The functions of autobiographical memory: An integrative approach

Recent research in cognitive psychology has emphasised the uses, or functions, of autobiographical memory. Theoretical and empirical approaches have focused on a three-function model: autobiographical memory serves self, directive, and social functions. In the reminiscence literature other taxonomies and additional functions have been postulated. We examined the relationships between functions proposed by these literatures, in order to broaden conceptualisations and make links between research traditions. In Study 1 we combined two measures of individual differences in the uses of autobiographical memory. Our results suggested four classes of memory functions, which we labelled Reflective, Generative, Ruminative, and Social. In Study 2 we tested relationships between our four functions and broader individual differences, and found conceptually consistent relationships. In Study 3 we found that memories cued by Generative and Social functions were more emotionally positive than were memories cued by Reflective and Ruminative functions. In Study 4 we found that reported use of Generative functions increased across the lifespan, while reported use of the other three functions decreased. Overall our findings suggest a broader view of autobiographical memory functions that links them to ways in which people make meaning of their selves, their environment, and their social world more generally.     

Hierarchy of interactive functions in father‐mother‐baby three‐way games

In developmental research, the family has mainly been studied through dyadic interaction. Three‐way interactions have received less attention, partly because of their complexity. This difficulty may be overcome by distinguishing between four hierarchically embedded functions in three‐way interactions: (1) participation (inclusion of all participants), (2) organization (partners keeping to their roles), (3) focalization (sharing a common focus) and (4) affective contact (being in tune). We document this hierarchical model on a sample of 80 families observed in the Lausanne Trilogue Play situation across four different sites. Hierarchy between functions was demonstrated by means of Guttman scalability coefficient. Given the importance of the child's development in a threesome, the pertinence of this model for family assessment is discussed. Copyright © 2004 John Wiley & Sons, Ltd.     

Confirmatory Analyses of the School Refusal Assessment Scale-Revised: Replication and Extension to a Truancy Sample

School absenteeism and school refusal behavior are prevalent and serious issues for youth, but few measures have been developed specifically for this population. The School Refusal Assessment Scale-Revised (child and parent versions) provides clinicians with a profile of the relative strength of four functions or maintaining variables regarding school refusal behavior. The scales have been previously tested largely on clinical samples in outpatient treatment settings, however. This study examined 216 youth with primary school refusal behavior and their parent/guardian referred to a community-based truancy court or truancy diversion setting for problematic absenteeism. The four-factor structure of the scales (Kearney Journal of Psychopathology and Behavioral Assessment 24:235–245, 2002a; Journal of Psychopathology and Behavioral Assessment 28:139–144, 2006) was supported via confirmatory factor analysis and specific functions were associated with specific symptom sets as predicted. The results help extend the generalizability of the scales to youths and their families who are more ethnically diverse and referred to a legal process.     

Functions of the pointing gesture in mothers and their 12 to 36-month-old children during everyday activities

This study longitudinally examined the production of pointing in four Spanish 1-year-old and four Spanish 2-year-old children in interactive situations with their mothers at home over the course of one year. Three aspects were analyzed: a) the functions of the pointing gesture, their accurate comprehension by the interlocutor (mother or child), and their order of emergence in the child; b) whether or not there were differences in the production of pointing according to who initiated the interaction; and c) whether maternal and child speech were related to maternal and child pointing production. The results showed that the pointing function of showing is the most frequent for both children and mothers from groups 1 and 2, and the first to emerge followed by the informing, requesting object, requesting action, and requesting cooperation functions. The accuracy with which these intentions were comprehended was found to be very high for both mother and child. Pointing production was greater when the speaker initiated the interaction than when the other person did, indicating that gestures follow the turn-taking system. Finally, the production of pointing to showing in children and mothers was found to be related to maternal and child speech, while pointing to request cooperation triggered the process of joint activity between mother and child.     

