Google's equity Essay Example | Topics and Well Written Essays - 500 words

Google's equity - Essay Example Brand awareness measures the accessibility of the brand in the memory. Brand awareness can be measured through brand recall or brand recognition. Brand recognition reflects the ability of consumers to confirm prior exposure to the brand and recognizes that it is an â€Å"old† brand that they have been before and not a â€Å"new† brand that they are seeing for the first time. Brand image is defined as consumer perceptions of a brand and is measured as the brand associations held in consumer’s memory. Google has bagged a prominent place in the first 10 major brands in the world. It has dominated to expand in to software and video, mapping and web browsing its brand value had short up by 43%, from $17.8 billion to $25.59billion. (Top 100 Most Powerful Brand 08). Young and Rubicam developed a proprietary tool to measure brand asset value. It has four dimensions the four dimensions are (1) the brand’s perceived differentiation (2) its relevance (3) its knowledge and (4) its esteem To evaluate the four parameters brand knowledge, brand recognition, brand awareness and brand image an international market survey was conducted in ten major countries using internet. The population of the survey included students, teachers, educational institutions, industrial establishments, banking and insurance industry the sample questionnaire is enclosed the survey revealed that Google occupies 10Th place among the major brands in the world in all types of the commercial and industrial activities and first place in internet services. The four major parameters of brand audit is supplemented by brand positioning statement. â€Å"A brand positioning statement describes the "mental space" a brand should occupy in the minds of a target audience. It serves as an internal document which guides most of a companys marketing communications strategies, programs and

The Rising Problem of Water Essay Example for Free

The Rising Problem of Water Essay Although water is â€Å"the commonest molecular compound† (Crystal, 1990) there is a rising problem concerning its purity. We can’t reach for the nearest stream and draw water for a drink the way people did before. Today, water is for sale. Water’s scarcity and depletion, lack of sanitation and pollution, inequalities in distribution, problems caused by dam projects, to extravagant use or mismanagement and even cross-border conflict, etc. (Godrej, 2003) account for the crises that governments are dealing with regards to water. Though water is foundational to life, e.g. part of our physical component, and as experts say it â€Å"occurs in all living organisms† (Crystal, 1990), truth is, the world faces a water crisis. Before pointing to big companies/factories and relegate to them the reason for this crisis, we are all delinquent when it comes to the management and the use of water. When one’s use of water is too much or â€Å"beyond the rate† of normal use, the hydrological cycle is being put in danger (Godrej, 2003). The hydrological cycle is so arranged as to allow for replenishing. When there is overuse, replenishing becomes difficult and depletion and pollution follow. Water like those in oceans and rivers, usually have natural pollutants, but only enough to be purified by the natural hydrological cycle. The main culprit for water pollution is man whose human activities are the causes of localized pollution. â€Å"Heavy metals, oil spills, and bacteria,† (Barnes-Svarney, 1996) are all contaminants which are results of human abuses. References 1. Crystal, David. 1990. Water H2O. The Cambridge Encyclopaedia. Cambridge University Press, p. 1285. 2. Godrej, Dinar. 2003. Crisis and challenge. Precious fluid. New Internationalist magazine, volume 354, pp. 9-12. 3. Barnes-Svarney, Patricia. 1996. The New York Public Library Science Desk Reference, p. 472.

