Recent studies have shown that involuntary autobiographical memories (IAMs) can be elicited in the laboratory. Here we assessed whether the specific instructions given to participants can change the nature of the IAMs reported, in terms of both their frequency and their characteristics. People were either made or not made aware that the aim of the study was to examine IAMs. They reported mental contents either whenever they became aware of them or following a predetermined schedule. Both making people aware of the aim of the study and following a fixed schedule of interruptions increased significantly the number of IAMs reported. When aware of the aim of the study, participants reported more specific memories that had been retrieved and rehearsed more often in the past. These findings demonstrate that the number and characteristics of memories depend on the procedure used. Explanations of these effects and their implications for research on IAMs are discussed.

In two experiments, pictorial cues were compared with their verbal labels to assess their effectiveness in eliciting involuntary autobiographical memories. Cues were relatively complex in Experiment 1 (e.g., relaxing on a beach) and simple objects in Experiment 2 (e.g., a ball). In both experiments, participants went through a vigilance task in which they were presented with frequent nontarget and rare target visual stimuli. Pictures or their corresponding verbal labels were also displayed on both target and nontarget stimuli, but participants were told that these were irrelevant to the task. They were asked to interrupt the vigilance task whenever they became aware of task-unrelated mental contents and to report them. In both experiments, more involuntary memories were elicited in the verbal cue condition, rather than in the pictorial cue condition. This result is discussed in relation to previous work that highlighted the greater effectiveness of verbal cues in memory tasks.

Nowadays Employees Work Outcomes is the primary concern of academia of higher education. Hence, to understand this perspective the current study has examined the impact of emotional instability on employees work outcomes (Workaholism, Organizational Citizenship Behavior and Burnout). This study also examined the moderating role of compulsory citizenship behavior and transactional and transformational leadership styles. Sample of the study was faculty members of public and private universities. The sample of 400 teachers were selected from public and private universities of different cities of Pakistan. Emotional Instability Scale by John and Srivastave, Organizational Citizenship Behavior Scale by Smith et al, burnout scale by Ayala Malach Pines and Workaholism Battery by Spence and Robbins were used to measure the study variables. Smart PLS (Partial Least Square) was used for hypothesis testing. Finding of the study showed that there was negative and significant relationship between emotional instability, workaholism and organizational citizenship behavior whereas, there was positive and significant relationship between emotional instability and burnout. Further results demonstrated that transactional and transformational leadership play moderating role in relation to emotional instability and workaholism. Nevertheless, this study will provide insight to develop policies to lowers the level of burnout, and will also help administrators to implement such leadership style that decrease emotional instability and raise performance.

Objectives:To compare the feeding practices and underweight prevalence of hearth children with those of non hearth children.

Cognitive styles are the thinking patterns that greatly influence our day to day activities. People may adopt specific learning styles to the way they want to act. Creativity is an important aspect and a great requirement of now a day’s organization because competition is so enhanced that it is an important aspectto be a part of market. So there is a need to explore what types of learning styles and cognitive styles will help the employees to be creative. The key variables of this study were Cognitive styles (CS), Learning styles (LS) and Employee Creativity (EC). The main purpose was to study cognitive styles as a moderator in relationship of learning styles and employee creativity; and to explore these variables further. Descriptive research design was used and data was collected from 450 employees in different sectors(public and private) through convenient sampling from banks, insurance and telecommunication sectors of Multan. Participants responded to cognitive style inventory (CS; Ancona, Kochan, Scully, Van Maanen, and Westney, 1997), Learning Style Questionnaire (LS; O Brein 1985), and Employee Creativity Questionnaire (EC; Tierney et al. in 1999)in order to study the target variables. Descriptive statistics and reliability of scales was calculated. One way ANOVA, t-test was calculated by using SPSS. To check moderation, Partial least square structural Equation modeling (smart PLS) were used. Cognitive styles had significant moderating effect on learning styles and employee creativity. Limitations and suggestions are discussed.