The Role of Eye-Movements in Eye-Movement Desensitization and Reprocessing: Eye-Movements Lower the Number of Intrusive Thoughts of Negative Memories

<p>Eye-Movement Desensitization and Reprocessing (EMDR) was developed as a treatment for Post-Traumatic Stress Disorder (PTSD), and involves the patient thinking about a traumatic event while simultaneously moving their eyes from side to side. Despite substantial support for the efficacy of EMDR questions remain regarding how eye-movements contribute to therapy. One explanation is that eye-movements tax a part of working memory known as the central executive; however, the exact mechanism involved is still unclear. Previous eye-movement research has focussed on self-ratings of vividness and emotionality of negative memories as the primary outcome measures. The focus of the current research was to examine the effect of eye-movements on the suppression of negative autobiographical memories in addition to vividness and emotionality. Non-clinical participants were asked to recall negative autobiographical memories and then verbally reported ratings of vividness and emotionality. In the eye-movement conditions, which varied by speed and direction of movement, eye-movements were stimulated using dots on a computer screen. Participants were then asked to avoid thinking of their memories, and intrusive thoughts were measured by pressing a computer key. Six experiments found that, overall, the effect of eye-movements on self-ratings was inconsistent, but that eye-movements reliably improved suppression of negative autobiographical memories. The findings also support the central executive explanation for the effectiveness of eye-movements in EMDR.</p>

The Role of Eye-Movements in Eye-Movement Desensitization and Reprocessing: Eye-Movements Lower the Number of Intrusive Thoughts of Negative Memories

<p>Eye-Movement Desensitization and Reprocessing (EMDR) was developed as a treatment for Post-Traumatic Stress Disorder (PTSD), and involves the patient thinking about a traumatic event while simultaneously moving their eyes from side to side. Despite substantial support for the efficacy of EMDR questions remain regarding how eye-movements contribute to therapy. One explanation is that eye-movements tax a part of working memory known as the central executive; however, the exact mechanism involved is still unclear. Previous eye-movement research has focussed on self-ratings of vividness and emotionality of negative memories as the primary outcome measures. The focus of the current research was to examine the effect of eye-movements on the suppression of negative autobiographical memories in addition to vividness and emotionality. Non-clinical participants were asked to recall negative autobiographical memories and then verbally reported ratings of vividness and emotionality. In the eye-movement conditions, which varied by speed and direction of movement, eye-movements were stimulated using dots on a computer screen. Participants were then asked to avoid thinking of their memories, and intrusive thoughts were measured by pressing a computer key. Six experiments found that, overall, the effect of eye-movements on self-ratings was inconsistent, but that eye-movements reliably improved suppression of negative autobiographical memories. The findings also support the central executive explanation for the effectiveness of eye-movements in EMDR.</p>

The effect of selective discussion on young people's autobiographical memories

<p>Young people frequently talk about memories of experienced events with their parents and peers. These conversations are selective and little is known about the fate of memories that are not talked about. Retrieval-induced forgetting (RIF; Anderson, Bjork, & Bjork, 1994) is an experimental paradigm that can be used as a proxy for selective conversations under controlled conditions. While some studies have been conducted with adults (see Storm et al., 2015 for review), the impact of selective discussion on young people’s recall of their autobiographical memories has not yet been investigated. This thesis, therefore, addresses a number of key gaps in the literature. In the first study, we investigated the impact of selective discussion on 8-9-year-old children’s (N = 65) recall of their autobiographical memories. Selective discussion produced RIF for children’s positive and negative memories. Selective discussion also produced RIF for children’s memory details; even when non-discussed memories were recalled, they were recalled in sparser detail. In addition, children who discussed a selection of their memories in more detail later forgot a greater proportion of their non-discussed memories. These findings are the first to demonstrate that selective discussion with children results in non-discussed memories being forgotten. Moreover, the findings indicate the importance of memory detail in RIF for autobiographical memories. In the second study, we investigated the short and long-term impact of selective discussion on 13-15-year-old adolescents’ (N = 58) recall of their autobiographical memories. After a short delay, selective discussion led to RIF for adolescents’ negative memories only; RIF did not occur for adolescents’ positive memories. After a long delay, RIF occurred for both positive and negative autobiographical memories. Given that Study 1 demonstrated that for children, RIF occurred for both positive and negative memories after a short delay, these findings with adolescents represent a novel developmental difference in RIF for autobiographical memories with regard to memory valence. In addition, they suggest that RIF for different kinds of stimuli may occur over different delay periods. In the third study, we expanded on the findings of Study 1, investigating the impact of selective discussion on specific kinds of autobiographical memory details for both children and adolescents (N = 123; combined sample from Study 1 and 2). RIF occurred for some memory details but did not occur for others. Moreover, the details of children’s, as compared to adolescents’, non-discussed autobiographical memories were more vulnerable to being forgotten following selective discussion. These findings again demonstrate a developmental difference in RIF for autobiographical memories and highlight the importance of investigating how selective discussion may impair non-discussed autobiographical memories even when they are recalled. Overall, our findings extend the field by establishing that selective discussion about young people’s everyday autobiographical memories results in non-discussed memories being forgotten. More specifically, we found developmental differences with regard to memory valence and detail that had previously been overlooked in developmental studies of RIF. Our findings add clarity about the specific types of memory detail that are vulnerable to being forgotten from non-discussed memories and highlight the necessity of investigating the long-term effects of selective discussion, even when RIF is not immediately evident.</p>