COMMUNICATIVE FUNCTIONS AND STRATEGIES IN CHILDREN'S CONVERSATIONS

Using Tough's hierarchical analysis of language functions, uses, and strategies, this study found developmental differences in the communicative functions and strategies used by preschoolers in their conversations with one another. At three, the most important communicative functions were to verbally master information about the environment (interpretative function) and to express one's needs and ideas (relational function). Interpretative strategies included labelling and elaboration of detail, which enabled children to explore their environment through verbal means. Relational strategies reflected the child's egocentrism since 75% of those strategies were self-emphasizing strategies. At four, a major developmental shift occurred, with the projective function becoming most important, followed by the relational function. Within the projective function, imaginating strategies enabled children to create new roles and contexts for their play. Both imaginating and relational strategies incorporated increasingly adaptive communication directed toward others. Generally it was found that females appeared to develop language strategies (utilized by both sexes) earlier than males, and achieved a more advanced level of cognitive complexity and communicative adaptability in their relational and projective strategies.     

The Developmental Functions of Emotions: An Analysis in Terms of Differential Emotions Theory

A substantial body of theoretical literature testifies to the evolutionary functions of emotions. Relatively little has been written about their developmental functions. This article discusses the developmental functions of emotions from the perspective of differential emotions theory (DET; Izard, 1977, 1991). According to DET, although all the emotions retain their adaptive and motivational functions across the lifespan, different sets of emotions may become relatively more prominent in the different stages of life as they serve stage-related developmental processes. In the first section, we present a brief overview of relevant aspects of the theory. In the second section, we discuss how emotions play a central role in helping the individual achieve developmental milestones and tasks during four major periods of life: Infancy, toddler through preschool years, middle to late childhood, and adolescence. The underlying thesis of this article is that emotions play a central role in stimulating social cognitive attainments at each stage of development.     

运用沙箱游戏区分自闭症谱系障碍儿童功能的可行性探索

摘 要： 通过沙箱作品来解读研究对象的内心世界是为常见,然根据其作品来区分自闭症谱系障碍（ASD）儿童功能的研究尚少,本研究力图为此进行探索。通过对126名已有医院诊断书的3.2~14岁ASD儿童的沙箱游戏行为、微缩玩具摆放过程观察及作品分析发现,ASD儿童功能越高,其沙箱游戏总分和沙箱游戏各观察维度的得分也越高,差异显著性均达到p<.001。ASD儿童功能越高,其沙箱作品的整合性、空间布局和想象力水平也越高。运用沙箱游戏或可区分ASD儿童的功能。     

Visual inspection of data revisited: Do the eyes still have it?

In behavior analysis, visual inspection of graphic information is the standard by which data are evaluated. Efforts to supplement visual inspection using inferential statistical procedures to assess intervention effects (e.g., analysis of variance or time-series analysis) have met with opposition. However, when serial dependence is present in the data, the use of visual inspection by itself may prove to be problematic. Previously published reports demonstrate that autocorrelated data influence trained observers' ability to identify level treatment effects and trends that occur in the intervention phase of experiments. In this report, four recent studies are presented in which autoregressive equations were used to produce point-to-point functions to simulate experimental data. In each study, various parameters were manipulated to assess trained observers' responses to changes in point-to-point functions from the baseline condition to intervention. Level shifts over baseline behavior (treatment effect), as well as no change from baseline (no treatment effect or trend), were most readily identified by observers, but trends were rarely recognized. Furthermore, other factors previously thought to augment and improve observers' responses had no impact. Results are discussed in terms of the use of visual inspection and the training of behavior analysts.     

Learning and hypothesis testing in probabilistic inference tasks

The relation between learning of probabilistic inference tasks and the availability of correct hypotheses for the tasks in individual subjects was investigated in two experiments. The results showed that having the correct hypotheses as measured before learning the tasks was neither a sufficient nor a necessary condition for learning the task. It was concluded that the hypothesis measurements are not reliable enough to allow predictions on an individual level. The results also showed that subjects have not only the four basic functions: positive linear, negative linear, U-shaped and inversely U-shaped, in their hypothesis hierarchies but also J-shaped functions. That the subjects can leam such functions is thus no discodinnation of the hypotheses sampling conception of learning as assumed in earlier studies.     

Achieving socially significant reductions in problem behavior following the interview‐informed synthesized contingency analysis: A summary of 25 outpatient applications

Jessel, Hanley, and Ghaemmaghami (2016) reported the results of 30 interview‐informed, synthesized contingency analyses (IISCAs) and found the IISCAs to be an effective tool for identifying the functions of problem behavior across a variety of topographies, participants, and settings. Jessel et al. did not, however, include data on the effectiveness of the corresponding treatments. In the current study, we collected and summarized 25 additional applications, from analysis to treatment, in which the IISCA was applied in an outpatient clinic. The IISCA identified various social functions of problem behavior, which informed personalized treatments of functional communication training with contingency‐based reinforcement thinning. A 90% or greater reduction in problem behavior was obtained for every participant by the end of the treatment evaluation. The assessment and treatment process was socially validated by caregivers who rated the procedures highly acceptable and helpful, and the improvement in their child's behavior highly satisfactory.     

