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This study aims to examine the effectiveness of an integrated intervention program for alcoholism (IIPA) for improving verbal encoding and memory, visuospatial construction, visual memory and quality of life (QoL) in persons with alcohol dependence.

The sample comprised treatment-seeking alcohol-dependent persons (n = 50), allotted into two groups: (1) the treatment as usual (TAU) group (n = 25) and (2) the treatment group (n = 25)]. The groups were matched on age (±1 year) and education (±1 year). The TAU group received standard pharmacological treatment, psychotherapeutic sessions on relapse prevention and yoga for 18 days, while the treatment group received IIPA sessions in addition to the usual treatment. Auditory verbal learning test, complex figure test and QoL scale were administered at pre- and post-treatment along with screening measures.

The two groups were comparable on demographic variables, clinical characteristics and outcome measures at baseline. Pre- to post-treatment changes (gain scores) comparison between the treatment and TAU groups revealed a significant difference in verbal encoding, verbal and visual memory, verbal recognition, visuospatial construction and QoL.

This study suggests that IIPA is effective for improving learning and memory in both modality (verbal and visual) and QoL in persons with alcoholism. The IIPA may help in better treatment recovery.

The IIPA may help in treatment for alcoholism and may enhance treatment efficacy.

IIPA is effective for improving learning and memory in both modalities and QoL in persons with alcohol dependence. The IIPA may help in better treatment recovery.

The purpose of this paper is to investigate the potential susceptibility of eyewitness memory to the presence of extraneous background speech that comprises a description consistent with, or at odds with, a target face.

A between-participants design was deployed whereby participants viewed an unfamiliar target face in the presence of quiet, or extraneous to-be-ignored speech comprising a verbal description that was either congruent or incongruent with the target face. After a short distractor task, participants were asked to describe the target face and construct a composite of the face using PRO-fit software. Further participants rated the likeness of the composites to the target.

Recall of correct facial descriptors was facilitated by congruent to-be-ignored speech and inhibited by incongruent to-be-ignored speech compared to quiet. Moreover, incorrect facial descriptors were reported more often in the incongruent speech condition compared with the congruent speech and quiet conditions. Composites constructed after exposure to incongruent speech were rated as worse likenesses to the target than those created after exposure to congruent speech and quiet. Whether congruent speech facilitated or impaired composite construction was found to depend on the distinctiveness of the target face.

The results suggest that the nature of to-be-ignored background speech has powerful effects on the accuracy of information verbally reported from having witnessed a face. Incongruent speech appears to disrupt the recognition processes that underpin face construction while congruent speech may have facilitative or detrimental effects on this process, depending on the distinctiveness of the target face.

This is one of the first studies to demonstrate that extraneous speech can produce adverse effects on the recall and recognition of complex visual information: in this case, the appearance of a human face.

This paper aims to summarise key models of the neuropsychology of memory function, illustrating how they can be used to inform the assessment and formulation of memory disorders in clinical practice.

Models of short term and working memory, long-term memory and prospective memory are described. Commonly used tools and methods to assess these functions in adults are summarised.

It is argued that a clearer understanding of models of memory function adds value to the process of cognitive assessment, guiding the selection of appropriate tests and aiding diagnosis, formulation and rehabilitation planning.

This paper is intended to serve as a resource for professionals who encounter memory disorders in their clinical practice.

Cognitive dysfunctions are a common clinical feature of schizophrenia and represent important indicators of outcome among patients who are affected. Therefore, a randomized, controlled, monocentric, single-blind trial was carried out to compare two different rehabilitation strategies adopted for the restoration and recovery of cognitive functioning of residential patients with schizophrenia. A sample of 110 residential patients were selected and, during the experimental period, a group of 55 patients was treated with sets of domain-specific exercises (SRT+CRT), whereas an equal control group was treated with sets of non-domain-specific exercises (SRT+PBO) belonging to the Cogpack® software. The effects on the scores (between T0 and T1) of the variables treatment and time and of the interaction time X treatment were analyzed: for the total BACS, the main effect of the between-factors variable treatment is statistically significant (F=201.562 P=0.000), as well as the effect of the within-factors variable “time” (F=496.68 P=0.000).The interaction of these two factors is also statistically significant (F=299.594 P=0.000). The addition of cognitive remediation therapy (CRT) to a standard treatment of metacognitive training (MCT) resulted in a significant improvement in global neurocognitive functioning and has reported positive effects with regard to the strengthening of verbal and working memory, selective and sustained attention at T1. A relevant result is the statistically significance of “time X treatment” for all the tests administered: we can assume that the domain-specific cognitive training amplifies the effects of SRT, as the primary and secondary goals of the present study were achieved.

The purpose of this paper is to determine the nature of the academic skills deficits in male offenders and their relation to neurocognitive deficits.

In total, 72 Finnish male prisoners were tested with regard to reading, spelling, and mathematical abilities.