Focus Of Supervision Analysis Social Work Essay

Focus Of Supervision Analysis Social Work Essay The focus of this supervision is to look at how our supervisiory relationship is working in regards to our different learning styles. Referral to Public Health Nurses (PHN) for girls in the in the Early Intervention Program (EIP). Wai Ora Girls Program one client has offended and one client has absconded reflection on practice. Feasibility study Community Coordinators have said there are no issues with youth crime in their area. Where to next? During this supervision my supervisor is to complete my second direct observation assessment. Discussion points Learning Styles We began the session by reviewing our learning styles. My supervisor asked me to fill out the 80 question Honey Mumford Learning Styles Questionnaire (2006) in my first week of placement. My learning style is a reflector and my supervisor has a pragmatist learning style. Reflectors: like to view the situation from different perspectives. They like to collect data, review and think carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own (Mumford, 1992). Pragmatists: are eager to try things out. They like concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth (Mumford, 1992). Therefore, we discussed how we can work together in supervision from these different learning styles to make it affective. My supervisor has identified as a pragmatist learner he does not like lengthy discussions and prefers to get straight to the point when it comes to discussions around practice. Where as because I am a reflector I like to discuss my learning through different perspectives at length before I am able to come to any conclusions around my learning. This can cause difficulties within our supervisory relationship and we need to work together so that I am able to make the most out of our supervision sessions and the field education placement in relation to my own learning style. My supervisor identified that he needs to be flexible in the different learning approaches that are presented by: Organising a range of opportunities for practice Using a blend of methods and materials that will help me learn Using a mixture of theory and practice focus in supervision Using learning materials that focus on the reflection of practice Formal and informal opportunities to learn Continuing teaching and learning styles discussion EIP Program I have identified a range of health issues presented by the girls who attend the EIP. In a previous supervision session it was discussed that I will contact the PHN to arrange health assessments for the girls that are presenting concerns. Following on from this I discussed with the volunteers of the Girls EIP which girls we believe could use a health assessment. On contacting the PHN it became apparent that we would be unable to get these girls health assessments as I did not have parental consent, and two girls are already involved with the PHN. Upon contacting the parents of the girls who are not already involved they did not give permission for their children to be assessed. I discussed with my supervisor that I still has concerns for these girls but because there is no parental consent we are unable to refer them to the nurses. We decided it is up to the volunteers and I to monitor the concerns, and if they became more evident to approach the parents again. Wai Ora Girls Program one of my clients who I have been working with has been arrested over the weekend and charged with driving with excess blood alcohol. I discussed with my supervisor the concerns I had around this charge and the events that had led to the young women driving whilst under the influence. We agreed that it would be best for me to notify her Child, Youth and Family Services (CYFS) social worker in regards to the concerns I had as it was beyond my level of involvement. Another one of the young women I have been working with has absconded over the weekend; I discussed with my supervisor what I should do next in regards to this client. My supervisor suggested that as we do not have any mandate to work with this young person and that it was not my responsibility to follow up with this young person, as her involvement with our agency is voluntary and if she does not wish to be involved that I was not to force her. I will contact her CYFS social worker to let her know that if the young person returns I am happy to continue working with her. Feasibility Study during supervision I discussed the information and negative feedback I had received from the Community Coordinators in regards to the feasibility of Te Roopu O Wai Ora working in Albany and the East Coast Bays areas. He said to document these conversations and the next step us to speak to CYFS, Police, and the local schools. Direct Practice Observation the second direct practice observation was completed in relation to the second Learning Outcome. This assessment bought out discussion around my resiliency as I have been confronted with a range of client issues through out my placement. We focused more closely on working cross-culturally in my practice with clients and I am often working with young people and their families who are of a different culture from my own. At the alterative education centre where I am placed two days a week I am the only female and pakeha person there. We discussed how I can critically reflect on my issues in practice and working cross-culturally (I will discuss this further in my critical reflection). Direct practice feedback from Fieldwork Educator My supervisor discussed how he views my experience as an advantage for the organisation; that he trusts me to manage my own workload and ask for help when I need it. The information my supervisor has feedback through this supervision and direct practice will lead me to further discussions and reflections in my critical reflection assignment: Grace has shown good levels of interviewing techniques on our observation of her at work. She has interviewed family members of our clients and shown experience beyond her years. Through supervision and on job training Grace has self-reflected on issues and questions she has been challenged with. She is not afraid to ask the hard questions. Grace is aware of her own feelings and background in working with different clients on a range of issues. She shows genuine empathy and an ability to engage with clients in a relaxed and professional manner. Working in the school setting as the only female and pakeha person, has enabled her to identify the differences in culture but also helped her to work cross-culturally with other staff and clients. Family visitation has also helped her to identify areas that need more training in. Suggested next steps for practice No Steps 1 Critically reflect on discussions in this supervision and the direct observation assessment in regards to working cross-culturally. 2 Contact CYFS in regards to the two young women in the Wai Ora Girls Club that are presenting with problems/concerns/absconding. 3 Attend EIP program and monitor their health issues 4 Contact police, CYFS and local schools in regards to Feasibility Study. What is the relationship between this supervision session and the B.Soc.Wk 2 learning objectives, generally and my contract specifically? The relationship between this supervision and the B.Soc.Work learning objectives and my contract were the discussions around my second learning outcome in relation to the second direct observation. I have demonstrated the appropriate use of self in a professional social work setting by exploring in supervision my practice, cultural awareness, resiliency, and my learning style. I have demonstrated my ability to initiate and articulate my own learning in my placement by reflecting on my learning style and discussing how our supervisory relationship is working. Also by identifying that in this supervision session that there was a significant focus on my practice cross-culturally and using it as the basis for my second critical reflection, to enable me to reflect on my cultural framework more critically. I have been in contact with other agencies and the community in relation to shared clients and the Feasibility Study. Learning Made The learning I made in this supervision session was in regards to my learning style and how it affects our supervisory relationship, and how we can make it effective for my learning during y field placement. I will use the learning made from the discussion around my practice this week and working cross-culturally as the basis for my critical reflection.

