Parental influences on memories of parents and friends

The authors evaluated the role parent-child relationship quality has on two types of memories, those of parents and those of friends. Participants were 198 Italian university students who recalled memories during 4 separate timed memory-fluency tasks about their preschool, elementary school, middle school, high school and university years. Half were instructed to recall memories involving parents and the remainder memories involving friends. Moreover, parent-child relationships were assessed by the Network of Relationships Inventory (NRI; W. Furman & D. Buhrmester, 1985) and Adolescents' Report of Parental Monitoring (D. M. Capaldi & G. R. Patterson, 1989). Results showed that men with positive parent-son relationships had more memories of parents and more affectively positive memories of friends, supporting a consistency model positing similarity between parent-child relationships and memories of friends. Women with positive parental relationship quality had more affectively positive memories of parents but for friends, positive relationship quality only predicted positive memories when young. At older ages, especially middle school-aged children, negative parent-daughter relationships predicted more positive memories of friends, supporting a compensatory model. The gender of parent also mattered, with fathers having a more influential role on affect for memories of friends.     

Parental Influences on Memories of Parents and Friends

The authors evaluated the role parent–child relationship quality has on two types of memories, those of parents and those of friends. Participants were 198 Italian university students who recalled memories during 4 separate timed memory-fluency tasks about their preschool, elementary school, middle school, high school and university years. Half were instructed to recall memories involving parents and the remainder memories involving friends. Moreover, parent–child relationships were assessed by the Network of Relationships Inventory (NRI; W. Furman & D. Buhrmester, 1985) and Adolescents’ Report of Parental Monitoring (D. M. Capaldi & G. R. Patterson, 1989). Results showed that men with positive parent–son relationships had more memories of parents and more affectively positive memories of friends, supporting a consistency model positing similarity between parent–child relationships and memories of friends. Women with positive parental relationship quality had more affectively positive memories of parents but for friends, positive relationship quality only predicted positive memories when young. At older ages, especially middle school-aged children, negative parent–daughter relationships predicted more positive memories of friends, supporting a compensatory model. The gender of parent also mattered, with fathers having a more influential role on affect for memories of friends.     

Twins dispute memory ownership: A new false memory phenomenon

In three experiments, we examined a new memory phenomenon: disputed memories, in which people dispute ownership of a memory. For example, in one disputed memory each of two twins recollected being sent home from school for wearing too short a skirt, although only one of them was actually sent home. In Experiment 1, 20 sets of same-sex adult twins were asked to produce a memory for each of 45 words, and most twins spontaneously produced at least one disputed memory. In Experiment 2,20 different sets of same-sex adult twins rated disputed memories as higher in recollective experience, imagery, and emotional reliving than nondisputed memories. In Experiment 3, siblings who were close in age as well as same-sex friends were also found to have disputed memories, but less often than twins.     

儿童句子错误记忆:发展性逆转现象及精加工推理效应

为探究文本背景下句子错误记忆的发展性逆转现象及精加工推理效应,95名有效被试学习3篇文本材料后,参与由学过句、内涵推理句、外延推理句和无关句组成的再认测验。结果发现：（1）高中二年级被试学过句的正确再认率和关键诱饵句的校正的错误再认率均显著高于小学五年级和初中二年级,后二者差异不显著;（2）内涵推理句错误再认率高于外延推理句,高中二年级被试尤甚。结论：（1）句子真实记忆随着年龄增长而增加;句子错误记忆存在发展性逆转现象,初中二年级到高中二年级是句子错误记忆发展相对迅速的阶段;（2）文本背景下,不同的精加工推理诱发了不同程度的句子错误记忆,这种精加工推理效应与一般世界知识的自上而下激活的程度有关。     

Priming voluntary autobiographical memories: Implications for the organisation of autobiographical memory and voluntary recall processes

