scholarly journals Emotional transition and specifics of contents in Autobiographical memory with undergraduate students

2014 ◽  
Vol 78 (0) ◽  
pp. 2AM-1-091-2AM-1-091
Author(s):  
Megumu Yazawa ◽  
Izumi Uehara ◽  
Ken Gryo
Keyword(s):  
Autobiographical Memory ◽  
Undergraduate Students ◽  
Emotional Transition

Dissociation, Reality Monitoring, Trauma, and Thought Suppression

1996 ◽  
Vol 24 (2) ◽  
pp. 97-108 ◽  
Author(s):  
Marcel van den Hout ◽  
Harald Merckelbach ◽  
Karin Pool
Keyword(s):  
Autobiographical Memory ◽  
Undergraduate Students ◽  
Thought Suppression ◽  
Reality Monitoring ◽  
Memory Problems ◽  
Self Reports ◽  
Laboratory Measures

The tendency to dissociate is characterized by deficits in autobiographical memory. Poor reality monitoring, i.e., the ability to decide whether an event truly happened or was imagined may give rise to autobiographical memory problems. It was hypothesized that the tendency to dissociate, as measured by the Dissociation Experience Scale (DES), is related to deficiencies in reality monitoring. Yet, the results of two laboratory measures of reality monitoring showed no such relationship in a sample of undergraduate students scoring high on the DES. The tendency to dissociate was found to be related to self-reports of traumatization. This association, however, was mediated by a measure of deliberate attempts to suppress memory elements from entering consciousness. This finding suggests that memory problems relating to trauma may be due to “willful forgetting”.

scholarly journals The Moderating Role of Emotion Regulation in the Recall of Negative Autobiographical Memories

2021 ◽  
Vol 18 (13) ◽  
pp. 7122
Author(s):  
Desirée Colombo ◽  
Silvia Serino ◽  
Carlos Suso-Ribera ◽  
Javier Fernández-Álvarez ◽  
Pietro Cipresso ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Autobiographical Memory ◽  
Undergraduate Students ◽  
Cognitive Reappraisal ◽  
Emotional Intensity ◽  
Autobiographical Memories ◽  
Emotional Involvement ◽  
Moderating Role ◽  
Over Time

When facing a negative event, people implement different strategies to regulate ongoing emotions. Although the previous literature has suggested that the emotional intensity of a negative episode is associated with the characteristics of the subsequent autobiographical memory, it is still unknown whether emotion regulation (ER) moderates this relationship. In the present study, we provided undergraduate students with a smartphone-based diary to report a negative episode immediately after its occurrence and rate the momentary use of two ER strategies: cognitive reappraisal and rumination. To explore autobiographical memory, two “surprise” recall tasks were performed one week and one month after the event. According to the results, cognitive reappraisal was linked with better memory performances, and a tendency to retrospectively underestimate the negativity of highly intense events was observed only in participants adopting high rates of this strategy. Conversely, intense rumination was found to be associated with less detailed memories of emotionally intense events, as well as with higher emotional involvement with negative episodes over time, regardless of their intensity. Together, our results support the maladaptive role of rumination and the adaptive influence of cognitive reappraisal on autobiographical memory.

Emotionality of Loss-Related Memories Is Reduced After Recall Plus Eye Movements But Not After Recall Plus Music or Recall Only

2010 ◽  
Vol 4 (3) ◽  
pp. 106-112 ◽  
Author(s):  
Hellen K. Hornsveld ◽  
Frieda Landwehr ◽  
Willeke Stein ◽  
Margaretha P. H. Stomp ◽  
Monique A. M. Smeets ◽  
...  
Keyword(s):  
Eye Movements ◽  
Autobiographical Memory ◽  
Undergraduate Students ◽  
Stimulus Condition ◽  
Complicated Grief ◽  
Treatment Intervention ◽  
Loss And Grief ◽  
Before And After ◽  
Negative Memories

Numerous studies have shown that eye movements during recall of negative memories reduce their emotionality. We investigated whether these findings can be extended specifically to negative memories of loss. Sixty undergraduate students participated and recalled a negative autobiographical memory of loss and performed—in counterbalanced order—three types of tasks: recall-plus-eye-movements, recall-only, and recall-plus-relaxing-music. Recall-plus-music was added to investigate whether reductions in emotionality are associated with relaxation. Levels of emotionality, relaxation, and concentration were assessed before and after each stimulus condition. Participants reported a greater decline in emotionality and concentration after eye movements in comparison to recall-only and recall-with-music. It is concluded that eye movements are effective when negative memories pertain to loss and grief, suggesting possibilities for treatment intervention in individuals suffering from complicated grief.

Effects of Manipulating Valence and Arousal Components of Mood on Specificity of Autobiographical Memory

2004 ◽  
Vol 95 (2) ◽  
pp. 615-630 ◽  
Author(s):  
Carolina McBride ◽  
Philippe Cappeliez
Keyword(s):  
Autobiographical Memory ◽  
Undergraduate Students ◽  
Cognitive Deficit ◽  
Overgeneral Memory ◽  
Memory Specificity ◽  
State Dependent ◽  
Neutral Mood ◽  
Nonclinical Sample ◽  
Valence And Arousal ◽  
University Undergraduate Students

An important cognitive deficit in clinical depression is the inability to be specific in recalling personal memories, a phenomenon coined “overgeneral memory” by Williams and Broadbent. Although there is general consensus that overgeneral memory is not state-dependent, most of the evidence originates from studies of this effect in clinical populations. The two components of mood, valence and arousal, were manipulated to examine their influence on memory specificity in a nonclinical sample of university undergraduate students. In Exp. 1, a Velten procedure was used to induce elated, depressed, or neutral mood states. No difference was found in autobiographical memory specificity among the three groups. In Exp. 2, high and low arousal states were induced through physical exercise. A low arousal state resulted in an increased proportion of overgeneral memories, suggesting that this memory phenomenon may be influenced by the arousal component of mood.

An Integrative Study of Autobiographical Memory for Positive and Negative Experiences

2013 ◽  
Vol 16 ◽  
Author(s):  
Elvira García-Bajos ◽  
Malen Migueles
Keyword(s):  
Autobiographical Memory ◽  
Undergraduate Students ◽  
Cognitive Processes ◽  
Life Experiences ◽  
Emotional Experiences ◽  
Childhood Memories ◽  
Negative Experiences ◽  
Integrative Study ◽  
Positive Experiences ◽  
Emotional Level

AbstractIn this study we examined autobiographical memory for emotional experiences from an integrative perspective, analyzing nature, distribution, content and phenomenological assessment of the experiences. Undergraduate students produced positive or negative life experiences, dated them and indicated their emotional level. Afterwards, they chose an experience to narrate, and rated their memory for the experience. The positive and negative experiences were grouped into 14 categories, although most of them fell into four areas: studies, family, friends and couple. The number of positive and negative experiences progressively increased from very few childhood memories to a larger percentage of more recent events. The distribution was equivalent, except during adolescence, in which a greater number of negative than positive experiences were recorded. The negative narratives included more emotional details, references to cognitive processes, mental rehearsal and justifications than the positive narratives. But the positive experiences obtained higher ratings in vividness and sensorial details than the negative experiences.

Sociocultural memory development research drives new directions in gadgetry science

2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton
Keyword(s):  
Episodic Memory ◽  
Autobiographical Memory ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Memory Development ◽  
Development Research ◽  
Cultural Research ◽  
New Directions ◽  
Cross Cultural Research

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

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