The effects of response interruption,DRO and positive reinforcement on the reduction of hand-mouth behavior

The present study was designed to determine the effects of response interruption and differential reinforcement of other behavior (DRO) on the reduction of hand-mouthing behavior in a quadriparesic adult male client who functions at the profound level of mental retardation. In order to determine the effectiveness of the treatment package, a withdrawal design was used in which baseline (A) and treatment (B) conditions were alternated in an ABAB sequence. The treatment phase consisted of two 10 min treatment periods per day for four consecutive days. Two treatment/withdrawal rotations were followed by nine follow-up observation periods. A preliminary fading process was started following the follow-up periods, which included removal of the reinforcer. Hand-mouthing was reduced by 80% through the use of response interruption and DRO. Hand-mouthing continued to decrease during the nine follow-up observation periods and formal fading procedure. Implications for the extended use of such nonaversive procedures to decrease hand-mouthing behavior in persons with developmental disabilities are discussed. © 1997 John Wiley & Sons, Ltd.     

What are the shapes of response time distributions in visual search?

Many visual search experiments measure response time (RT) as their primary dependent variable. Analyses typically focus on mean (or median) RT. However, given enough data, the RT distribution can be a rich source of information. For this paper, we collected about 500 trials per cell per observer for both target-present and target-absent displays in each of three classic search tasks: feature search, with the target defined by color; conjunction search, with the target defined by both color and orientation; and spatial configuration search for a 2 among distractor 5s. This large data set allows us to characterize the RT distributions in detail. We present the raw RT distributions and fit several psychologically motivated functions (ex-Gaussian, ex-Wald, Gamma, and Weibull) to the data. We analyze and interpret parameter trends from these four functions within the context of theories of visual search.     

Using a Behavioral Treatment Package for Sleep Problems in Children With Autism Spectrum Disorders

This study investigated the effectiveness of a behavioral treatment package for sleep problems in children diagnosed with Autism Spectrum Disorders. Treatment consisted of four behaviorally based components: circadian rhythm management, positive bedtime routines, white noise, and graduated extinction. A multiple-baseline design across three participants was used. Families completed a baseline of various lengths followed by 1 month of intervention. Results indicated the treatment package was effective in decreasing sleep onset latency and the frequency of night awakenings. A week of follow-up data showed continued improvement. Parents reported their children slept better and satisfaction with the four intervention components.     

Alcohol and eye contact

The effects of alcohol (0.9 g ethanol/kg body weight) on mood and eye contact were studied in male and female subjects engaged in dyadic interaction with unfamiliar, continuously gazing like-sex or opposite-sex interviewers. Thirty-two volunteer students served as unpaid subjects in a 2 × 2 × 2 factorial design with four subjects per cell. Significant subjective increases in affiliative mood were observed in male as well as in female subjects at a mean BAC of 1.08 ± 0.12 g/l. Significant interactive effects were observed as functions of the sex of the subject and interviewer with alcohol/placebo treatment in analyses of pretreatment/post treatment change for two measures of gaze duration. The results were discussed in terms of the Argyle-Dean conflict model and it was concluded that alcohol did not induce the net approach gain expected as a result of increased affiliation and/or reduced interpersonal avoidance. Sober subjects tended to look at their like-sex interviewers more and drunk subjects less, the trend being particularly evident in female subjects. It was suggested that the effects of alcohol on eye contact may be strongly associated with sex-roles.     

Person, personality, self, and identity: a philosophically informed conceptual analysis

Who is the person, or self, associated with personality disorder and its treatment? How are we to account for a self conceptualized in terms of schemas and representations, that at the same time--as self--scrutinizes these schemas and representations (as in cognitive therapy for personality disorders)? Five approaches to personhood are examined: metaphysical, empirical, transcendental, hermeneutical, and phenomenological. An elementary sense of selfhood is tied to all one's experiences and activities; this sense of self is experientially irreducible and conceptually connected to a primordial form of self-relatedness. After examining these issues, I formulate four provisional conclusions: (a) the separation between person and roles (functions, personality features) is a modern fiction--persons are not neutral bearers of roles and functions; (b) the concept of personality in DSM-IV refers to nonhomogeneous behaviors such as feelings, moods, inclinations, temperaments, and habits, and these behaviors differ with respect to their distance to the core self; (c) there exists an enormous variety of ways of self-relating and this variety may affect the contents of the core self under certain circumstances; and (d) the concept of person may be primitive; that is, irreducible and referring to a background of unity and integrity.     

