PubMed · 4605017
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G W Beadle. 1974. Recollections.. https://doi.org/10.1146/annurev.bi.43.070174.000245
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Reflective topical autobiography (an autobiographical method) belongs to the genre of testimonial research and is located within the postpositivist interpretive research paradigm. Despite the (reflective) topical autobiographical method enjoying a 'rebirth' in recent years and being utilised by a range of researchers in the human and literary disciplines, it remains largely unknown and under utilised in nursing research domains. In this article it is proposed that reflective topical autobiography is an important research method in its own right, and one which promises to make a substantive contribution to the overall project of advancing nursing inquiry and knowledge. This is particularly so where nursing research shares in the affirming projects of interpretive research generally and the relatively new sociology of the emotions in particular apropos: (i) increasing understanding of subjectivity and making subjective experiences more visible and intelligible, (ii) the search for meaning and increasing understanding of the commonality of existential human experience, and (iii) decentring the detached observer and his/her privileging the objectivist illusion in the hierarchy of research discourses, paving the way for the admission of multiple realities and interpretations of lived experience. In this article, a coherent reflective topical autobiographical research method is advanced for use in nursing education and research contexts.
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.
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.