The effect of selective discussion on young people's autobiographical memories

<p>Young people frequently talk about memories of experienced events with their parents and peers. These conversations are selective and little is known about the fate of memories that are not talked about. Retrieval-induced forgetting (RIF; Anderson, Bjork, & Bjork, 1994) is an experimental paradigm that can be used as a proxy for selective conversations under controlled conditions. While some studies have been conducted with adults (see Storm et al., 2015 for review), the impact of selective discussion on young people’s recall of their autobiographical memories has not yet been investigated. This thesis, therefore, addresses a number of key gaps in the literature. In the first study, we investigated the impact of selective discussion on 8-9-year-old children’s (N = 65) recall of their autobiographical memories. Selective discussion produced RIF for children’s positive and negative memories. Selective discussion also produced RIF for children’s memory details; even when non-discussed memories were recalled, they were recalled in sparser detail. In addition, children who discussed a selection of their memories in more detail later forgot a greater proportion of their non-discussed memories. These findings are the first to demonstrate that selective discussion with children results in non-discussed memories being forgotten. Moreover, the findings indicate the importance of memory detail in RIF for autobiographical memories. In the second study, we investigated the short and long-term impact of selective discussion on 13-15-year-old adolescents’ (N = 58) recall of their autobiographical memories. After a short delay, selective discussion led to RIF for adolescents’ negative memories only; RIF did not occur for adolescents’ positive memories. After a long delay, RIF occurred for both positive and negative autobiographical memories. Given that Study 1 demonstrated that for children, RIF occurred for both positive and negative memories after a short delay, these findings with adolescents represent a novel developmental difference in RIF for autobiographical memories with regard to memory valence. In addition, they suggest that RIF for different kinds of stimuli may occur over different delay periods. In the third study, we expanded on the findings of Study 1, investigating the impact of selective discussion on specific kinds of autobiographical memory details for both children and adolescents (N = 123; combined sample from Study 1 and 2). RIF occurred for some memory details but did not occur for others. Moreover, the details of children’s, as compared to adolescents’, non-discussed autobiographical memories were more vulnerable to being forgotten following selective discussion. These findings again demonstrate a developmental difference in RIF for autobiographical memories and highlight the importance of investigating how selective discussion may impair non-discussed autobiographical memories even when they are recalled. Overall, our findings extend the field by establishing that selective discussion about young people’s everyday autobiographical memories results in non-discussed memories being forgotten. More specifically, we found developmental differences with regard to memory valence and detail that had previously been overlooked in developmental studies of RIF. Our findings add clarity about the specific types of memory detail that are vulnerable to being forgotten from non-discussed memories and highlight the necessity of investigating the long-term effects of selective discussion, even when RIF is not immediately evident.</p>

Understanding mechanisms that may underlie the development and maintenance of anxiety in children and adolescents: Cognitive biases and parenting behaviours

