Becoming a better person: Temporal remoteness biases autobiographical memories for moral events.

Our autobiographical self depends on the differential recollection of our personal past, notably including memories of morally laden events. Whereas both emotion and temporal recency are well known to influence memory, very little is known about how we remember moral events, and in particular about the distribution in time of memories for events that were blameworthy or praiseworthy. To investigate this issue in detail, we collected a novel database of 758 confidential, autobiographical narratives for personal moral events from 100 well-characterized healthy adults. Negatively valenced moral memories were significantly more remote than positively valenced memories, both as measured by the valence of the cue word that evoked the memory as well as by the content of the memory itself. The effect was independent of chronological age, ethnicity, gender or personality, arguing for a general emotional bias in how we construct our moral autobiography. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human memory: An adaptive perspective.

It was argued that the basic principles of operation of human memory can be understood as an optimization to the information-retrieval task that human memory faces. Basically, memory is using the statistics derived from past experience to predict what memories are currently relevant. It was shown that the effects of frequency, recency, and spacing of practice can be predicted from the statistical properties of information use. The effects of memory prompts, cues, and primes can be predicted on the assumption that memory is estimating which knowledge will be needed from past statistics about interitem associations. This analysis was extended to account for fan effects. Memory strategies were analyzed as external to the process of statistical optimization. Memory strategies are attempts to manipulate the statistics of information presentation to influence the optimal solution derived from memory. The classic buffer-rehearsal model for free recall is analyzed as a strategy to manipulate the statistics of information presentation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's recollections of traumatic and nontraumatic events

Whereas the social and emotional consequences of childhood trauma are well documented, less is known about how young children understand, represent, and remember traumatic experiences. A review of the literature indicates striking similarities in the development of young children's ability to recall traumatic and nontraumatic events. More specifically, events experienced before the age of about 18 months do not seem to be verbally accessible; events experienced between about 18 months and 2.5-3 years are reported in fragmentary fashion and seem to be prone to increasing error over time. From about age 3 years on, children can give reasonably coherent accounts of their past experiences and can retain these memories over long durations. The ways in which children are able to participate in conversations about events as they are occurring and in retrospect seems to play a critical role in their developing event memories. Implications of the empirical data for understanding trauma memory in childhood are discussed.     

Gender differences in autobiographical memory for childhood emotional experiences.

Research to date has paid remarkably little heed to gender differences in autobiographical memory. To redress this, the author examined memory for childhood events in adult men and women remembering back to childhood, and in children themselves. Five studies were conducted, and results revealed that females consistently recalled more childhood memories than males did and were generally faster in accessing the memories recalled. Furthermore, the gender difference observed was specific to memories of events associated with emotion and was apparent across a diverse range of emotions experienced by both the self and others. The overall pattern of findings obtained is consistent with the proposition that gender-differentiated socialization processes influence the content and complexity of representations of autobiographical emotional events in memory. To some extent, then, autobiographical memory appears to be a socially constructed phenomenon. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Criteria for judging the admissibility of eyewitness testimony of long past events.

Court cases of recovered memories of childhood abuse, in which the victim's testimony may constitute the only evidence available, and a growing body of research demonstrating the inexactitude and suggestibility of autobiographical memory of long past events, are forcing courts and cognitive scientists to seek scientific, principled criteria for admissibility of such testimony. The authors use as examples 2 recent court cases. In the 1st case, a concussion produced total retrograde amnesia for an accident for a period of 3 years, and then, over a few months, the driver claimed his memory returned. In the 2nd, 2 adults reported to the police that they witnessed their sister's murder 35 years earlier, when they were 3 and 5 years old, respectively. The authors provide objective guidelines for courts to determine whether testimony about recovered or very-long-term memory for eyewitnessed events should be admissible. The principles outlined can be expanded easily to include eyewitness testimony in general. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trauma, memory, and suggestibility in children

In this review we examine factors hypothesized to affect children's memory for traumatic events. Theoretical ideas on the processing and remembering of trauma are presented and critiqued. We review research on how psychopathology may generally influence and dissociation and posttraumatic stress disorder may specifically influence children's memory and suggestibility. The special case of child maltreatment is addressed as it relates to interviewing children about traumatic life experiences. Throughout we draw on current developmental, cognitive, social, and clinical theory and research. The review covers a controversial and exciting area of psychological inquiry.     

