Changes in Trauma Memory and Patterns of Posttraumatic Stress
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Dissociation Related to Subjective Memory Fragmentation and Intrusions but Not to Objective Memory Disturbances
ARTICLE IN PRESS Journal of Behavior Therapy and Experimental Psychiatry 36 (2005) 43–59 www.elsevier.com/locate/jbtep Dissociation related to subjective memory fragmentation and intrusions but not to objective memory disturbances Merel Kindta,Ã, Marcel Van den Houtb, Nicole Buckb aDepartment of Clinical Psychology, University of Amsterdam, Roetersstraat 15, 1018 WB Amsterdam, The Netherlands bDepartment of Medical, Clinical and Experimental Psychology, Maastricht University, The Netherlands Abstract The present study was a replication of Kindt and Van den Hout (Behaviour Research and Therapy 41 (2003) 167) with several methodological adaptations. Two experiments were designed to test whether state dissociation is related to objective memory disturbances, or whether dissociation is confined to the realm of subjective experience. High trait dissociative participants (Nexp:1 ¼ 25; Nexp:2 ¼ 25) and low trait dissociative participants (Nexp:1 ¼ 25; Nexp:2 ¼ 25) were selected from normal samples (Nexp:1 ¼ 372; Nexp:2 ¼ 341) on basis of scores on the Dissociative Experience Scale (DES). Participants watched an extremely aversive film, after which state dissociation was measured by the Peri-traumatic Dissociative Experience Questionnaire (PDEQ). Memory disturbances were assessed 4h later (Exp. 1) or 1 week later (Exp. 2). Objective memory disturbances were assessed by a sequential memory task, items tapping perceptual representations (Exp. 1), or an open question with respect to the remembrance of the film (Exp. 2). Subjective memory disturbances were measured by means of visual analogue scales assessing fragmentation and intrusions. The two experiments provided a fairly exact replication of an earlier experiment (Behaviour Research and Therapy 41 (2003) ÃCorresponding author. Fax: +31 20 6391369 E-mail address: [email protected] (M. -
Memory Reconsolidation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Current Biology Vol 23 No 17 R746 emerged from the pattern of amnesia consequence of this dynamic process Memory collectively caused by all these is that established memories, which reconsolidation different types of interventions. have reached a level of stability, can be Memory consolidation appeared to bidirectionally modulated and modified: be a complex and quite prolonged they can be weakened, disrupted Cristina M. Alberini1 process, during which different types or enhanced, and be associated and Joseph E. LeDoux1,2 of amnestic manipulation were shown to parallel memory traces. These to disrupt different mechanisms in the possibilities for trace strengthening The formation, storage and use of series of changes occurring throughout or weakening, and also for qualitative memories is critical for normal adaptive the consolidation process. The initial modifications via retrieval and functioning, including the execution phase of consolidation is known to reconsolidation, have important of goal-directed behavior, thinking, require a number of regulated steps behavioral and clinical implications. problem solving and decision-making, of post-translational, translational and They offer opportunities for finding and is at the center of a variety of gene expression mechanisms, and strategies that could change learning cognitive, addictive, mood, anxiety, blockade of any of these can impede and memory to make it more efficient and developmental disorders. Memory the entire consolidation process. and adaptive, to prevent or rescue also significantly contributes to the A century of studies on memory memory impairments, and to help shaping of human personality and consolidation proposed that, despite treat diseases linked to abnormally character, and to social interactions. -
Examining the Effect of Interference on Short-Term Memory Recall of Arabic Abstract and Concrete Words Using Free, Cued, and Serial Recall Paradigms
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 6; December 2015 Flourishing Creativity & Literacy Australian International Academic Centre, Australia Examining the Effect of Interference on Short-term Memory Recall of Arabic Abstract and Concrete Words Using Free, Cued, and Serial Recall Paradigms Ahmed Mohammed Saleh Alduais (Corresponding author) Department of Linguistics, Social Sciences Institute Ankara University, 06100 Sıhhiye, Ankara, Turkey E-mail: [email protected] Yasir Saad Almukhaizeem Department of Linguistics and Translation, College of Languages and Translation King Saud University, Riyadh, Kingdom of Saudi Arabia E-mail: [email protected] Doi:10.7575/aiac.alls.v.6n.6p.7 Received: 29/05/2015 URL: http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.7 Accepted: 18/08/2015 The research is financed by Research Centre in the College of Languages and Translation Studies and the Deanship of Scientific Research, King Saud University, Riyadh, Kingdom of Saudi Arabia. Abstract Purpose: To see if there is a correlation between interference and short-term memory recall and to examine interference as a factor affecting memory recalling of Arabic and abstract words through free, cued, and serial recall tasks. Method: Four groups of undergraduates in King Saud University, Saudi Arabia participated in this study. The first group consisted of 9 undergraduates who were trained to perform three types of recall for 20 Arabic abstract and concrete words. The second, third and fourth groups consisted of 27 undergraduates where each group was trained only to perform one recall type: free recall, cued recall and serial recall respectively. -
Memory-Modulation: Self-Improvement Or Self-Depletion?
