hosei Univ, Japan)

From testimonies’ viewpoint, it is natural that they might have some facts in their mind which they do not refer in their testimonies. How do they cover up their “holes” in their testimonies, and what is the effects on memories of these “cover-up” telling. Two eyewitness experiments with video-clips were executed: in Exp. 1, older and young adults participated an individual experiment of testimonies, and showed varieties of strategies how to cover the holes. In Exp. 2, participants did a paper-and-pencil type testimonies and memory tests, and indicated effects of “lies” in testimonies on the memory, especially on memory confidence.


(54) How does the emotional stress of the witnessed event affect the ability of source monitoring ?
Natsuko Onuma (Graduate School of Human-Environment Studies Kyushu University)
Yuji Hakoda (Graduate School of Human-Environment Studies Kyushu University)
Wataru Oue (Forensic Science Laboratory Saga Prefectural Police Headquarters)

This study investigated whether emotional stress affects the occurrence of source misattribution, which seems to be most valid mechanism of misinformation effect. A half of 120 participants saw emotionally stressful videotaped movie, and the other half neutral one. Then, they answered the questionnaire, which included misinformation about the details of the movie. After 15 minutes or 2 days, they answered the source monitoring test, which required them to select the source of the memory of details that had been presented in the movie and/or in the questionnaire, or had not been presented. Several patterns of differences in test performance between emotional condition and neutral condition appeared. These differences suggest that in emotional condition, the ability for source monitoring declined more saliently with time, and memories about visually central details are more robust to misinformation effect at 15 minutes delay than in neutral condition.


(55) The Effect of Familiarity of Faces on Eyewitness Identification
Chie Asai (University of Chiba, Japan)
Makiko Naka (University of Tokyo Metropolitan, Japan)

Eyewitness identification is said to be more accurate when a suspect is familiar to the witness than is a stranger. We studied the effect in terms of both Hit and Correct Rejection rates. First, subjects took an experiment where they rated photos, which were to make them familiar with the faces. Then they participated in another experiment where they saw some familiar faces (shown in the first experiment) and new ones, and took a recognition test which included the rest of familiar faces as distracters. Familiar faces were chosen more often resulting in high Hit but low Correct Rejection rates.


(56) The different photographs effects on the identification of face
Sayako Masuda (Keio University)

We examined the degree to which different photographs effected the identification of. Forty college students (18-21 yrs) learned female faces (18-20 yrs) presented in 3 different photographs or the same (1 or 3 times repeatedly) photographs conditions. Immediately, Ss were asked to identify photographs of the same female faces (15yrs) with learned faces (18-20yrs). Results show that photographs presented in the different condition were more rapidly identified than those presented in the same photograph conditions.


(57) Manupulation of Overlapping Rivalrous Images by Polarizing Filters: A New Techinique for Experimental Research in Memory Distortion of Eyewitnesses
Kazuo Mori (Shinshu University)
Hideko Mori (Shinshu University)
Hitoshi Kanematsu (Shinshu University)
Misaki Yamaguchi (Shinshu University)
Hiromi Shizuyama (Shinshu University)
Tsuyoshi Fujisawa (Shinshu University)
Eriko Matsuno (Kwansei Gakuin University)
Akane Yamazaki (Shinshu University)

In this new technique, two different images presented on the same screen can be seen separately by two groups of viewers without noticing that there are two different overlapping images. Therefore, it can artificially create ‘conflicts’ among eyewitnesses of the same event. Six experiments were carried out using this technique with eyewitnesses of various group sizes and different sex pairings. The experimental results are to be presented along with a demonstration of the technique.


(58) Longitudinal Case Studies on Episodic Memory: An Investigation of Infantile Amnesia
Izumi Uehara (University of Tokyo, Japan)

What causes ‘infantile amnesia’? To investigate this, I conducted longitudinal case studies on episodic memory in a few children. When the child was around 2 to 3 years, she reported fragments of episodes. However, the same child hardly recalled them when she grew up to 5 to 6 years. In contrast, she, who is now 8 years, can report several episodes experienced around 5 years. The mechanism for ‘infantile amnesia’ is discussed in relation to the passage of time, the abilities of reporting episodes and recognition, and the acquisition of memory verbs, such as ‘remember’ and ‘forget’.


(59) Cultural beliefs and the reminiscence bump
Shamsul Haque (University of Dhaka)

To explore the impact of cultural beliefs and societal expectations on the formation of reminiscence bump, autobiographical memories of senior Chinese participants from China and Malaysia were investigated. Although either group of participants showed reminiscence bumps approximately for the age between 10-30 years, Malaysian Chinese participants showed increased remembering of personal events from the 2nd decade of life, which appeared to be somewhat similar to the bump for local Malay participants who were taken as a control group. The overall findings of the study will be explained in terms of the cultural factors that might have distinct influence on shaping reminiscence bump.


(60) Changes in the temporal structure of autobiographical memories.
Koichi Sato (Gunma University, Japan)

Temporal structure of autobiographical memories was examined with “event-cueing” technique. Subjects were presented a word indicating a life-time period. They were asked to recall an autobiographical event which happened during that period. Then they responded to this event (cueing event) by recalling a second event (cued event) which was associated with the cueing event. In this way, subjects recalled ten autobiographical events sequentially. Temporal relations between cueing and cued events were examined. It was suggested that recent autobiographical memories were clustered temporally, but remote autobiographical memories were organized according to their contents, people, or life theme.


(61) The influences of positive and negative moods on explicit and implicit memories: Investigating dissociation between the data-driven and the conceptually driven tests
Mika Itoh (Graduate School of Education, Kyoto University, Japan)

Mood-congruent memory effect (MCM) was investigated using 4 different memory tests: crossing the factor memory type (explicit vs. implicit) and the factor processing type (data-driven vs. conceptually driven). Participants were induced with music into either of positive, negative, or neutral mood states. They were sequentially presented a list of pleasant and unpleasant trait adjectives and then asked to judge whether each word described themselves or not. After the judgment task, they were given either of two types of explicit memory test.


(62) A mere exposure effect for the concept formation: The effect of typicality and the number of exposures on affect and recognition judgment
Ken Matsuda (Kyoto University, Japan)
Takashi Kusumi (Kyoto University, Japan)

We examined how typicality of stimuli and exposure frequency influence the mere exposure effect. Participants studied unfamiliar fish pictures composed of 10 dimensions 0, 1, 3, 5 times, and formed the concept incidentally. After an inserted interruption task, participants judged typicality, liking and recognition for each picture, using a 9-point scale. The result indicated that as compared with the high- and low- typical stimuli, the stimuli with medium typicality produced a significantly stronger mere exposure effect. These results also indicated that participants prefer the prototypical stimuli integrated high－frequency value of each individual.


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