Narrating emotional events in schizophrenia.

Research has indicated that schizophrenia patients report similar amounts of experienced emotion in response to emotional material compared with nonpatients. However, less is known about how schizophrenia patients describe and make sense of their emotional life events. We adopted a narrative approach to investigate schizophrenia patients' renderings of their emotional life experiences. In Study 1, patients' (n = 42) positive and negative narratives were similarly personal, tellable, engaged, and appropriate. However, negative narratives were less grammatically clear than positive narratives, and positive narratives were more likely to involve other people than negative narratives. In Study 2, emotional (positive and negative) narratives were less tellable and detached, yet more linear and social compared with neutral narratives for both schizophrenia patients (n = 24) and healthy controls (n = 19). However, patients' narratives about emotional life events were less appropriate to context and less linear, and patients' narratives, whether emotional or not, were less tellable and more detached compared with controls' narratives. Although schizophrenia patients are capable of recounting life events that trigger different emotions, the telling of these life events is fraught with difficulty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory for the time of past events.

Laboratory and autobiographical studies of normal adults' memory for the time of past events are reviewed, and the main phenomena that have been discovered are described. A distinction is introduced among several kinds of information on which this knowledge could be based: information about distances, locations, and relative times of occurrence. The main theories of memory for time are classified in these terms, and each theory is evaluated in light of the available evidence. In spite of the common intuition that chronology is a basic property of autobiographical memory, the research reviewed demonstrates that there is no single, natural temporal code in human memory. Instead, a chronological past depends on a process of active, repeated construction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reconstructing the past: Some cognitive consequences of person perception.

Investigated systematic retrospective distortions of past events precipitated by one's current beliefs about another individual. 212 undergraduates read an extensive narrative about the life of a woman named Betty K. Either immediately after reading the case history or 1 wk later, some participants learned that she was currently living a lesbian life-style; others learned that she was currently living a heterosexual life-style; still others learned nothing about her life-style. The impact of this new information on recognition memory for factual events in Betty K.'s life was assessed 1 wk after reading the case history. Ss selectively affirmed events that supported and bolstered their current interpretations of Betty K. Performance was the same whether Ss learned this information immediately after reading the case history or 1 wk later. Additional evidence suggests that these results are best characterized as the product of an interaction between stereotyped beliefs about sexuality and genuine memory for factual events. Implications of these findings for the nature, function, and consequences of social knowledge are discussed. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal Structure and Autonomy Support in Conversations About the Past: Contributions to Children's Autobiographical Memory.

The authors examined the contributions of maternal structure and autonomy support to children's collaborative and independent reminiscing. Fifty mother-child dyads discussed past experiences when the children were 40 and 65 months old. Children also discussed past events with an experimenter at each age. Maternal structure and autonomy support appeared as 2 distinct and separable components of mothers' reminiscing style and acted in an additive fashion to predict children's memory. Children whose mothers demonstrated both high structure and high autonomy support provided the greatest memory in these conversations, whereas children whose mothers were low on both dimensions provided minimal memory. The authors discuss the implications of these effects for children's autobiographical memory development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stigma of psychological therapy: Stereotypes, interpersonal reactions, and the self-fulfilling prophecy.

