The Memory-Undermining Effect of Simulated Crime-Related Amnesia and Its Legal Implications: a Review

Pretending to suffer from amnesia for a mock crime has been shown to lead to memory impairments. Specifically, when people are asked to give up their role of simulators, they typically recall fewer crime-relevant details than those who initially confess to a crime. In the current review, we amassed all experimental work on this subject and assessed the characteristics of the memory-undermining effect of simulated amnesia for a crime procedure (i.e., crime stimuli, simulating amnesia instructions, memory tests, and memory outcomes). We specifically focused on the effect that crime-related amnesia claims may have on offenders’ final memory reports. Our review showed that simulators who initially claimed amnesia might paradoxically experience some sort of forgetting pertaining to crime-related information. This issue could likely lead to legal complications that need be taken into account in crime-related amnesia cases.

Conditional Regard in the Classroom: A Double-Edged Sword

Teachers’ conditional positive and negative regard are widely endorsed teaching practices aimed to enhance students’ involvement and achievement in school. Previous research has mostly tapped the need frustration and harmful psychological well-being implications of these practices. Yet knowledge of their specific effects on school engagement is scant. This study investigated the association between students’ perceptions of homeroom teachers’ conditional positive and negative regard and their behavioral engagement, while considering the levels at which these practices are conceptualized and operate (a teacher characteristic and a student characteristic). Participants were n = 2533 students from 107 classes in the 7th to 10th grades. Multilevel analysis found conditional positive regard was positively associated with school engagement while conditional negative regard was inversely related. These findings were obtained at both the within- and between-class levels. Based on the findings, we argue conditional regard is a double-edged sword. Consistent with previous research, we suggest conditional negative regard has an undermining effect, and we point to conditional positive regard’s potential to enhance engagement. Lastly, we discuss the importance of the level of analysis and the alignment of theory with measurement.

Catecholaminergic modulation of the cost of cognitive control in healthy older adults

Catecholamines have long been associated with cognitive control and value-based decision-making. More recently, we have shown that catecholamines also modulate value-based decision-making about whether or not to engage in cognitive control. Yet it is unclear whether catecholamines influence these decisions by altering the subjective value of control. Thus, we tested whether tyrosine, a catecholamine precursor altered the subjective value of performing a demanding working memory task among healthy older adults (60-75 years). Contrary to our prediction, tyrosine administration did not significantly increase the subjective value of conducting an N-back task for reward, as a main effect. Instead, in line with our previous study, drug effects varied as a function of participants’ trait impulsivity scores. Specifically, tyrosine increased the subjective value of conducting an N-back task in low impulsive participants, while reducing its value in more impulsive participants. One implication of these findings is that the over-the-counter tyrosine supplements may be accompanied by an undermining effect on the motivation to perform demanding cognitive tasks, at least in certain older adults. Taken together, these findings indicate that catecholamines can alter cognitive control by modulating motivation (rather than just the ability) to exert cognitive control.

Athletic scholarships are negatively associated with intrinsic motivation for sports, even decades later: Evidence for long-term undermining

In the U.S., many colleges offer some student athletes scholarships contingent on maintaining high-level performance at a particular sport. Consistent with the well-supported “undermining effect,” studies have demonstrated that such scholarships can reduce athletes’ intrinsic motivation for their sport during their college playing career. The present study examines what happens to former college athletes’ intrinsic motivation after college, even decades later. 348 former Division I college athletes completed an on-line survey (67.5% men, M age = 49.2, 76% formerly on scholarship). Even after controlling for time elapsed since college, scholarship (versus no scholarship) status was positively related to felt external motivation during college, and negatively related to present-day enjoyment of the target sport. Our findings suggest that undermining effects may persist much longer than previously documented (i.e., for decades, as opposed to hours, weeks, or months).

Motivation, Incentives and Performance: An Interdisciplinary Review

This review aims to extend the application of economic knowledge to evidence supplied by other research areas on the relationships between incentives, motivation and performance. Six areas of investigation have been selected based on their potential contribution in addressing three issues relevant to economics. The first issue concerns the distinction between intrinsic and prosocial motivation; the second is the relationship between motivation and performance; the third relates to the existence of perverse effects of incentives on motivation, which can take the form of undermining or crowding-out effects. The results are discussed in terms of their implications for economic theory, showing that different mechanisms are at work under intrinsic or prosocial motivation, implying the need for different instruments to promote behaviors and associated performance. In terms of crowding-out effects, there is little evidence to support a perverse effect when incentives are offered before or during performance, whereas the psychological literature provides consolidated validation for the undermining effect. Economics can gain insights from other disciplines by employing their investigative tools and theoretical developments. A feature of particular interest for economics is gamification, that is, the use of game design elements (design of video games and similar games) in non-game contexts.

Catecholaminergic modulation of the avoidance of cognitive control

The catecholamines have long been associated with cognitive control and value-based decision-making. More recently, we proposed that the catecholamines might modulate value-based decision-making about whether or not to engage in cognitive control. We test this hypothesis by assessing effects of a catecholamine challenge in a large sample of young, healthy adults (n = 100) on the avoidance of a cognitively demanding control process: task switching. Prolonging catecholamine transmission by blocking reuptake with methylphenidate altered the avoidance, but not the execution of cognitive control. Crucially, these effects could be isolated by taking into account individual differences in trait impulsivity, so that participants with higher trait impulsivity became more avoidant of cognitive control, despite faster task performance. One implication of these findings is that performance-enhancing effects of methylphenidate may be accompanied by an undermining effect on the willingness to exert cognitive control. Taken together, these findings integrate hitherto segregated literatures on catecholamines’ roles in value-based learning/choice and cognitive control.