<p>Anxiety is one of the most common forms of psychopathology in children and adolescents. Understanding the mechanisms that underlie the development and maintenance of this disorder is therefore critical. A variety of factors that interact with one another are likely to contribute to the risk and perpetuation of anxiety in young people. Moreover, risk and maintaining factors can occur at both an individual and environmental level. Cognitive biases are one such factor occurring at an individual level that are investigated in Study 1 and Study 2 of this thesis. Cognitive biases are also predicted to have associations with particular kinds of parenting behaviours, and Study 3 investigated these parenting behaviours. Study 3, therefore, provides a bridge between individual level cognitive mechanisms and possible environmental contexts that may contribute to the risk and maintenance of anxiety in young people. In Study 1, the relationships amongst anxiety, interpretation bias, and memory bias were investigated in children (M = 10.1 years, SD = 0.8). Children with higher levels of anxiety exhibit interpretation biases; a tendency to interpret ambiguous information in a negative manner. Moreover, interpretation biases are predicted to create negative memories for ambiguous information. In Study 1, 62 children heard ambiguous information about a novel animal and their interpretation and recall for this information was assessed. Interpretation bias was significantly associated with memory bias; children who interpreted the ambiguous information in a negative way also reported a greater number of negative memories for this information. Children with higher levels of anxiety also reported a greater number of negative memories. In Study 2 the relationship between interpretation bias and memory bias was investigated within an experimental paradigm, to understand whether there was evidence for a causal relationship between these cognitive biases. Children (M = 9.7 years, SD = 1.1) heard a series of ambiguous vignettes, and each vignette was followed by either a negative or a benign interpretation. Children were subsequently asked to recall the vignettes and children who had heard negative interpretations reported a greater number of negative memories. Children with higher levels of anxiety also reported a greater number of negative memories in their recall of the ambiguous vignettes. In Study 3, I investigated parental autonomy restriction and support in the context of parent-adolescent (M = 15.3 years, SD = 0.8) conversations, and their associations with anxiety, interpretation biases, and parental attributions. Higher levels of parental autonomy restriction may contribute to the risk and maintenance of anxiety in young people by signalling that the world is dangerous. Sixty-four mother-adolescent dyads were asked to discuss a recent conflict, and from this interaction maternal autonomy restriction and autonomy support were assessed. Adolescents with higher levels of anxiety and adolescents who exhibited interpretation biases to a greater extent, had mothers who demonstrated a greater amount of autonomy restriction within the conversations. Yet maternal variables were not significantly associated with either autonomy restriction or support. The results support predictions that these characteristics of young people may determine the extent of autonomy restriction parents engage in. In turn, autonomy restrictive parenting behaviours potentially play a role in the risk and maintenance of cognitive biases and anxiety. Overall this thesis contributes to an understanding of the complex and multiple relationships amongst factors that may be involved in the aetiology and perpetuation of anxiety in young people.</p>

Understanding mechanisms that may underlie the development and maintenance of anxiety in children and adolescents: Cognitive biases and parenting behaviours

<p>Anxiety is one of the most common forms of psychopathology in children and adolescents. Understanding the mechanisms that underlie the development and maintenance of this disorder is therefore critical. A variety of factors that interact with one another are likely to contribute to the risk and perpetuation of anxiety in young people. Moreover, risk and maintaining factors can occur at both an individual and environmental level. Cognitive biases are one such factor occurring at an individual level that are investigated in Study 1 and Study 2 of this thesis. Cognitive biases are also predicted to have associations with particular kinds of parenting behaviours, and Study 3 investigated these parenting behaviours. Study 3, therefore, provides a bridge between individual level cognitive mechanisms and possible environmental contexts that may contribute to the risk and maintenance of anxiety in young people. In Study 1, the relationships amongst anxiety, interpretation bias, and memory bias were investigated in children (M = 10.1 years, SD = 0.8). Children with higher levels of anxiety exhibit interpretation biases; a tendency to interpret ambiguous information in a negative manner. Moreover, interpretation biases are predicted to create negative memories for ambiguous information. In Study 1, 62 children heard ambiguous information about a novel animal and their interpretation and recall for this information was assessed. Interpretation bias was significantly associated with memory bias; children who interpreted the ambiguous information in a negative way also reported a greater number of negative memories for this information. Children with higher levels of anxiety also reported a greater number of negative memories. In Study 2 the relationship between interpretation bias and memory bias was investigated within an experimental paradigm, to understand whether there was evidence for a causal relationship between these cognitive biases. Children (M = 9.7 years, SD = 1.1) heard a series of ambiguous vignettes, and each vignette was followed by either a negative or a benign interpretation. Children were subsequently asked to recall the vignettes and children who had heard negative interpretations reported a greater number of negative memories. Children with higher levels of anxiety also reported a greater number of negative memories in their recall of the ambiguous vignettes. In Study 3, I investigated parental autonomy restriction and support in the context of parent-adolescent (M = 15.3 years, SD = 0.8) conversations, and their associations with anxiety, interpretation biases, and parental attributions. Higher levels of parental autonomy restriction may contribute to the risk and maintenance of anxiety in young people by signalling that the world is dangerous. Sixty-four mother-adolescent dyads were asked to discuss a recent conflict, and from this interaction maternal autonomy restriction and autonomy support were assessed. Adolescents with higher levels of anxiety and adolescents who exhibited interpretation biases to a greater extent, had mothers who demonstrated a greater amount of autonomy restriction within the conversations. Yet maternal variables were not significantly associated with either autonomy restriction or support. The results support predictions that these characteristics of young people may determine the extent of autonomy restriction parents engage in. In turn, autonomy restrictive parenting behaviours potentially play a role in the risk and maintenance of cognitive biases and anxiety. Overall this thesis contributes to an understanding of the complex and multiple relationships amongst factors that may be involved in the aetiology and perpetuation of anxiety in young people.</p>