The goal of this study was to show that voluntary autobiographical memories could be primed by the prior activation of autobiographical memories. Three experiments demonstrated voluntary memory priming with three different approaches. In Experiment 1 primed participants were asked to recall memories from their elementary school years. In a subsequent memory task primed participants were asked to recall memories from any time period, and they produced significantly more memories from their elementary school years than unprimed participants. In Experiment 2 primed participants were asked to recall what they were doing when they had heard various news events occurring between 1998 and 2005. Subsequently these participants produced significantly more memories from this time period than unprimed participants. In Experiment 3 primed participants were asked to recall memories from their teenage years. Subsequently these participants were able to recall more memories from ages 13–15 than unprimed participants, where both had only 1 second to produce a memory. We argue that the results support the notion that episodic memories can activate one another and that some of them are organised according to lifetime periods. We further argue that the results have implications for the reminiscence bump and voluntary recall of the past.     

Affective Responses to Autobiographical Memories and Their Relationship to Long-Term Goals

ABSTRACT It was hypothesized that affective responses to memories could be predicted from a memory's relevance to the attainment or nonattainment of an individual's long-term goals. In Study 1, 30 subjects received 15 goals, based upon Murray's (1938) needs, as cues to retrieve memories. They rated both affective responses to memories and the relevance of the memories to the attainment of the cuing goal. On average, affective responses were significantly correlated with the relevance of the memories to goal attainment. In Study 2, 62 subjects retrieved 20 memories from four different content categories and rated the relevance of each memory to the attainment of all 15 goals. Factor analysis yielded three goal factors—avoidance, self-gratification, and academic accomplishment. Depending upon the memory content (family, friends, school, or activities), memories varied in how much the affect they evoked was related to the attainment of particular goals. Goals played a differentiated role in subjects' current affect about past events.     

青少年的心理弹性及自我概念：一年跟踪的交叉滞后分析

为考察青少年心理弹性的发展与内在作用机制,促进学生的心理健康发展。研究选取369名青少年（高中生260名,大学生109名）,分别在学生入学一月及一年后两次跟踪测查青少年的心理弹性以及包括青少年对自我言语能力、数学能力、学校一般情况、体能、外貌、与异性关系、与同性关系、与父母关系、诚实可信赖度、情绪稳定性和一般自我概念等因子的自我评价概念状况。结果表明,青少年的心理弹性总体状况一年后显著增强（F(1, 366) = 16.35, p < .01, ηp2 = .04）。心理弹性与自我概念各因子交叉滞后分析表明,自我概念总分及青少年对自身外貌、体能、与同性关系、与异性关系的评价等四个因子能够分别预测一年后的心理弹性。研究为促进青少年心理弹性及积极心理健康提供了理论参考。     

Developmental Truths in Memories of Childhood and Adolescence

This study of age-related changes in memories of personally important encounters showed “developmental truths,” that is, patterns that converged with prior developmental theories and research. Participants were 47 males and 48 females in their early 20s. An average of 16 memories were collected from each person during an intensive personal interview. Memories were coded for age at the time of the episode, the identity of the other person with whom the study participant was interacting, what the participant wanted from the other person, and the outcome. As expected, memories of encounters with parents and about wanting help prevailed for childhood, whereas memories of encounters with close friends and about wanting intimacy prevailed by mid-adolescence. Memories about wanting to help others were sparse for this young-adult sample, but, like needs for intimacy, increased with age. Although patterns for males tended to be more dramatic than patterns for females, this trend appeared more attributable to actual developmental differences in social dynamics than to differences in the degree to which current concerns intruded into the memory process. The advantages of personally salient, event-specific retrospective reports for understanding personality development and change are discussed.     

