Factors that Influence Adults' False Memories also Influence Children's False Memories

<p>The primary aim of this thesis was to investigate whether Mazzoni et al.'s (2001) model for adult false memory development also accounts for children's false memory develoment. Thus, three studies were conducted targeting different aspects of Mazzoni et al.'s model. Study 1 examined whether children could become equally confident, and develop just as many memories of a plausible as a less plausible false event. Thus, study 1 targeted both the plausibility and memory construction components of Mazzoni et al.'s (2001) model. Over three interviews 6-year olds and 10-year olds were shown two true photos and two false photos created using Photoshop(copyright)-one depicted a plausible event and one depicted a less plausible event. Children described what they could remember about each of the four events, and rated their confidence and how much they could remember. The results showed that within each age group, children were just as confident and claimed to remember just as much about the plausible as the less plausible event. Moreover, children developed just as many memories of the plausible as the less plausible event. In addition, children were just as likely to develop memories of the false events when they were told that those events had happened in the distant past versus the recent past. Study 2 examined whether including personalised detail in the false photo makes it easier for children to construct images of the false event, and therefore increases the likelihood of children developing false memories. Thus, study 2 further examined the memory construction component of Mazzoni et al.'s (2001) model. Ten-year olds saw four photos, one of which was false. For some children the false photo included personalised detail, while for others the false photo included only generic detail. The results showed that children who saw the personalised detail in the false photo were more confident, and claimed to remember more about the false event than children who did not see the personalised detail. Moreover, children who saw the personalised detail were also more likely to develop images and memories of the false event. Study 3 examined whether event information would help children develop more false memories then protagonist information alone. Thus, Study 3 also examined the memory construction component of Mazzoni et al.'s (2001) model. Ten-year olds were asked about for events. All children saw a photo of their family members from the relevant time period. However, half the children also saw a photo depicting an aspect of the specific event to be recalled. The results showed that children who saw a photo depicting an aspect of the event were not more confident nor did they claim to remember any more than children who saw only a photo of the protagonists. In addition, there was no difference in the rate of false memories and images between children who did and did not see a photo depicting an aspect of the event. Taken together, the results of these studies demonstrate that Mazzoni et al.'s (2001) model does explain how children develop false memories. More specifically, these studies show that the level of detail, as well as the type of detail, are important factors in determining whether or not children will develop false memories.</p>

Factors that Influence Adults' False Memories also Influence Children's False Memories

<p>The primary aim of this thesis was to investigate whether Mazzoni et al.'s (2001) model for adult false memory development also accounts for children's false memory develoment. Thus, three studies were conducted targeting different aspects of Mazzoni et al.'s model. Study 1 examined whether children could become equally confident, and develop just as many memories of a plausible as a less plausible false event. Thus, study 1 targeted both the plausibility and memory construction components of Mazzoni et al.'s (2001) model. Over three interviews 6-year olds and 10-year olds were shown two true photos and two false photos created using Photoshop(copyright)-one depicted a plausible event and one depicted a less plausible event. Children described what they could remember about each of the four events, and rated their confidence and how much they could remember. The results showed that within each age group, children were just as confident and claimed to remember just as much about the plausible as the less plausible event. Moreover, children developed just as many memories of the plausible as the less plausible event. In addition, children were just as likely to develop memories of the false events when they were told that those events had happened in the distant past versus the recent past. Study 2 examined whether including personalised detail in the false photo makes it easier for children to construct images of the false event, and therefore increases the likelihood of children developing false memories. Thus, study 2 further examined the memory construction component of Mazzoni et al.'s (2001) model. Ten-year olds saw four photos, one of which was false. For some children the false photo included personalised detail, while for others the false photo included only generic detail. The results showed that children who saw the personalised detail in the false photo were more confident, and claimed to remember more about the false event than children who did not see the personalised detail. Moreover, children who saw the personalised detail were also more likely to develop images and memories of the false event. Study 3 examined whether event information would help children develop more false memories then protagonist information alone. Thus, Study 3 also examined the memory construction component of Mazzoni et al.'s (2001) model. Ten-year olds were asked about for events. All children saw a photo of their family members from the relevant time period. However, half the children also saw a photo depicting an aspect of the specific event to be recalled. The results showed that children who saw a photo depicting an aspect of the event were not more confident nor did they claim to remember any more than children who saw only a photo of the protagonists. In addition, there was no difference in the rate of false memories and images between children who did and did not see a photo depicting an aspect of the event. Taken together, the results of these studies demonstrate that Mazzoni et al.'s (2001) model does explain how children develop false memories. More specifically, these studies show that the level of detail, as well as the type of detail, are important factors in determining whether or not children will develop false memories.</p>

EXPRESS: Your action does matter to me: examining the role of the co-actor’s action-effects in resolving the self-other discrimination problem