The characteristics of memories we would save and memories we would erase

<p>Autobiographical memory contains an incomplete yet dynamic and largely adaptive record of a person’s life experiences. Across three experiments we considered the extent to which people have a desire to intervene in the ordinary processes of remembering and forgetting by asking them how likely they would be to “save” or “erase” a memory of their choosing. We then asked people to rate those memories on functions, emotions, and other characteristics. We found that people do have memories they say they would save or erase if they could. The memories people would save were highly positive memories that served self and belonging functions. Half of these memories were of typical cultural milestones whereas the other half were of more idiosyncratic events. The memories people would erase were highly negative memories that served directive functions. These memories mostly concerned idiosyncratic events. When comparing save and erase memories to people’s most positive and negative memories, we found no difference between save and most positive memories. In contrast, erase memories differed from most negative memories by being more associated with shame and less with social and belonging functions. We discuss our findings in terms of our theoretical understanding of the characteristics of adaptive and maladaptive memories.</p>

The characteristics of memories we would save and memories we would erase

<p>Autobiographical memory contains an incomplete yet dynamic and largely adaptive record of a person’s life experiences. Across three experiments we considered the extent to which people have a desire to intervene in the ordinary processes of remembering and forgetting by asking them how likely they would be to “save” or “erase” a memory of their choosing. We then asked people to rate those memories on functions, emotions, and other characteristics. We found that people do have memories they say they would save or erase if they could. The memories people would save were highly positive memories that served self and belonging functions. Half of these memories were of typical cultural milestones whereas the other half were of more idiosyncratic events. The memories people would erase were highly negative memories that served directive functions. These memories mostly concerned idiosyncratic events. When comparing save and erase memories to people’s most positive and negative memories, we found no difference between save and most positive memories. In contrast, erase memories differed from most negative memories by being more associated with shame and less with social and belonging functions. We discuss our findings in terms of our theoretical understanding of the characteristics of adaptive and maladaptive memories.</p>

An early intervention for adolescent depression targeting emotional mental images and memory specificity: a process evaluation

We have evaluated a novel early intervention for adolescent depression (age 16–18) in a feasibility randomised controlled trial. This nested process evaluation aimed to understand how this complex intervention worked. We sought to understand participants’ views and experiences of receiving and interacting with the intervention to evaluate whether the underpinning theoretical basis of the intervention is justified and whether it contributes to valued outcomes for participants. Twelve participants were invited to take part in semi-structured interviews. Framework analysis was employed to identify important aspects of adolescents’ experiences. The active ingredients identified by participants were consistent with and extended our understanding of the theoretical basis of the intervention. Four principle themes were identified: understanding how memory works and being able to remember memories in more detail; processing negative experiences and letting go; imagining positive future events; and understanding and being kinder to myself. The outcomes of the intervention were valued by participants. Six principle themes were identified: improving mood and well-being; reducing impact of negative memories; motivation and goal-directed behaviour; overcoming avoidance and rumination; relationships, communication and being open; and self-understanding and acceptance. A simplified logic model is also proposed to connect the intervention components, active ingredients, and valued outcomes. The findings provide an in-depth understanding of how participants interacted with the intervention and what they derived from it. For example, the findings establish processing negative experiences as a core intervention component, extend it to include letting go of these memories, and highlight that reducing the impact of negative memories is valued by participants. This richer understanding guides further intervention development and future implementation.

Finding positive meaning in memories of negative events adaptively updates memory

Finding positive meaning in past negative memories is associated with enhanced mental health. Yet it remains unclear whether it leads to updates in the memory representation itself. Since memory can be labile after retrieval, this leaves the potential for modification whenever its reactivated. Across four experiments, we show that positively reinterpreting negative memories adaptively updates them, leading to the re-emergence of positivity at future retrieval. Focusing on the positive aspects after negative recall leads to enhanced positive emotion and changes in memory content during recollection one week later, remaining even after two months. Consistent with a reactivation-induced reconsolidation account, memory updating occurs only after a reminder and twenty four hours, but not a one hour delay. Multi-session fMRI showed adaptive updates are reflected in greater hippocampal and ventral striatal pattern dissimilarity across retrievals. This research highlights the mechanisms by which updating of maladaptive memories occurs through a positive emotion-focused strategy.