HYPOTHESIS AND THEORY published: 05 April 2018 doi: 10.3389/fpsyg.2018.00469 Memory-Modulation: Self-Improvement or Self-Depletion? Andrea Lavazza* Neuroethics, Centro Universitario Internazionale, Arezzo, Italy Autobiographical memory is fundamental to the process of self-construction. Therefore, the possibility of modifying autobiographical memories, in particular with memory-modulation and memory-erasing, is a very important topic both from the theoretical and from the practical point of view. The aim of this paper is to illustrate the state of the art of some of the most promising areas of memory-modulation and memory-erasing, considering how they can affect the self and the overall balance of the “self and autobiographical memory” system. Indeed, different conceptualizations of the self and of personal identity in relation to autobiographical memory are what makes memory-modulation and memory-erasing more or less desirable. Because of the current limitations (both practical and ethical) to interventions on memory, I can Edited by: only sketch some hypotheses. However, it can be argued that the choice to mitigate Rossella Guerini, painful memories (or edit memories for other reasons) is somehow problematic, from an Università degli Studi Roma Tre, Italy ethical point of view, according to some of the theories of the self and personal identity Reviewed by: in relation to autobiographical memory, in particular for the so-called narrative theories Tillmann Vierkant, University of Edinburgh, of personal identity, chosen here as the main case of study. Other conceptualizations of United Kingdom the “self and autobiographical memory” system, namely the constructivist theories, do Antonella Marchetti, Università Cattolica del Sacro Cuore, not have this sort of critical concerns. -
Investigating the Roles of Memory and Metamemory in Trauma-Related Outcomes
ABSTRACT A PTSD ANALOGUE STUDY: INVESTIGATING THE ROLES OF MEMORY AND METAMEMORY IN TRAUMA-RELATED OUTCOMES Ban Hong (Phylice) Lim, Ph.D. Department of Psychology Northern Illinois University, 2016 Michelle M. Lilly, Director Trauma survivors who develop posttraumatic stress disorder (PTSD) often display symptoms of memory fragmentation such as an impaired ability to recall trauma memories. These observations are consistent with prominent theories of PTSD, which consider memory fragmentation as a central feature of PTSD. Correspondingly, most empirically supported interventions for PTSD focus on addressing dysfunctional thoughts and behaviors and integrating fragmented memories of the event. More recently, this assumption has been challenged by research indicating that metamemory – one’s subjective beliefs about one’s memory functioning and quality – may partially account for reported memory fragmentation among individuals with PTSD. Memory underconfidence, regardless of whether or not it is founded or wholly accurate, may lead to feelings of anxiety, especially in the process of recalling and making sense of one’s trauma memory. Despite the intertwined nature of their relationship, the association between memory and metamemory has been understudied in the trauma literature. This dissertation investigated whether PTSD is a disorder of memory fragmentation, perceived memory fragmentation, or both by examining the association between memory and metamemory. A trauma analogue between-subjects experimental design was employed. Eighty- four healthy participants were randomly assigned to receive either positive feedback or negative feedback after completing a standardized memory assessment. Despite the use of randomization, the manipulation groups systematically differed on both baseline memory ability and baseline memory confidence. Contrary to the first hypothesis, after controlling for the effect of baseline metamemory beliefs, the groups did not differ on their recall task performance, F(1,80) = .34, p = .56. -
Research Article Arthur P. Shimamura
PSYCHOLOGICAL SCIENCE Research Article MEMORY AND COGNITIVE ABILITIES IN UNIVERSITY PROFESSORS: Evidence for Successful Aging Arthur P. Shimamura,' Jane M. Berry,^ Jennifer A. Mangels,' Cheryl L. Rusting,^ and Paul J. Jurica* 'University of California, Berkeley, 'University of Richmond, and ^University of Michigan, Ann Arbor Abstract—Professors from the University of California at Schaie, 1990, 1994) That is, professors may develop efficient Berkeley were administered a 90-min test battery of cognitive use of cognitive abiliues or strategies that may prevent or mit- performance that included measures of reaction time, paired- igate aging effects associate learning, working memory, and prose recall Age ef- University professors between the ages of 30 and 71 years fects among the professors were observed on tests of reaction were administered a battery of memory and cognitive tests The time, paired-associate memory, and some aspects of working particular tests were chosen because they were known to be memory Age effects were not observed on measures of proac- sensitive markers of age-related changes (e g , choice reaction tive interference and prose recall, though age-related declines time, free recall) or known to be associated with circumscnbed are generally observed m standard groups of elderly individu- neurological dysfunction (e g , medial temporal or frontal lobe als The findings suggest that age-related decrements in certain impairment) Several hypotheses were entertained with regard cognitive functions may be mitigated in intelligent, -