青少年心目中的理想父母形象研究

以690名初一、高一和大一学生为被试,采用自制的词表,运用因素分析方法研究青少年心目中的理想父母形象,并比较不同青少年理想父母形象之差异。结果发现:(1)当代青少年心目中理想父母形象应具备的五项主要特征是:尊重沟通、与子为友,能力强、善于交际,正义乐群,正视现实,品德好、有原则;(2)女孩比男孩更重视父母与她们的沟通与相处;(3)随着年龄的增长,孩子对父母与自己相处态度的要求逐渐提高,而对父母的能力、生活态度、品德的要求逐渐降低;(4)是否独生子女、家庭收入水平对青少年心目中的理想父母形象也有一定影响,不同家庭结构青少年心目中的理想父母形象则没有差异。     

Friendships with Peers Who are Low or High in Aggression as Moderators of the Link between Peer Victimization and Declines in Academic Functioning

This paper reports two prospective investigations of the role of friendship in the relation between peer victimization and grade point averages (GPA). Study 1 included 199 children (105 boys, 94 girls; mean age of 9.1 years) and Study 2 included 310 children (151 boys, 159 girls; mean age of 8.5 years). These children were followed for two school years. In both projects, we assessed aggression, victimization, and friendship with a peer nomination inventory, and we obtained children's GPAs from a review of school records. Peer victimization was associated with academic declines only when children had either a high number of friends who were above the classroom mean on aggression or a low number of friends who were below the classroom mean on aggression. These results highlight the importance of aggression levels among friends for the academic adjustment of victimized children.     

Organization in autobiographical memory

Three experiments investigated timed autobiographical memory retrieval to cue words and phrases. In the first experiment, subjects retrieved memories to cues that named semantic category members and were primed with the superordinate category name or with a neutral word. No prime effects were observed. In the second experiment, subjects retrieved memories to primed and unprimed semantic category cues and to personal primes and personal history cues. Personal primes named lifetime periods (e.g., “school days”) and personal history cues named general events occurring in those lifetime periods for each subject (e.g., “holiday in Italy”). Only personal primes were found to significantly facilitate memory retrieval. A third experiment replicated this finding and also failed to find any prime effects to primes and cues naming activities not directly related to an individual’s personal history. In this experiment, characteristics of recalled events (e.g,, personal importance, frequency of rehearsal, pleasantness, and specificity of the memory) were found to be strongly associated with memories retrieved to personal cues and only mildly associated with memories retrieved to other types of cues. These findings suggest that one way in which autobiographical memories may be organized is in terms of a hierarchically structured abstracted personal history.     

Episodic memories as building blocks of identity processing styles and life domains satisfaction: Examining need satisfaction and need for cognitive closure in memories

The interconnection between identity and memory is widely accepted, but the processes underlying this association remain unclear. The present study examined how specific experiential components of self-defining memories relate to identity processing styles. We also investigated whether those relationships occurred in a domain-specific manner. Participants (n = 583) completed the Identity Style Inventory-3, which we adapted to measure identity in the school and friend domains, as well as scales assessing their friend and school satisfaction. They then described a memory related to each of these domains and rated the level of need satisfaction and need for cognitive closure characterising each memory. Results from structural equation modeling revealed that need satisfaction in the school-related memory was positively associated with an informational identity style at school and with satisfaction at school, whereas need satisfaction in the friend-related memory was positively associated with an informational identity style in both the school and friend domain, and with satisfaction with friends. In addition, need for cognitive closure in both the friend- and school-related memory was associated with normative friend and school identity processing styles. These findings reveal that specific experiential components of self-defining memories are associated with certain identity processing styles. Furthermore, this relationship appears to be mostly domain-specific.     

The role of lifetime periods in the organisation of episodic memories

ABSTRACT

Research on the nature of episodic memory associations has suggested that episodic memories are associated by conceptual knowledge, where memories cluster around the same content (e.g. memories about the same people) or general-event knowledge, where memories cluster around extended events (e.g. a holiday in London), repeated events (e.g. Sunday walks in the park), or causally related events (i.e. where one event leads to another). Research has also suggested that episodic memories are associated by lifetime periods (e.g. when I was in high school), where memories cluster within lifetime periods. However, it is unclear whether episodic memories can be associated solely by lifetime periods, or if such associations are subordinate to conceptual or general-event associations. To answer this question, we reanalysed a large sample of involuntary memory chains (Mace, J. H., Clevinger, A. M., & Bernas, R. S. (2013). Involuntary memory chains: What do they tell us about autobiographical memory organisation? Memory, 21, 324–335). The results of this analysis suggested that lifetime periods associations are subordinate to conceptual and general-event associations, as lifetime periods were found to cluster within the latter two associations. The potential functions of this organisation are discussed.     