Nelly Dean, the Narrator of Emily Brontes Wuthering Heights Essay

Wuthering Heights: Nelly the Narrator  Ã‚  Ã‚  Ã‚  Ã‚      Emily Bronte wrote the book Wuthering Heights from the narrative point of view of Nelly, a servant who lived most of her life with Catherine. Many have questioned why Bronte would do so.   Why did she not choose someone with more knowledge? Why did she not choose a major character like Heathcliff or Catherine?   The choice to make Nelly the narrator is what makes the book so great. She is one who qualifies most to be the narrator.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This book is very much about love and hate, and Nelly is the one who is totally un-opinionated about the characters.   She was like a mother figure, always there for everybody, and listened to them.   That is what made her a good narrator because she always knew how everyone felt.   She lived At Wuthering Heights and Thrushcross Grange all her life, and experienced the first and second generation, therefore she knew exactly what went on.   If Heathcliff was the narrator, you would not know how Isabella or Edgar felt due to their lack of communication or friendship.   Although Heathcliff's opinion’s are valuable, Nelly's knowledge is more valuable because she got along with and talked to everybody.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nelly never really had a life of her own because she lived at Wuthering Heights all her life.   Therefore, Wuthering Heights and Thrushcross Grange were her life.   Nelly was more than a servant, and had a personal relationship with most of the characters. This   is why her story is so efficient, and her lack of knowledge not as important.   S... ...rst generation were left   Thrushcross Grange.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   In the end, we realize that Nelly was more than a servant.   She was a part of their lives, and considerably a major character.   Without the presence of Nelly, the book would not be the same.   Catherine and Heathcliff would not have anyone to consult or look after them.   There really was not   a mother in the story, but Nelly is practically everyone's mother.   It is very questionable, but Nelly could be more important than Heathcliff (who is more likely favored to being the most important.)    NOTES ***SEVERAL TIMES SEMICOLONS WERE USED AFTER AN INTRODUCTORY CLAUSE WHEN COMMAS SHOULD HAVE BEEN USED*** ***WATCH VERB TENSE! MAKE SURE IT STAYS CONSISTENT WHEN YOU ARE RECALLING THE EVENTS OF THE STORY!***

Beyond Dim Sum :: Personal Narrative Essays

Beyond Dim Sum There is truth to the platitude that it isn't the destination that is important, but the route that one takes to get there. To say my goals for studying abroad were purely academic would be skewing the truth; studying Chinese took me to China. But just as from studying Chinese language, I have gained new insights into China's cultural and historical legacy, so too, in going to China have I gleaned more than just the ability to speak a foreign language. I remember arriving in Beijing. I was awestruck. Tiananmen Square on my left, the Forbidden City on my right, a giant-sized portrait of a deified Mao Zedong looking down on me from above. It seemed unreal. So many times had these images been a part of montages in books and on television, I had become accustomed to representations of this amazing place, but had never taken in "the real thing." It was all so surreal, so wondrous, these impressions were unforgettable. A week into my trip abroad, here is what I wrote as my first journal entry: "I am for the first time in my life truly alone. Alone not just in the sense that I don't have anybody to rely and depend on, but in that I am in a country where I can barely communicate with anyone, and beyond that, I don't have a cultural clue how to follow that old traveler's phrase: 'When in Rome, do what the Romans do.' I am a stranger here. I wear the marks in every sense of the word. It is in the way that I look, it is in my inability to communicate with people, it is in the way I carry myself. Sure, I am nervous, and rather timid. But, the fact is, I am excited. I am finding in China a new kind of engagement; it permeates every minute of my time. All these activities in my life that I have taken for granted, those that even no longer warrant the classification of 'activity,' those things like buying a soda or taking a bus, the r egimens of everyday life, have now become the instruments of my engagement. Ironically, my vehicle is Chinese; until this point, my studies have been so figurative. It is so strange to actually hear people use this language that I have been studying for so long in American classrooms as their everyday mode of communication, as I use English.