On the symmetric treatment of an asymmetric approach to factor analysis

On the assumption that a partitioning can be found such that three mutually exclusive test vector configurations span the same factor space, a procedure is derived whereby symmetric parts of the correlation matrix are estimated from functions of asymmetric parts treated symmetrically. This yields an explicit matrix formula for communality estimation which generalizes earlier work by Albert. Conventional factoring methods, with all their computational and fitting advantages, can be applied once the symmetric portions of the correlation matrix have been estimated. Extension to four subgroups of test vectors allows for a matrix generalization of the old tetrad difference criterion to the multiple-factor case.     

Disentangling executive functions and memory processes in event‐based prospective remembering after brain damage: A neuropsychological study

Successful prospective remembering (PR) comprises at least two components: one retrospective component that refers to the encoding and retrieval of the content of the intention and a second prospective component that involves the retrieval of the intended action at the appropriate moment. Whereas the retrospective component is very similar to memory skills like learning and retention of new information, the prospective component is thought to rely mainly on executive function. Head injuries can disturb PR during both of these stages. To disentangle the relative impact of executive functions and retrospective memory processes on PR we embedded a PR task in a 2‐back verbal working memory paradigm. Fifty‐six neurological patients with brain damage of various aetiologies were divided pre‐experimentally into four groups on the basis of their delayed recall Index in the Wechsler Memory Scale‐Revised (WMS‐R, indicating absence or presence of deficits in retrospective memory functions) and their age‐corrected score in the Behavioural Assessment of the Dysexecutive Syndrome (BADS, indicating absence or presence of deficits in executive functions). Additionally, 19 controls matched for age and education were examined. We found that patients with deficits in executive functions detected fewer cues than any other group irrespective of their retrospective memory performance. However, eight patients with severe anterograde memory deficits could retain neither the intention nor its content. Thus, intactness of the retrospective component seems to be a necessary but not sufficient prerequisite for successful prospective remembering. For the execution of the intended action itself executive functions play a critical role.     

The broad factor of working memory is virtually isomorphic to fluid intelligence tested under time pressure

How much overall variance in fluid intelligence (Gf) can be predicted by four working memory (WM) functions: storage capacity, attention control, relational integration, and updating was investigated under time pressured Gf testing. Confirmatory factor analysis indicated that the broad WM factor, which was subsumed by these four WM functions, shared 83.4% of variance with Gf tested under pressure, whereas a reanalysis of previous data with the same model showed that only 58.2% variance was shared with virtually untimed Gf tests. Moreover, in timed Gf tests, only the easiest, early items contributed to the WM-Gf correlation, whereas in untimed tests also the hardest, late items were linked with Gf. These results suggest that the measurement of “fast” intelligence primarily taps the functions of WM, whereas “slow(er)” intelligence depends also on some other cognitive processes beyond WM.     

Knowledge of memory functions in European and Asian American adults and children: The relation to autobiographical memory

This study investigated explicit knowledge of autobiographical memory functions using a newly developed questionnaire. European and Asian American adults (N = 57) and school-aged children (N = 68) indicated their agreement with 13 statements about why people think about and share memories pertaining to four broad functions—self, social, directive and emotion regulation. Children were interviewed for personal memories concurrently with the memory function knowledge assessment and again 3 months later. It was found that adults agreed to the self, social and directive purposes of memory to a greater extent than did children, whereas European American children agreed to the emotion regulation purposes of memory to a greater extent than did European American adults. Furthermore, European American children endorsed more self and emotion regulation functions than did Asian American children, whereas Asian American adults endorsed more directive functions than did European American adults. Children's endorsement of memory functions, particularly social functions, was associated with more detailed and personally meaningful memories. These findings are informative for the understanding of developmental and cultural influences on memory function knowledge and of the relation of such knowledge to autobiographical memory development.