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PubMed2003

Belief and recollection of autobiographical memories.

In three experiments, undergraduates rated autobiographical memories on scales derived from existing theories of memory. In multiple regression analyses, ratings of the degree to which subjects recollected (i.e., relived) their memories were predicted by visual imagery, auditory imagery, and emotions, whereas ratings of belief in the accuracy of their memories were predicted by knowledge of the setting. Recollection was predicted equally well in between- and within-subjects analyses, but belief consistently had smaller correlations and multiple regression predictions between subjects; individual differences in the cognitive scales that we measured could not account well for individual differences in belief. In contrast, measures of mood (Beck Depression Index) and dissociation (Dissociative Experience Scale) added predictive value for belief, but not for recollection. We also found that highly relived memories almost always had strong visual images and that remember/know judgments made on autobiographical memories were more closely related to belief than to recollection.

Adolescent↗
PubMed2004

Autobiographical memory in two older adults over a twenty-year retention interval.

This article reports on a study of autobiographical memory in two older adults, wife and husband, over a retention interval of 20 years. The female participant kept a 20-year log of daily events. A sampling of events that varied in distinctiveness, from unique, one-of-a-kind events to routine, almost daily events, was used to examine cued recall using an incremental scoring system. Each event recalled was also rated on phenomenological scales of remembering versus knowing, rehearsal, and importance. The strongest effect on recall was the order of the cues, with an initial what cue, containing the content of the event, proving superior to cues containing who or where elements. When was the most effective second cue. The results demonstrate regularity in retention over time and highlighted the utility of this approach for understanding the factors that influence autobiographical memory performance.

Aged↗
PubMed1989

Content and temporal structure of autobiographical knowledge: remembering twenty-five seasons at the Metropolitan Opera.

Three experiments were designed to explore the structure and content of a well-defined subset of very long-term autobiographical memory. In Experiment 1, the author free-recalled in a single session details about the dates and casting of 284 opera performances seen at the Metropolitan Opera over a period of 25 seasons. Recall accuracy was measured by comparing the recall with the programs for each performance. Primacy and recency effects were prominent in recall of both temporal and casting details. Also, recall of performances was superior if the performances were included in the sequential structures of seasons in memory. Experiments 2 and 3 were designed to examine the effect of an opera performance's relative importance (or intensity) and opportunities for rehearsal of an opera performance on the author's free recall of the performance. In Experiment 2, importance/rehearsal opportunity was estimated from nine sources, including recordings, telecasts, tapes, and photograph books. In Experiment 3, the set of opera performances was rated and ranked by four opera experts on the dimension of intensity or importance of each performance. In both experiments, importance/rehearsal opportunity was related to superior recall of casting but not to recall of temporal details. Results suggest that detailed temporal structure in autobiographical memory is lost over time, whereas contents may be updated through various forms of rehearsal.

Arousal↗
PubMed1998

A year's memories: the calendar effect in autobiographical recall.

When asked to recall autobiographical events from the past year, students tend to recall more incidents from the beginning and the end of school terms than from other periods. We investigated this calendar effect in Experiment 1 by comparing free recall at schools with different academic calendars. The event distributions tracked the individual calendars, helping to eliminate the possibility that the calendar effect is due to seasonal, nonschool factors, such as holidays. In Experiments 2-4, we checked explanations based on the ideas that events at term boundaries are more important or distinctive than others, that events are incorrectly dated too near the boundaries, and that boundaries serve as implicit cues for recall. These experiments revealed no evidence that importance or errors in dating could explain the effect. Manipulating cues, however, did change the size of the effect, implicating retrieval from very long-term memory as the effect's source. We suggest that when people have to search episodic memory, they consider their own calendar rhythms (such as a student's academic schedule) and let the temporal structure of their personal context guide their search.

Achievement↗
PubMed2001

Searching for two things at once: evidence of exclusivity in semantic and autobiographical memory retrieval.

We examined whether retrieval from semantic memory (Experiment 1) and autobiographical memory (Experiment 2) is exclusive, or whether people can search for two things at once. In Experiment 1, participants retrieved items as quickly as possible over 4 ruin from single categories (e.g., foods, countries) and from disjunctive categories (e.g., foods or countries). In Experiment 2, participants retrieved autobiographical episodes associated with single cue words (e.g., flower, ticket) or with disjunctive cue words (e.g., flower or ticket). In both experiments, retrieval of items from the disjunctive category did not exceed predictions based on optimal sequencing of retrieval from the corresponding two single categories. That is, exclusivity was observed to occur in retrieval from among multiple nonoverlapping categories in both semantic and autobiographical memory.

Adolescent↗
PubMed1997

The distribution of autobiographical memories across the lifespan.

Words were used to cue autobiographical memories from 20- and 70-year-old subjects. Both groups showed a decrease in memories from the childhood years and a power-function retention function for their most recent 10 years. Older subjects also had an increase in the number of memories from the ages 10 to 30. These results held for individual subjects as well as grouped data and held when either 124 or 921 memories were cued. Reaction times to produce memories were constant across decades except for childhood where they were longer.

Adult↗
PubMed2003

The neural basis of autobiographical and semantic memory: new evidence from three PET studies.