War and Heroism in Kurt Vonneguts Slaughterhouse Five Essay examples -

What is war? Is war a place to kill? Or is it a place where something more than just killing happens? War, as defined by the Merriam Webster is â€Å"a state or period of usually open and declared fighting between states or nations.† War, can also be viewed with romantic ideals where heroes and legends are born. Even the most intelligent of us hold some rather naà ¯ve notions of war. Upon reading Kurt Vonnegut’s Slaughterhouse Five, intelligent readers have been divested of any romantic notions regarding war they may have harboured. In Slaughterhouse Five the reader is encouraged to show contempt for war and to abandon all hopes of thinking war as a place where deeds of heroism are and bravery are performed. A character in the novel, Roland Weary, seems to think the very opposite of what Vonnegut is trying to communicate in the novel. He sees war as an adventure, a time for exploration, not as a time where horrible atrocities are committed and where massacres take place. Even army personnel turn on each other. Billy Pilgrim who is being beaten by Roland Weary is saved from death, ironically, when a German patrol finds him. Another bunch of characters that seem to ‘mistake’ war as something fun is the English officers at the POW camp. In the words of Vonnegut, â€Å"they made war look stylish, reasonable and fun.† Another interesting thing that Vonnegut does is that he frequently uses the phrase â€Å"So it goes,† after every death or mention of dying in the novel. He uses the phrase very often, and after a certain amount of time, it begins to remind the reader that the reader is powerless to stop all the killing that is going on. Vonnegut uses irony very often to strengthen the readers’ contempt for war. Edgar Derby, the well-liked high sc... ...me soldiers refuse to fire a shot due to the great personal conflict within them to kill another human being. Normal human beings cannot kill in cold blood. Normal human beings usually can’t even think about killing somebody. To not feel remorse after killing a fellow human being would be inhuman. Slaughterhouse Five is not a book that should be glanced over and discarded away like a dirty rag. Slaughterhouse Five is a book that should be carefully analyzed and be seen as an inspiration to further improve the well-being of mankind. Vonnegut makes it clear that an easy way to improve mankind is to see war not as a place where legends are born, but rather, an event to be avoided. Intelligent readers and critics alike should recognize Vonnegut’s work and see to it that they make an effort to understand the complexities behind the human condition that lead us to war.