Sharing a task with another person can introduce the need to discriminate representations that refer to our own action from that of the other person’s. The current understanding is that information about the stimulus event drives the self-other discrimination process, as it promotes (via the reactivation of feature codes) the representation that encodes the corresponding action. However, this mechanistic explanation relies on experimental situations in which stimulus event information (e.g., spatial location) is always, and directly available. Thus, it remains unclear whether, and how we could successfully discriminate between self- and other-related action representations in the absence of such information. The present study addressed this unanswered question using a novel joint Simon task-based paradigm. We report the results of three experiments in which we manipulated the availability of stimulus event information into the contralateral space. Our findings demonstrate that participants are able to compensate for the absence of stimulus event information by relying on temporal features of their co-actor’s action-effects (Experiment 1). Even more surprising was that participants continued to monitor the temporal features of their co-actor’s actions even when given a verbal signal by their co-actor (Experiments 2a), or full access to the common workspace (Experiment 2b). Our results are strong evidence that the representation of actions is not purely stimulus driven. They suggest that the temporal dimension of the other person’s actions is able to drive the self-other discrimination process, in the same way as other perceptual dimensions and feature codes that are shared with the stimulus event.

A DSL-Based Approach for Detecting Activities of Daily Living by Means of the AGGIR Variables

In this paper, we propose a framework for studying the AGGIR (Autonomie Gérontologique et Groupe Iso Ressources—Autonomy Gerontology Iso-Resources Groups) grid model, with the aim of assessing the level of independence of elderly people in accordance with their capabilities of performing daily activities as well as interacting with their environments. In order to model the Activities of Daily Living (ADL), we extend a previously proposed Domain Specific Language (DSL), by defining new operators to deal with constraints related to time and location of activities and event recognition. The proposed framework aims at providing an analysis tool regarding the performance of elderly/disabled people within a home environment by means of data recovered from sensors using a smart-home simulator environment. We perform an evaluation of our framework in several scenarios, considering five of the AGGIR variables (i.e., feeding, dressing, toileting, elimination, and transfers) as well as health-care devices for tracking the occurrence of elderly activities. The results demonstrate the accuracy of the proposed framework for managing the tracked records correctly and, thus, generate the appropriate event information related to the ADL.

Research on hesitant fuzzy matroid based on satisfaction function

In this paper, we mainly extended the study of fuzzy matroid related problems to research the fuzzy decision method. Considering the ambiguity of actual event information and evaluation, we chose hesitant fuzzy set as the extended data set. To construct the hesitant fuzzy matroid, we defined the satisfaction function of hesitant fuzzy set combining hesitant fuzzy index entropy and score function, and defined the mapping function of fuzzy matroid through this function. We also defined the algorithm of hesitant fuzzy matroid and proved the theory of rank, basis of hesitant fuzzy matroid.

Construction of an Intelligent Processing Platform for Equestrian Event Information Based on Data Fusion and Data Mining

In the past two years, equestrian sports have become more and more popular with the public. Due to the comprehensive development of equestrian preparations for the 2020 Olympic Games in China, the equestrian sports industry presents an unprecedented favorable development environment in China. This article is aimed at studying the construction of an equestrian event information intelligent processing platform based on data fusion and data mining. This article introduces the relevant theoretical knowledge of data mining and data fusion, including the description of the concept of data mining, the common analysis methods and algorithms of data mining, the basic concepts of data fusion, and the functional structure of data fusion. It discusses various algorithms in cluster analysis and focuses on the analysis of distance measurement and similarity coefficient in cluster analysis. In the experimental part, in order to intelligently process and acquire information, an information intelligent processing platform is constructed based on data fusion and data mining technology. The experimental results of this paper show that the precision rate, recall rate, and F -score of the platform under closed test are much higher than those under open test, and the precision rate is increased by about 7.26%.

Ontology-Based Context Event Representation, Reasoning, and Enhancing in Academic Environments

An Ambient Intelligence responds to user requests based on several contexts. A relevant context is related to what has happened in the ambient; therefore, it focuses a primordial interest on events. These involve information about time, space, or people, which is significant for modeling the context. In this paper, we propose an event-driven approach for context representation based on an ontological model. This approach is extendable and adaptable for academic domains. Moreover, the ontological model to be proposed is used in reasoning and enrichment processes with the context event information. Our event-driven approach considers five contexts as a modular perspective in the model: Person, temporal (time), physical space (location), network (resources to acquire data from the ambient), and academic events. We carried out an evaluation process for the approach based on an ontological model focused on (a) the extensibility and adaptability of use case scenarios for events in an academic environment, (b) the level of reasoning by using competence questions related to events, (c) and the consistency and coherence in the proposed model. The evaluation process shows promising results for our event-driven approach for context representation based on the ontological model.