Examining the Relationship Between Free Recall and Immediate Serial Recall: the Serial Nature of Recall and the Effect of Test Expectancy
Memory & Cognition 2008, 36 (1), 20-34 doi: 10.3758/MC.36.1.20 Examining the relationship between free recall and immediate serial recall: The serial nature of recall and the effect of test expectancy PARVEEN BHATARAH London Metropolitan University, London, England GEOFF WARD University of Essex, Colchester, England AND LYDIA TAN City University London, London, England In two experiments, we examined the relationship between free recall and immediate serial recall (ISR), using a within-subjects (Experiment 1) and a between-subjects (Experiment 2) design. In both experiments, partici- pants read aloud lists of eight words and were precued or postcued to respond using free recall or ISR. The serial position curves were U-shaped for free recall and showed extended primacy effects with little or no recency for ISR, and there was little or no difference between recall for the precued and the postcued conditions. Critically, analyses of the output order showed that although the participants started their recall from different list positions in the two tasks, the degree to which subsequent recall was serial in a forward order was strikingly similar. We argue that recalling in a serial forward order is a general characteristic of memory and that performance on ISR and free recall is underpinned by common memory mechanisms. Free recall and immediate serial recall (ISR) are two correct order on 50% of the trials. The classic explanation immediate memory tasks in which participants are pre- for the memory span is that it reflects the capacity limita- sented with lists of words to study, one word at a time, tions of the STS, in terms of either the number of chunks and then, after the presentation of the last word in a list, of items that can be recalled (e.g., Miller, 1956) or the they must try to recall as many of the items as they can. -
Can Implicit Post-Event Information Influence Explicit Eyewitness Memory?
City University of New York (CUNY) CUNY Academic Works Student Theses John Jay College of Criminal Justice Spring 6-2017 Can Implicit Post-Event Information Influence Explicit yE ewitness Memory? Hang Sze Chau CUNY John Jay College, [email protected] How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/jj_etds/15 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Running Head: UNCONSCIOUS PROCESSING OF POST-EVENT INFORMATION 1 Can Implicit Post-Event Information Influence Explicit Eyewitness Memory? Hang-Sze Chau John Jay College of Criminal Justice City University of New York UNCONSCIOUS PROCESSING OF POST-EVENT INFORMATION 2 Table of Contents Introduction 4 Misinformation Effect 5 Source Monitoring 7 Implicit Learning 9 Methods 13 Results 19 Discussion 23 Reference 30 Appendix 37 UNCONSCIOUS PROCESSING OF POST-EVENT INFORMATION 3 Abstract This study examines whether unconscious -
Eyewitness Memory: How Stress And
EYEWITNESS MEMORY: HOW STRESS AND SITUATIONAL FACTORS AFFECT EYEWITNESS RECALL by ANNE S. YILMAZ A THESIS Presented to the Department of Psychology and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Science December 2016 Abstract of the Thesis of Anne Yilmaz for the degree of Bachelor of Science in the Department of Psychology to be taken December 2016 Title: Eyewitness Memory: How Stress and Situational Factors Affect Eyewitness Recall Approved: _______________________________________ Robert Mauro As eyewitness memory and its current admissibility as evidence in courts have come under scrutiny, numerous studies have examined variables that affect eyewitness memory. These variables are divided into system and estimator variables. System variables are factors that can be controlled by the criminal justice system; estimator variables are those which cannot be controlled by the justice system. Considerable research has demonstrated that stress can either inhibit or enhance memory depending on the level of arousal. This literature review will examine the role and effect of stress in general and in regard to other estimator variables (e.g., seriousness, weapons focus, and victim vs. bystander). Both field and laboratory studies will be examined. General trends, important caveats, and limitations will be reported. Despite the breadth of research in both eyewitness research and stress and memory, there is no recent comprehensive review of the effect of stress on eyewitness memory. This literature review will serve to bridge that gap and provide resources for those looking to continue research in the area of stress and eyewitness memory. ii Acknowledgements Thank you Dr. -
MNEMONIC TIME-TRAVEL EFFECT It Takes Me Back