The Effects of Memory Improvement by Saying Words Aloud

This experiment proposes to study the effects of memory improvement by reciting and saying the words out loud to oneself. Participants will be assigned to either two different types of conditions and will then be required to recall the information of words as best as they can. It is assumed that a higher level of generating the targeted words into memory is improved when readers say the words out loud to themselves. Thus, the hypothesis concluded is that people who say words out loud after reading them are expected to improve their memory in retaining information.The Effects of Memory Improvement by Saying Words Aloud Whenever a person thinks, sees or hear words that are needed later on for remembrance, most of us would automatically try to retain the information by methods of imagery, recitation and elaboration to bring it more meaning in their understanding of the definition of those words. Words and languages are interrelatedly connected and associated with memory. Historically, m emory is a complex system which began in primitive organisms that stores an assorted array of fragments that grows more indispensable as we advance through the years.In terms of retaining memory, humans have extraordinary abilities to accumulate a huge amount of knowledge, but they do not always be able to retrieve or gain access to the parts that have since long been forgotten. Since words serve as a medium to communicate and interact with other people, it is a natural part of daily life that people will say certain words out loud in order to effectively convey particular messages or to recall specific information. According to Macleod et al. 2010), saying a word out loud or at least mouthing it, improves memory function by increasing its distinctiveness, i. e. making it unusual compared to others. The fact that producing a word aloud, which is relative to simply reading a word silently, improves explicit memory (Hourihan & MacLeod, 2010). The past studies done on the effects o f mouthing or vocalizing words to an extent of memory recall often yield consistently similar results in which those who have recited the information out loud were being reinforced to maintain that information for a longer term.Physically moving or acting out the words by means of vocalization would involve certain electrical muscle movement so that information sent to the brain are known to increase mental response, thus it has its relativity on the ‘generation effect’. This generation effect refers to an enhanced memory encoding by which a participant has better memory improvement by being involved in its creation or by acting it out. By vocalizing â€Å"out loud†, recitation in past research by Foley et al. (1983) as cited in Dodson & Schacter (2001) had participants to hear and say words out loud.Reciting words out loud would naturally be one of the most effective method for review because it employs more of the senses than any other review technique (ima gery, auditory). For instance, in Schacter et al. ’s (1999) study, when students were reviewing notes or tests immediately after class by means of vocal recitation, they yielded higher scores in memory improvement because not only will they be consolidating the new information, but also it strengthens the neural traces made to the brain. It ‘provides a basis for employing a distinctiveness heuristic during the test. (Dodson & Schacter, 2001). Reciting words out loud to understand the message conveyed by a sentence or paragraph would only then have a higher chance of that information moving on into the long-term memory, as most verbal information goes first in the short-term memory. When information is rehearsed aloud, part of it goes into our long-term memory. The most recent research done by Hourihan & MacLeod (2010) found that reading words aloud during study explicitly improves memory compared to reading a word silently and this is called ‘the productio n effect’.The researches hold that the production effect is that by saying words aloud would make them distinctive and better recognized than words which are read silently, which will be easier to forget. This distinctiveness is not available for the words read silently (Hourihan & MacLeod, 2010). The production effect has its basis on the generation effect whereby reciting words out loud produce a certain distinctiveness as done by a series of experiments by Macleod et al. , (2008).Moreover, a study done by Strain, Patterson & Seidenberg, (1995) as cited in McKay et al. (2008) found that words containing high imageability (e. g. house, chair, elephant) are proposed to have stronger representations in semantic memory. However, past researches found contrasting results compared to Hourihan & MacLeod’s. Research done by Maisto et al. (1977) as cited in Mohindra & Wilding (1980) in a free recall tests found that saying each word out loud three times had im paired their memory performance when subjected to expected recall.This study is further supported by Folkard & Monk (1979) as cited in Mohindra & Wilding (1980) where they suggested that articulating words impaired free recall. In view of these findings which yielded contrasting or relatively different results in relation to vocalizing words out loud, it can be explained that participants were using a strategic reading process when reading the words aloud, since it does not normally involve the conscious recall of information (MacLeod & Masson, 2000) as cited in McKay et al. 2008). There is also a claim that a potential issue in difference of these researchers’ results could be in the time criterion whereby participants shift the influence of certain words to a different semantic pathway (Strain et al. , 1995, as cited in McKay et al. , 2008). However, recent research done by Reynolds & Besner (2008) suggests that contrary to the view that by vocalizing words out loud is entirely an automatic memory encoding, it in fact requires some form of attention.Previous research was investigated further where participants were exposed to reading lexicon and pseudo homophones aloud that required the use of central attention. In research done by Blais & Besner (2007), repetition of words of lexical representations suggests longer persistence in the early memory processing, as cited by Reynolds & Malley (2008). It was discussed earlier that possibly the mere action of vocalizing words for memory recall will encourage memory improvement at a higher level, thus making a person to be able to better retrieve previous information if need be (Macleod et al. 2010). In another study, Kappel, Harfard, Burns & Anderson, (1973) gave another possible explanation on the advantage of reading words out loud, indicating that serial voiced recall were found to be superior for the later positions, and these results replicates previous experiments done by M urray (1966) and Conrad & Hull (1968). However, Kappel et al. , (1973) proposed that the results reported suggest that differences in participants’ level of processing information to memory between saying out loud and reading silently.Similar to the researches done by Macleod and Hourihan (2010), our proposed study focuses in determining whether reading and saying words out loud would have