Investigated stereotypes of counseling center clients and examined how these preconceptions influence social interaction. 136 undergraduates, told they were participating in a study of the acquaintance process in social interactions, were randomly assigned to be perceivers or targets. Ss engaged in a brief getting-acquainted conversation. Targets were randomly assigned to conditions in which perceivers were told that their conversational partner, the target, had been recruited either from among students seeking psychological therapy (clients) or from students in introductory psychology courses (nonclients). As was predicted, perceivers rated clients less favorably than they did nonclients before they interacted. Futhermore, consistent with previous research on the self-fulfilling prophecy, judges' ratings of the interactions revealed that perceivers behaved more negatively toward clients than toward nonclients, and clients came to behave in a less socially desirable manner than did nonclients. It is suggested that fear of rejection that makes people reluctant to seek psychological therapy appears to be justified. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The fate of traumatic memories in childhood and adulthood

The present article addresses issues concerning the complex relation between memory and trauma in childhood and adult life. Research findings showing how children and adults remember public and personal emotional events are presented, and mechanisms functioning to hold traumatic memories back from awareness are discussed. In the final section, developmental aspects are addressed by considering the interplay between child and adult trauma. Several cases are described that show how childhood trauma may be represented in memory and influence later development and adult memory processes.     

Religion as a Resource for Positive Youth Development: Religion, Social Capital, and Moral Outcomes.

Although existing literature demonstrates that developmental benefits are associated with religion for adolescents, little is understood about the dynamics of this relationship. Drawing on social capital theory, this study tested a conceptual model exploring socially embedded religious influences on moral outcomes. A three-dimensional model of social capital demonstrated how social interaction, trust, and shared vision enable social ties associated with religiousness to influence moral behavior. Structural equation modeling was used with data gathered from 735 urban youths to test a proposed model of the effects of religiousness on moral outcomes. Results suggested that religiously active youths report higher levels of social capital resources and that the influence of adolescent religiousness on moral outcomes was mediated through social capital resources. Suggestions for further research and implications for faith-based youth development organizations are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Striving for competence in the assessment of competence: Psychology's professional education and credentialing journey of public accountability.

The history of psychology's development as a licensed profession is traced over the past 60 years through the evolution of the profession's quality control practices in education and credentialing. These two essential features of a profession began at about the same time, but evolved quite independent of one another for the first 30 years. Shaped by events of the 1970s and 1980s, however, there has been a gradual convergence of focus by those responsible for professional education and credentialing on how best to assess the quality of professional education programs and their graduates who apply for licensure. Although at first this focus was predominantly on the content of curriculum taught and the knowledge examined, increasingly over the past decade there has been a shift of emphasis to the broader, more complex construct of competence to practice for which examination of knowledge is a necessary but insufficient assessment. The article describes the events and structures that led to this outcome and concludes with comments about the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Revisiting the past and back to the future: Memory systems and the linguistic representation of social events.

Five studies were conducted to investigate the relationship between how people communicate about social events and how representations of these events are stored in memory. It was hypothesized that more distant events in memory would be described with more abstract linguistic predicates, and recent events with more concrete language. The 1st study supported this hypothesis. The 2nd and 3rd experiments demonstrated that abstract predicates used as prompts elicit memories that are significantly more removed in time than concrete predicates. Two final experiments showed that these outcomes are not merely a function of the type of semantic cue but an interaction between memory and preferential predicate use. The findings illustrate a link between memory and communicative behavior of a type that has not been previously studied. The results are discussed in terms of a recent, well-supported model of 2 separate fast-learning and slow-learning memory systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are animals stuck in time?

People can time travel cognitively because they can remember events having occurred at particular times in the past (episodic memory) and because they can anticipate new events occurring at particular times in the future. The ability to assign points in time to events arises from human development of a sense of time and its accompanying time-keeping technology. The hypothesis is advanced that animals are cognitively stuck in time; that is, they have no sense of time and thus have no episodic memory or ability to anticipate long-range future events. Research on animals' abilities to detect time of day, track short time intervals, remember the order of a sequence of events, and anticipate future events is considered, and it is concluded that the stuck-in-time hypothesis is largely supported by the current evidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mindfulness-based cognitive therapy reduces overgeneral autobiographical memory in formerly depressed patients.