1 MNEMONIC TIME-TRAVEL EFFECT It takes me back: The mnemonic time-travel effect 1,2Aleksandar Aksentijevic, 1Kaz R. Brandt, 1Elias Tsakanikos and 1Michael J. A. Thorpe 1Department of Psychology, University of Roehampton 2Birkbeck, University of London Word count: 7094 doi: https://doi.org/10.1016/j.cognition.2018.10.007 Corresponding author: Aleksandar Aksentijevic, Department of Psychology, University of Roehampton, Whitelands College, Holybourne Avenue, London SW154JD, United Kingdom. E-mail: [email protected] 2 MNEMONIC TIME-TRAVEL EFFECT Abstract Given the links between motion and temporal thinking, it is surprising that no studies have examined the possibility that transporting participants back mentally towards the time of encoding could improve memory. Six experiments investigated whether backward motion would promote recall relative to forward motion or no-motion conditions. Participants saw a video of a staged crime (Experiments 1, 3 and 5), a word list (Experiments 2 and 4) or a set of pictures (Experiment 6). Then, they walked forward or backwards (Experiments 1 and 2), watched a forward- or backward-directed optic flow-inducing video (Experiments 3 and 4) or imagined walking forward or backwards (Experiments 5 and 6). Finally, they answered questions about the video or recalled words or pictures. The results demonstrated for the first time that motion-induced past-directed mental time travel improved mnemonic performance for different types of information. We briefly discuss theoretical and practical implications of this “mnemonic time-travel effect”. Keywords: Mental time travel, episodic memory, context reinstatement, eyewitness memory, mental time line 3 MNEMONIC TIME-TRAVEL EFFECT 1.1 Introduction Time and space tend to be experienced as interrelated across different societies and cultures (Keefer, Stewart, Palitsky, & Sullivan, 2017). -
Intrusions in Episodic Recall: Age Differences in Editing of Overt Responses
Journal of Gerontology: PSYCHOLOGICAL SCIENCES Copyright 2005 by The Gerontological Society of America 2005, Vol. 60B, No. 2, P92–P97 Intrusions in Episodic Recall: Age Differences in Editing of Overt Responses Michael J. Kahana,1 Emily D. Dolan,1 Colin L. Sauder,1 and Arthur Wingfield2 1Department of Psychology, University of Pennsylvania, Philadelphia. 2Volen Center for Complex Systems, Brandeis University, Waltham, Massachusetts. Two experiments compared episodic word-list recall of young and older adults. In Experiment 1, using standard free-recall procedures, older adults recalled significantly fewer correct items and made significantly more intrusions (recall of items that had not appeared on the target list) than younger adults. In Experiment 2, we introduced a new method, called externalized free recall, in which participants were asked to recall any items that came to mind during the recall period but to indicate with an immediate key press those items they could identify as intrusions. Both age groups generated a large number of intrusions, but older adults were significantly less likely than young adults to identify these as nonlist items. Results suggest that an editing deficit may be a contributor to age differences in episodic recall and that externalized free recall may be a useful tool for testing computationally explicit models of episodic recall. O UNDERSTAND the mechanisms underlying episodic process that limits responses to those items that were in the T memory, we must understand both correct responses and target list. SAM thus embraces the classic generate–recognize memory errors. In word-list recall tasks, errors reflect both view that participants do in fact think of many items that were omissions from a to-be-recalled memory set plus intrusions in not on the target list, but that they reject those responses prior to the form of erroneous recall of items that had not appeared in the producing them for overt recall (Anderson & Bower, 1972; target list. -
Memory Search
Memory Search Michael J. Kahana Department of Psychology University of Pennsylvania Draft: Do not quote Abstract Much has been learned about the dynamics of memory search in the last two decades, primarily through the lens of the free recall task. Here I review the major empirical findings obtained using this memory-search paradigm. I also discuss how these findings have been used to advance theories of memory search. Specific topics covered include serial-position effects, recall dynam- ics and organizational processes, false recall, repetition and spacing effects, inter-response times, and individual differences. At our dinner table each evening my wife and I ask our children to tell us what hap- pened to them at school that day; our older ones sometimes ask us to tell them stories from our day at work. Answering these questions requires that we each search our memories for the day's events, and evaluate each memory's interest value for the dinner table conversa- tion. Our search must target those memories that belong to a particular context, usually defined by the time and place in which the event occurred. In the psychological laboratory, this task is referred to as free recall, and is studied by first having subjects experience a series of items (the study list), Then, either immediately or after some delay, subjects attempt to recall as many items as they can remember irrespective of the items' order of presentation. Unlike other memory tasks, free recall does not provide a specific retrieval cue for each target item. Typically, items are common words presented one at a time on a computer monitor.