A novel, neuropsychologically informed paradigm (extended retrieval of events in response to a cue word) was used to investigate the neural basis of autobiographical and semantic memory. Contrasting retrieval of autobiographical memories with retrieval of semantic facts (ABM-SEM) in 24 subjects across three PET studies revealed bilateral involvement of the middle temporal gyrus (BA 21) and medial frontal cortex (BA 9/10). The opposite contrast, SEM-ABM, resulted in increased regional cerebral blood flow in left posterior temporal regions (BA 37) and left prefrontal cortex (BA 45/46). Laterality maps suggest that the bilateral pattern seen in our studies, but not often in other neuroimaging investigations, reflects the use of a task stressing retrieval of specific personal events. Further comparisons revealed that the activation in the right anterior temporal lobe during autobiographical recall was virtually identical to that seen during retrieval of information about famous people or events in contrast with retrieval of general semantic facts. These findings suggest that the retrieval of an autobiographical event requires participation from conceptual knowledge, and that this type of knowledge is bilaterally distributed in the temporal lobes.

Adult↗
PubMed2002

Literary pedagogy in nursing: a theory-based perspective.

Using fictional and autobiographical literature in nursing education is a primary way of understanding patients' lived experiences and fostering development of essential relational and reflective thinking skills. Application of literary theory to this pedagogic practice can expand conceptualization of teaching goals, inform specific teaching strategies, and potentially contribute to socially consequential educational outcomes. This article describes a theoretical schema that focuses on pedagogical goals in terms of the three related skills (i.e., reading, interpretation, criticism) of textual competence.

Autobiographies as Topic↗
PubMed2005

Exploring a model to evaluate levels of reflection in baccalaureate nursing students' journals.

The purpose of this study was to use Mezirow's model to identify reflective levels among baccalaureate nursing students. This study examined the question, "Tb what extent and at what level is reflection-on-practice identified in the journals of junior baccalaureate nursing students?" Twenty nursing students wrote journals at three points during a health assessment course. This descriptive, non-experimental study used a classification system to quantify the amount of reflection present. Eighty percent of students were able to reach the higher levels of reflection in at least one journal, but 20% had no evidence of higher-level reflective thought in any journal. Sixty-three percent of journals had entries at the higher levels of reflection. However, of all journal entries, 18% were at higher levels, and 82% were at lower levels. These findings are consistent with other nursing studies using Mezirow's model. Mezirow's levels of reflection are a useful tool to evaluate the level of student reflection in journals.

Adult↗
PubMed2000

[Personality correlates of autobiographical memory].

The purpose of this study was to examine the relationship between personality traits and autobiographical memory. Ninety-one (91) undergraduates completed an autobiographical memory questionnaire, describing experiences of unpleasant emotional episodes, and then rating their qualities: Vividness, emotionality, influence, and so on. They also completed a number of personality inventories, including the Yatabe-Guilford Personality Inventory and Self-Acceptance Inventory. Results indicated that emotionally stable and high-activity subjects perceived past unpleasant episodes as more positive, although there was no qualitative difference. Compared with emotionally unstable and low-activity subjects, they also had a higher self-acceptance score, and acknowledged and accepted own shortcomings. People with adaptive personality appear to have positive views on many aspects of the self. These findings were interpreted from the self-schema perspective of memory.

Adult↗
PubMedDate not supplied

When a child dies the world should stop spinning: an autoethnography exploring the impact of family loss on occupation.

The death of a loved one disrupts family-members' occupational lives. This paper explores the role and course of occupation during a time when my nephew died. A qualitative research methodology, autoethnography, is used to develop the narrative. I found that familiar occupations lost meaning during this time and even seemed absurd. Paradoxically, occupation helped forge a vital pathway back to health and reconstruction of meaning. Four stages of occupation during a family crisis are proposed: maintenance, dissolution, ambivalence, and restoration and adaptation. Reflections on occupational therapists' role during family crises are discussed, as are implications for further research.

Adaptation, Psychological↗
PubMedDate not supplied

Collecting qualitative data: Part II. Group discussion as a method: experience, rationale and limitations [corrected].

This article discusses the experience, rationale for and limitations of the group discussion as a method for collecting qualitative data. The researcher defines the group discussion as a focused group depth discussion' premised on a review of the focus group literature. A number of strengths are proposed for and the limitations are countered in the use of the group discussion as a method for collecting qualitative data.

Attitude of Health Personnel↗
PubMedDate not supplied

Testis unis, testis nullas: one witness is no witness. Criticisms of the use of oral history in nursing research.

In research, there is no perfection: no perfect method, no perfect sample, and no perfect data analyses tool. Coming to this understanding helps the researcher identify the inadequacies of their preferred method. This paper discusses the criticisms of the oral history method, drawing reference to its challenges and difficulties in relation to its use in nursing research. Oral history has the advantage over more traditional historical approaches in that the narrators can interpret events, personalities and relationships within the interview that are not accessible from written sources. The oral history interview may also provide a forum for unveiling documents and photographs, which might not have been otherwise discovered. Nonetheless, oral history, like most methodologies, is not flawless. This paper discusses the limitations of oral history and suggests ways in which a nurse can use oral history to provide an account of aspects of nursing history.

Autobiographies as Topic↗