Previous research on depressed and suicidal patients and those with posttraumatic stress disorder has shown that patients' memory for the past is overgeneral (i.e., patients retrieve generic summaries of past events rather than specific events). This study investigated whether autobiographical memory could be affected by psychological treatment. Recovered depressed patients were randomly allocated to receive either treatment as usual or treatment designed to reduce risk of relapse. Whereas control patients showed no change in specificity of memories recalled in response to cue words, the treatment group showed a significantly reduced number of generic memories. Although such a memory deficit may arise from long-standing tendencies to encode and retrieve events generically, such a style is open to modification. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empathy gaps for social pain: Why people underestimate the pain of social suffering.

In 5 studies, the authors examined the hypothesis that people have systematically distorted beliefs about the pain of social suffering. By integrating research on empathy gaps for physical pain (Loewenstein, 1996) with social pain theory (MacDonald & Leary, 2005), the authors generated the hypothesis that people generally underestimate the severity of social pain (ostracism, shame, etc.)—a biased judgment that is only corrected when people actively experience social pain for themselves. Using a social exclusion manipulation, Studies 1–4 found that nonexcluded participants consistently underestimated the severity of social pain compared with excluded participants, who had a heightened appreciation for social pain. This empathy gap for social pain occurred when participants evaluated both the pain of others (interpersonal empathy gap) as well as the pain participants themselves experienced in the past (intrapersonal empathy gap). The authors argue that beliefs about social pain are important because they govern how people react to socially distressing events. In Study 5, middle school teachers were asked to evaluate policies regarding emotional bullying at school. This revealed that actively experiencing social pain heightened the estimated pain of emotional bullying, which in turn led teachers to recommend both more comprehensive treatment for bullied students and greater punishment for students who bully. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Forms of feeling: The heart of psychotherapy.

Reviews the book, Forms of feeling: The heart of psychotherapy by Robert F. Hobson. Robert Hobson calls this book his autobiography as a therapist. As such it provides interesting glimpses into some of his more meaningful sessions with clients, illuminating his approach to therapy and enabling the reader to see a master therapist at work. Hobson also presents a new method of therapy, which he calls the conversational model. On this level, his book is considerably less satisfying. Hobson succinctly outlines the general principles of the conversational model and basic skills required of the therapist, but in so doing offers essentially little new information, however valid the points may be. According to Hobson, the conversational model is designed for clients whose problems arise from disturbances in their significant relationships, and those problems are best solved not by talking about them but by being in a relationship such as therapy that provides "a special kind of friendship." Hobson puts great stress on the use of metaphorical language in therapy and learning how to use the language of art as well as of science. He relies heavily on literary quotations, prefacing each section with one or two, and liberally interspersing many more within the pages of text. The net result is not so much illuminating as it is wearisome, and the general tone is slightly pretentious and, when Hobson addresses his "dear Reader" directly, somewhat condescending. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Happiness and reminiscing: The role of time perspective, affect, and mode of thinking.

Conducted 3 experiments to determine the affect of reminiscing on reported well-being. 51 students at a professional school for translators and interpreters in Exp I and 36 undergraduates in Exp II recounted events that they had experienced as positive and pleasant or as negative and unpleasant. In Exp III, 64 undergraduates wrote down a particularly positive or negative event and then asked to explain either why or how this event occurred. Ss in all 3 experiments were then asked to rate their happiness and life satisfaction. Overall results indicate that Ss' ratings of general life satisfaction depended not only on the hedonic quality of the life experiences they happened to recall but also on the way in which they thought about them. Specifically, the hedonic quality of present life events influenced Ss' judgments of well-being in the same direction. The hedonic quality of past events, however, had a congruent impact on well-being judgments only when thinking about them elicited affect in the present but otherwise had a contrast effect on these judgments. Two factors were found to determine if thinking about the past elicits affect: whether Ss describe the events vividly and in detail or only mention them briefly, and whether Ss describe how the events occurred rather than why they occurred. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)