an effect on people’s memory improvement and recall when acquiring new information. The hypothesis of our proposed experiment is that adults, who vocalize new information aloud is expected to have higher memory improvement and better recall of information, thus have the highest number of correct answers in the test as indication of their reading the story out loud during the experiment.Based on past researches, I am taking the side with the assumption that saying words aloud can aid in memory improvement to gather information during other reviewing or learning new knowledge, as s uch an act would require a certain amount of cognitive effort, thus enabling adults to improve their memory technique on learning tasks at hand. Methods Participants As many as 200 participants from schools and offices will be recruited in this study. All participants will include both English speaking males and females and should be between the ages of 18 to 30 years old.All participants will be divided into two categories, each receiving a story in the English language of an average English proficiency level. It should be estimated that the total number of males and females selected are approximately equal in number. The participants will not engage in any other experiments beforehand. Design In this experiment, we will be using a 1 (memory improvement or performance) x 2 (participants recite the story out loud or does not recite the story out loud) independent design. The first independent variable (IV) is the participants’ memory improvement and their ability to remember certain information in the story.For this proposed experiment, the operational definition of reciting the story out loud is where a participant vocally recites aloud a story as they read and comprehend the story at the same time. The dependent variable (DV) is the vocal recitation of the story either the participants read it out loud, or to just read the story silently. Materials The materials to be used in this experiment include administrative letters sent out to the participants informing them of the research and what is expected of them.Procedural materials include the sheets of paper containing the story, test papers with 30 fill-in-the-blank questions, experimenters’ scripts and a stopwatch to keep track of time. The sheets of paper which contains the story to be later recalled by the participants will be a short story that is in English and contains approximately 1000 words. It is entirely fictional and unique, therefore it is not in any way affiliated to share any res emblance or similarities to stories the participants would have known in the past i. e. fairytales or well-known childhood stories.Thus, we expect the participants to be reading and learning about new information based on the fictional story given. This is done so as to reduce any extraneous variables that may interfere with the results of the experiment. The test papers consist of 30 fill-in-the-blank questions that require the participants to answer by recalling information based on the story provided. This format is chosen to avoid any possibility that participants may get the correct answer by chance of lucky guesses. The experimenters’ scripts will contain the standard instructions for the experimenters to read out to the participants when conducting the experiment.Procedure Participants will be randomly assigned to 1 of 2 rooms. In each of the rooms, it is expected to have approximately similar ratio of male and female participants so as to avoid gender directed outcome s and to maintain neutrality. Participants will be led into the room by the experimenter and be asked to take a seat. They will then be briefed on the experiment and will be required to sign two consent forms, one of which is to be kept for themselves and the other, for the research copy of the experimenter.In Room 1, each participant will be provided with a sheet of paper containing the fictional story to be read out loud by the participants. The following instructions will be read out to them: â€Å"You are required to read the fictional story provided out loud. You are highly encouraged to vocalize your words aloud at your own pace. † In Room 2, each participant will be provided with a sheet of paper containing the fictional story. The instructions read will be as follows: â€Å"You are required to read the fictional story given silently. You are not allowed to vocalize your words by reading the story out loud.You will read the story silently at your own pace. † The experiment will take 25 minutes for the participants to take time to read the story. After they read the story, each participant will be given a surprise fill-in-the-blanks test. The test consists of 30 questions relating to the fictional short story that they had to read earlier. Participants will be given 20 minutes to answer the set of questions. Their answer sheets will then be collected and the participants will be thanked for participating in the research. Statistical AnalysisThis experiment will use an independent t-test to calculate the results of the experiment. This test will be used because this study has only 1 IV with 2 levels (1Ãâ€"2) and uses between-subjects design, in which the participants will experience different levels of the IV.References Besner, D. , O’Malley, Shannon, & Robidoux, S. (2010). On the Joint Effects of Stimulus Quality, Regularity, and Lexicality When Reading Aloud: New Challenges. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3), 750-764. Retrieved June 16, 2010 from PsychARTICLES database. Dodson, Chad S. amp; Schacter, Daniel. L. (2001). If I Had Said It, I Would Remember It: Reducing False Memories with a Distinctiveness Heuristic. Psychonomic Bulletin & Review, 8 (1), 155-161.Retrieved June 14, 2010 from http://pbr. psychonomicjournals. org/content/8/1/155. full. pdf Hourihan, Kathleen L. & Macleod, Colin M. (2008). Directed Forgetting Meets the Production Effect: Distinctive Processing is Resistant to Intentional Forgetting. Canadian Journal of Experimental Psychology, Vol. 62, No. 4, 242-246. Retrieved June 14, 2010 from PsychARTICLES database. Kappel, S. , Harford, M. , Burns, V. & Anderson, N. (1973). Effects of Vocalization on Short-Term Memory for Words. Journal of Experimental Psychology, 101(2), 314-317. Retrieved June 16, 2010 from PsychARTICLES database. MacLeod, C. , Gopie, N. , Hourihan, K. , Neary, K. , & Ozubko, J. (2010).The Production Effect: Delinea tion of a Phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3). 671-685. Retrieved June 16, 2010 from PsychARTICLES database. McKay, A. , Davis, C. , Savage, G. , & Castles, A. (2008). Semantic Involvement in Reading Aloud: Evidence from a Non-Word Training Study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(6), 1495-1517.Retrieved June 18 from PsychARTICLES database. Reynolds, M. , & Besner, D. (2008). Contextual Effects on Reading Aloud: Evidence for Pathway Control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(1), 50-64. Retrieved June 14, 2010 from PsychARTICLES database. Wilding, J. , & Mohindra, N. (1980). Effects of Subvocal Suppression, Articulating Aloud and Noise on Sequence Recall. British Journal of Psychology, 71(2), 247. Retrieved June 18, 2010 from Academic Source Premier database.