Low academic skills, especially reading, were related to poor neurocognitive performance in verbal memory, visual memory, attention, and motor dexterity. The results showed a high number (29-36 percent) of reading and spelling disorders. In all, 15 percent of those with medium to severe problems in academic skills had marked difficulties in mathematics. In total, 88 percent of the participants with at least one problem area in literacy skills had neurocognitive deficits. In the present study, the pervasive neurocognitive deficits, occurring comorbidly with reading and spelling difficulties, seem to refer to a fundamental set of deficits which are only minimally explained by IQ, educational background or training.

Reading and spelling difficulties could be seen as functional illiteracy which, combined with a broad spectrum of neuropsychological function deficits, pose a challenging task for rehabilitation. Only after proper identification of deficits has been achieved is it possible to set goals and select the appropriate means for rehabilitation. One obvious limitation is the moderate number of subjects (n=72).

It may not be enough just to train reading or develop literacy activities among prisoners; focussing intervention on comprehensive neurocognitive deficits is also necessary.

Correlates and comorbidity between academic difficulties and neurocognitive deficits among offenders, especially in arithmetic difficulties, have been less studied.

To elicit the visual memory of packaging that facilitates consumers’ identification and selection of products from store displays, children were asked to draw a cereal box and the results were compared with actual cereal boxes. Over 97 percent spontaneously drew a cereal box with a brand name and other brand related symbols. This may be the first time to have a glimpse of the consumer’s evoked set as it really exists. The results suggest that one’s evoked set is not just a list of brand names in the mind, but an elaborate symbolic environment made up of visual and verbal codes in which the brand name is nested. Major implications for brand and package management are discussed.

The purpose of this paper is to explore the impact of trauma with specific consideration to the neurological impact this has on information processing and potential links with aggression.

This paper provides a summary of the literature in relation to theories of aggression and trauma. The paper considers how the two may interact and overlap and considers a theoretical rationale for why addressing trauma through a treatment such as Eye Movement Desensitization Reprocessing (EMDR) may assist to reduce aggression.

The paper argues that the experience of trauma may contribute to inputs which may take a person closer towards engaging in aggression. This is consistent with information processing models and unified models of aggression such as the General Aggression Model. Factors that were specifically identified included physiological hyper‐arousal, hostile attributions of stimulus, and neurological impairments. In addition, the paper also argued that there is evidence that as a result of trauma, a person's ability to provide cognitive accounts for the function of their behaviour may also be impaired because of the reduced interactivity between the two prefrontal hemispheres.

The paper argues that as a result, interventions designed to reduce aggression may benefit from including additional elements which directly assist clients to process emotional information and that a reprocessing treatment such as EMDR could assist to reduce levels of emotional arousal and improve treatment effectiveness. Differences in the way in which EMDR is carried out and the variances in treatment protocols used should be attended to increase the reliability of future research.

Current modes of aggression therapy have focused on exposure based and cognitive behavioural therapy (CBT). However, there is evidence that EMDR has benefits over exposure and CBT approaches because of the way in which cognitive verbal accounts of the trauma are not required and because EMDR does not require the individual to have insight into their trauma experience and the link with aggression.

The probability coding and reconstruction of information in the block‐system “Coding and Reconstruction” are examined in respect of the proposed block‐system organization and Instantaneous Human Memory. A definition is given of the capacity, the law of volume distribution and the capacity of buffer “sensual” registers.

In the present study, the authors examined whether academic performance [grade point average (GPA)] can be predicted by self-reported frequency of memorization and recitation, verbatim memory performance, and self-efficacy in a sample of college students from Saudi Arabia.

Students' verse memory, word memory, experience with memorization and recitation, as well as general self-efficacy were measured. GPA was provided by the Office of the Registrar.

Verbatim memory performance for individual words and verses moderately predicted GPA.

To be determined is the extent to which memory skills for different materials are related to memorization and recitation practice as well as encoding preferences.

The findings indicate that even though in college a premium is placed on activities that transform the format of the materials to be learned, activities that replicate materials may still be helpful.

In Western pedagogy, memorization and recitation are considered counterproductive modes of information acquisition. The findings of this study illustrate that retention is an essential processing step upon which the complex cognitive activities that are embedded in college-level curricula rely.

The extant literature illustrates the benefits of exceptional memorization and recitation training. The findings suggest that academic success is positively related to what would be judged as moderate practice, thereby supporting the notion that benefits exist.

The focus of the present study was on police officers reactions to and memories of a manhunt after a shooting incident. Emotional impact and memories of these events are discussed in relation to time elapsed, support from co‐workers, supervisors and professional debriefing.

A total of 11 police officers responding to a mass shooting carried out by a young offender resulting in seven dead civilians were asked to describe the event ten months after the event, five years after the event, and again nine years after the event.

All police officers reported having vivid memories of the mass shooting incident, and visual and auditory memories of the event were best retained, although a decline was observed nine years after the incident. Regarding working through the traumatic experience, the police officers had not been offered professional help in connection with the mass shooting incident.

Owing to the fact that police officers in the present study answered the survey anonymously, it was not possible to work out repeated measures statistics for these memories over time.

Knowing that the psychological distress due to exposure to a traumatic event may be long lasting, it is crucial that police organizations consider time as an important factor in working through these experiences.

Research on emotion and memory is highly relevant to the work of police officers and to the legal system.