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“There’s a Difference Between Staying a Catholic and Being a Catholic”: Gathering Student Voice in Creating a Meaning-Full RE Curriculum for Catholic Schools
This article examines how student voice informed the development of Tō Tātou Whakapono Our Faith, the national Religious Education (RE) curriculum for Catholic schools in Aotearoa, New Zealand. Through student-submitted RE questions and 63 informal Zoom-based “Interschool Catholic Yarns” with over 400 senior students over several years, the National Centre for Religious Studies gathered valuable insights into student experience and expectations. These contributions influenced RE curriculum content, nuance, and priorities. Emphasising accessible engagement with young people, the two outlined approaches align with Catholic commitments to synodality and formation. This article demonstrates that engaging student voice is both possible and necessary in designing RE that is meaningful, faithful, and grounded.
Journal Article
Zeigarnik and von Restorff: The memory effects and the stories behind them
Two of the best known eponymous phenomena in memory research were carried out as dissertations in the same era at the same university, each supervised by an influential researcher working within the Gestalt framework. Both examined the influence of unexpected events on memory. Bluma Zeigarnik (
Psychologische Forschung, 9
, 1–85,
1927
) first reported that memory is better for interrupted tasks than for completed tasks, a phenomenon long known as the
Zeigarnik effect
. Hedwig von Restorff (
Psychologische Forschung, 18
, 299–342,
1933
) first reported that memory is better for isolated than for non-isolated pieces of information, a phenomenon long known as the
von Restorff effect
. In this article, I present: (1) a biographical sketch of the researcher behind each phenomenon, (2) a description of their dissertation research, and (3) an evaluation of the current status of each phenomenon.
Journal Article
The Production Effect in Memory
Producing items by means as simple as saying, writing, or typing them can yield substantial memory improvements relative to silent reading. We review the research on this production effect and outline some important extensions and boundary conditions. We also evaluate the evidence that production enhances the distinctiveness of items in memory during encoding, thereby facilitating their later retrieval. There are issues to resolve and areas to explore, but production offers a practical means of enhancing some forms of long-term, explicit memory.
Journal Article
Memory & Cognition: The first 40 years
This article presents a survey of the first 40 years of this journal, covering (1) the origin and subsequent history of the journal, (2) who the editors have been, (3) the influence of the journal and its editors on the field, and (4) the most frequently cited articles. A virtually immediate success,
Memory & Cognition
has gone on to become one of the leading journals in the field of cognitive psychology.
Journal Article
Correction to: Memory & Cognition: The first 40 years
Figures 1 and 2 were accidentally reversed in this article as originally published.
Journal Article
I said, you said: The production effect gets personal
Saying a word out loud makes it more memorable than simply reading it silently. This robust finding has been labeled the
production effect
and has been attributed to the enhanced distinctiveness of produced relative to unproduced items (MacLeod et al.
Journal of Experimental Psychology: Learning, Memory, and Cognition
,
36
, 671–685,
2010
). Produced items have the additional information that they were spoken aloud encoded in their representations, and this information is useful during retrieval in certifying prior encoding. The present study explored whether production must be self-performed to be beneficial, or whether another person’s production also makes an item more memorable. In two experiments, the production effect was shown to be reliable when production was done by someone other than the rememberer (i.e., by the experimenter or by another participant), but substantially smaller than the benefit from self-performed production. Intriguingly, the effect was intermediate when production was done by both the rememberer and another person. Distinctiveness—and hence the production effect—is greatest to the extent that it is personal.
Journal Article
Canadian Journal of (Experimental) Psychology: The First 70 Years
This article presents a survey of the first 70 years of this journal, covering (a) the origin and subsequent history of the journal, (b) who the Editors have been, (c) how the Editors have influenced the journal, (d) the most highly cited articles, and (e) consideration of the journal's content. After shifts in its purpose over its first two decades, the journal settled into being an outlet that is well respected around the world for research in the field of human experimental psychology.
Cet article s'intéresse aux 70 premières années de la présente revue. Il couvre (a) l'historique de la revue depuis son origine, (b) le profil des différents rédacteurs, (c) la façon dont rédacteurs ont influé sur la revue, (d) les articles ayant fait l'objet des plus nombreuses mentions, et (e) le contenu de la revue. Durant ses deux premières décennies d'existence, la portée de la revue a changé à quelques reprises. Par la suite, la revue est devenue une source fort respectée à travers le monde dans le domaine de la psychologie expérimentale.
Public Significance Statement
This article documents the history of this journal over its first 70 years. Coverage includes (a) the origin and subsequent history of the journal, (b) who the Editors have been, (c) how the Editors have influenced the journal, (d) the most highly cited articles, and (e) consideration of the journal's content.
Journal Article