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PubMed2002

The trauma of profound childhood loss: a personal and professional perspective.

Profound loss in childhood as a precipitant for symptoms of posttraumatic stress disorder has been a largely neglected subject. There is now some literature to suggest that severe loss and the absence of care may be as predictive of psychological distress in children as events that are more frequently studied, such as exposure to natural disasters and physical or sexual abuse. This paper combines the author's personal experience as an orphaned child who was placed in foster care with a discussion of this emerging literature to examine the relationship between childhood loss and trauma symptoms. An awareness of the traumatic nature of severe losses in childhood could help caregivers and mental health professionals deal more effectively with such children.

Adolescent↗
PubMed2002

Autobiographical memory specificity, intrusive memory, and general memory skills in Dutch-Indonesian survivors of the World War II era.

A lack of specific autobiographical memory may result from exposure to psychological trauma, intrusive memories of adverse events, and/or a general memory deficit. This study explored the role of these variables in 25 patients with various psychiatric diagnoses and 15 healthy controls. All participants had been exposed to war atrocities during their childhood in Indonesia. Patients produced significantly less specific memories than did controls. In addition, rather than performance on general neuropsychological memory tests, the frequent occurrence of intrusive memories and the avoidance of reminders of trauma predicted less autobiographical memory specificity. These results replicate and extend earlier findings on intrusive and nonspecific autobiographical memory in depressed samples to a group of people who experienced war atrocities in childhood.

Adaptation, Psychological↗
PubMed2003

Coming out in community psychology: personal narrative and disciplinary change.

Community psychology as a discipline has not focused its attention on the lives of lesbians, gay men, and bisexual (LGB) people, despite the field's potential to collaborate with this population in dealing with the many psychosocial challenges they face. Professional and personal barriers that community psychologists must confront conducting research and developing interventions with the LGB community are described. Community psychology work with LGB communities is often a "coming out" experience for LGB community psychologists, and a questioning of sexual orientation for heterosexual community psychologists. Conceptual analyses and empirical reports are presented that exemplify how community psychologist can contribute to decreasing the pervasive stigma LGB people face. The use of an ecological model, a focus on the development and evaluation of preventive interventions, and a recognition of the diversity within the LGB population are core perspectives that can direct future work by community psychologists. Issues ranging from testing ways to empower young LGB people to analyses of the impact of the sociopolitical climate on LGB lives demonstrate the rich range of contributions community psychologists can make.

Autobiographies as Topic↗
PubMed2004

[Fake pearls... imperative day somnolence--a personal experience].

In this review, narcolepsy is described based on personal experience of the author with this disease, especially with imperative day-somnolence and cataplexy. Narcolepsy is frequently underestimated and repressed. The economical (disability) and ethical (traffic accidents) implications of the disease may be significant. Optimal treatment and changes of behaviour are important.

Accidents, Traffic↗
PubMed1999

[Interviews in historical nursing research].

In this article the method of interviewing is discussed in its context with historical nursing research. In the first part the development of the academic discipline of history and historical nursing research are outlined briefly. A discussion on the research method interview follows and the concept of oral history is described. Lastly, examples in historical nursing research using the method interview are examined.

Autobiographies as Topic↗
PubMed1999

Origins of autobiographical memory.

This study tested the predictions of M. L. Howe and M. L. Courage's (1993, 1997) theory of infantile amnesia compared with a social-interactionist account of autobiographical memory development (R. Fivush & E. Reese, 1992; K. Nelson, 1993b). Fifty-eight mother-child dyads were assessed for maternal styles of talking about the past and for children's self-recognition, language production, and nonverbal memory when the children were 19 months old. Children's shared and independent memory reports were then assessed from 19 to 32 months. Maternal reminiscing style and self-recognition uniquely predicted children's shared memory reports across time, even with children's initial language and nonverbal memory factored out. Self-recognition skills also predicted children's later independent memory. These results support a pluralistic account of the origins of autobiographical memory.

Autobiographies as Topic↗
PubMed1995

Autobiographical memory functioning in depression and reports of early abuse.

The authors investigated the memory functioning of depressed women patients with and without a reported history of child physical or sexual abuse using J. M. G. Williams and K. Broadbent's (1986) Autobiographical Memory Test. Whereas latency to recall autobiographical memories was not related to reports of abuse, patients who reported childhood sexual abuse produced more overgeneral memories to positive and negative cues. In addition, patients reporting high levels of avoidance of spontaneous memories of childhood physical or sexual abuse in the past week retrieved more overgeneral memories to positive and negative cues.

Adolescent↗
PubMed1995

Autobiographical memory across personalities in dissociative identity disorder: a case report.

A core feature of dissociative identity disorder (DID) is the amnesia that exists between personalities. This study investigated autobiographical memory in a patient, HS, prior to and after her diagnosis with DID. This diagnosis was associated with increased recall of traumatic memories that were reported by a child personality. The child personality was able to recognize only half of the memories reported by the host personality. HS's responses were dissimilar to responses of control and nonexperiment participants. These findings suggest that DID is associated with alterations in autobiographical memory and that memories differ across personalities. Results are discussed in terms of memory and pseudomemory development in DID.

Adult↗
PubMed1999

Autobiographical memory processes and the course of depression.