儿童的最早记忆特征及其与早期记忆数量的关系

本研究采用记忆流畅性任务和回忆最早记忆的方式考察了9岁和13岁共60名中国城镇独生儿童的早期记忆特征及各特征之间的关系。结果发现:(1)和西方研究相比,中国儿童回忆最早记忆时更多自发提及他人,尤其是父母。(2)最早记忆年龄与早期记忆数量有显著负相关,最早记忆中关于重要他人的记忆容量、社会取向和道德情绪与早期记忆数量有显著正相关。这些结果说明文化渗透对自传体记忆发生的影响,以及提示无论是最早记忆的质量,还是早期记忆的数量,回忆童年记忆背后可能潜藏着共同机制。     

School in our memory: do we remember our time in middle and high school differently?

ABSTRACT

The present study investigated autobiographical memories of school. While previous works have shown that most memories relating to school are social as opposed to academic, there are still strong theoretical arguments for the presumed prevalence of educationally oriented memories from at least some parts of the school period. The goal of the study was to replicate previous studies while addressing some of their limitations. In our study, only memories of high school were more socially and less educationally oriented. Also, memories of high school were more positive and emotionally intense. We discuss the further implications of these effects.     

Priming involuntary autobiographical memories

Involuntary autobiographical memories occur frequently in daily life and are usually triggered by cues in one's environment. This study investigated the possibility that priming plays a role in the production of involuntary memories. In Study 1, participants recorded their involuntary memories in a diary for 14 days and then completed a questionnaire assessing their cognitive activity during the recording period. Participants indicating frequent thought about significant others on the questionnaire showed significantly more involuntary memories related to such individuals than a control group. In Studies 2 and 3, participants recorded their involuntary memories in diaries for 14 days and were primed with recall sessions in the laboratory during that period (recalling episodes from high school, Study 1, the past year, or ages 13-16, Studies 2 & 3). The results of both studies showed significant priming effects in the involuntary memories of participants for all of the periods primed. The possibility that priming plays a significant role in the daily production of involuntary memories is discussed.     

Social Distancing in Adolescents’ Perceptions of Alcohol Use and Social Disapproval: The Moderating Roles of Culture and Gender1

College students attribute more conservative attitudes and behaviors concerning alcohol use to themselves and progressively less conservative attitudes and behaviors to their friends and more distal peers. We examined whether a similar social‐distancing effect would occur with adolescents in America and Ireland. Students (n= 2, 554) attributed the most conservative drinking frequency to themselves and progressively less conservative frequencies to their best friends, other good friends, other students their age at their own school, and other students their age at other schools, respectively. Similarly, adolescents attributed more disapproval of drinking to their best friends and progressively less conservative disapproval to other good friends, other students their age at their own school, and other students their age at other schools, respectively. As predicted, more social distancing occurred among Americans (relative to Irish) and girls (relative to boys).     

Three exploratory studies of relations between young adults' preference for activities involving a specific sense modality and sensory attributes of early memories

Three studies explored whether young adults' preference for using a sense modality, e.g., hearing, correlated with presence or clarity of attributes of that sense modality in earliest memories from childhood, elementary school, or high school. In Study 1, 75 graduates or seniors in fine arts, fashion merchandising, music, conducting, or dance showed no greater frequency or clarity of any modality's sensory attributes. In Study 2, 213 beginning university students' ratings of current importance of activities emphasizing a sense modality correlated with sensory contents of recollections only for smell and taste. In Study 3, 102 beginning students' ratings of current enjoyment in using a sense modality and sensory contents of recollections were correlated and involved every modality except vision.