The authors report a 6-month follow-up study of clinically depressed patients. At baseline, 2 indexes of autobiographical memory functioning were assessed: the presence of spontaneous intrusive memories of stressful life events and performance on the Autobiographical Memory Test (J. M. G. Williams & K. Broadbent, 1986), which measures overgeneral memory. The index of overgeneral memory was associated with greater levels of spontaneous intrusion of stressful memories. Overgeneral memory did not predict outcome, but depression at follow-up was predicted by the amount of intrusion and avoidance of stressful memories, even after controlling for initial severity of psychiatric symptoms.

Aged↗
PubMed2001

Autobiographical memory style in seasonal affective disorder and its relationship to future symptom remission.

Autobiographical memory was examined in participants with seasonal affective disorder (SAD). In Experiment 1, participants with SAD performed an autobiographical memory task (AMT) in the winter, when depressed. The AMT required participants to generate autobiographical memories to positive and negative cue words. Symptom levels were reassessed in the summer, when participants were remitted. The number of overly general memories to positive cues generated when the SAD participants were depressed predicted symptom levels when remitted, over and above initial symptom levels, with greater winter overgenerality being associated with high levels of summer symptoms. However, this was dependent on the exact measure of depressive symptoms used. The degree of overgenerality of memories in SAD participants was further investigated in Experiment 2. Results revealed that SAD participants did not show elevated recall of overgeneral memories relative to controls. The results as a whole indicate that, even when levels of general memories are no greater in a given target group than in controls, the absolute level of general memories to positive cue words is still independently related to symptom outcome.

Adolescent↗
PubMed1996

Individuality and relatedness of the self: an autophotographic study.

Using R. C. Ziller's (1990) method of autophotography, the authors studied the duality of relatedness and individuality. A total of 226 young adults used photos (and words) to portray "who they are". Photo essays were scored for objective codes (e.g., people touching) and subjectively rated for individuality (richness of self-depiction). As predicted, persons who emphasized their personal rather than social identity depicted greater individuality; relatedness was associated with social and collective identity. Other results replicated earlier gender differences in relatedness and associations of individuality and relatedness with the 5-factor model. In the 2nd wave of the sample, individuality was associated with higher ego development, maturity, and self-directed values; low individuality was associated with restrictive conformity and security values. The authors suggest that the combination of individuality and relatedness is optimal for human development.

Adult↗
PubMed1999

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.

Adolescent↗
PubMed2001

Culture effects on adults' earliest childhood recollection and self-description: implications for the relation between memory and the self.

American and Chinese college students (N = 256) reported their earliest childhood memory on a memory questionnaire and provided self-descriptions on a shortened 20 Statements Test (M. H. Kuhn & T. S. McPartland, 1954). The average age at earliest memory of Americans was almost 6 months earlier than that of Chinese. Americans reported lengthy, specific, self-focused, and emotionally elaborate memories; they also placed emphasis on individual attributes in describing themselves. Chinese provided brief accounts of childhood memories centering on collective activities, general routines, and emotionally neutral events; they also included a great number of social roles in their self-descriptions. Across the entire sample, individuals who described themselves in more self-focused and positive terms provided more specific and self-focused memories. Findings are discussed in light of the interactive relation between autobiographical memory and cultural self-construal.

Adolescent↗
PubMed2001

The influence of implicit motives on memory processes.

Four studies tested the hypothesis that agentic and communal motives act as a channel for new knowledge and are linked to specific ways of organizing information that facilitate its accessibility. In Study 1, agentic and communal participants read an agentic or a communal vignette consisting of differentiated and integrated statements, performed a distraction task, then completed written recall and recognition tasks. Agentics recalled and recognized more differentiation in the agentic story; communals recalled and recognized more integration in the communal story. A computerized replication with randomized recognition items (Study 2) found the same pattern of recognition results. Studies 3 and 4 used implicit motive primes and found similar results in both written and computerized recognition tasks. These ways of organizing information have powerful implications for the encoding of autobiographical knowledge and its long-term organization.

Autobiographies as Topic↗
PubMed2000

Language-dependent recall of autobiographical memories.

Two studies of autobiographical memory explored the hypothesis that memories become more accessible when the linguistic environment at retrieval matches the linguistic environment at encoding. In Experiment 1, Russian-English bilinguals were asked to recall specific life experiences in response to word prompts. The results supported the hypothesis of language-dependent recall: Participants retrieved more experiences from the Russian-speaking period of their lives when interviewed in Russian and more experiences from the English-speaking period of their lives when interviewed in English. In Experiment 2, the language of the interview was varied independently from the language of the word prompts. Both variables were found to influence autobiographical recall. These findings show that language at the time of retrieval, like other forms of context, plays a significant role in determining what will be remembered.

Adolescent↗
PubMed2001

Comparing recollective experience in true and false autobiographical memories.

This study investigated whether true autobiographical memories are qualitatively distinct from false autobiographical memories using a variation of the interview method originally reported by E. F. Loftus and J. Pickrell (1995). Participants recalled events provided by parents on 3 separate occasions and were asked to imagine true and false unremembered events. True memories were rated by both participants and observers as more rich in recollective experience and were rated by participants as more important, more emotionally intense, as having clearer imagery, and as less typical than false memories. Rehearsal frequency was used as a covariate, eliminating these effects. Imagery in true memories was most often viewed from the field perspective, whereas imagery in false memories was most often viewed from the observer perspective. More information was communicated in true memories, and true memories contained more information concerning the consequences of described events. Results suggest repeated remembering can make false memories more rich in recollective experience and more like true memories. Differences between true and false memories suggest some potentially distinct characteristics of false memories and provide insight into the process of false memory creation.

Adult↗