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The Psychophysiology of Self-Defining Memories Connecticut College Digital Commons @ Connecticut College Psychology Honors Papers Psychology Department 5-2009 The syP chophysiology of Self-Defining Memories Rachel K. Hess Connecticut College, [email protected] Follow this and additional works at: http://digitalcommons.conncoll.edu/psychhp Part of the Biological Psychology Commons Recommended Citation Hess, Rachel K., "The sP ychophysiology of Self-Defining Memories" (2009). Psychology Honors Papers. 6. http://digitalcommons.conncoll.edu/psychhp/6 This Honors Paper is brought to you for free and open access by the Psychology Department at Digital Commons @ Connecticut College. It has been accepted for inclusion in Psychology Honors Papers by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. i Running head: PSYCHOPHYSIOLOGY SELF-DEFINING MEMORIES The Psychophysiology of Self-Defining Memories A thesis presented by Rachel Hess to the Department of Psychology in partial fulfillment of the requirements for the degree of Bachelor of Arts Connecticut College New London, Connecticut May 1, 2009 ii Abstract Throughout the past 15 years, researchers have explored self-defining memories within the larger category of autobiographical memories (Conway, Singer, & Tagini, 2004; Singer, 2005; Singer & Salovey, 2003; Wood & Conway, 2006). Other researchers have examined the physiological reactions to various stimuli, some related to autobiographical memory (Gross & Levenson, 1997; Levenson & Gottman, 1983; Philippot, Schaefer, & Herbette, 2003; Schaefer & Philippot, 2005; Schwartz, Weinberger, & Singer, 1981). The present study is the first experiment to investigate the relationship of physiological correlates to self-defining memories. This study had participants generate their own self- defining and autobiographical memories, and recall them, while attached to electrodes measuring heart rate and skin conductance one week later. The current study separated memories into four categories: positive and negative self-defining memories and positive and negative autobiographical memories. Change in skin conductance was greatest for negative self-defining memories. Further results showed that self-defining memories had more words and higher importance than did autobiographical memories pre-recall, and self-defining memories differed in intensity and emotion ratings from autobiographical memories post-recall. iii Acknowledgments I would like to thank several people who have helped me tremendously throughout this process. The support and guidance that I have received this year and over the past four years from my advisor, Professor Jefferson Singer, has been incomparable. You have been extremely approachable and encouraging, and you have helped me stay motivated during the difficult portions of this project. I feel extremely lucky to have had the opportunity to get to know you on an academic and personal level, and you have certainly added wonderful memories to my education and college experience. I would also like to thank my readers, Professor Joseph Schroeder and Professor Ann Sloan Devlin, for taking the time to read my study. Without your input, I would not have been able to end up with the polished thesis that I have. Professor Schroeder, thank you for your patience during countless hours of figuring out the BIOPAC machinery. Professor Devlin, thank you for being so supportive, for always having answers to my questions, and for checking in on me in the “refrigerator box.” Additionally, I would like to thank Professors Stuart Vyse and Jason Nier for their consultations regarding statistical analyses, and for their support in general. Thank you also to Alex Schaefer for your overseas input. Finally, I would like to thank my friends and family for their never-ending support. Without their encouragement in all aspects of my life, I would not be the person I am today. Thank you for being and making my self-defining memories in my life. iv Table of Contents Abstract............................................................................................................................... ii Acknowledgments.............................................................................................................. iii Table of Contents............................................................................................................... iv List of Tables .......................................................................................................................v List of Appendices ............................................................................................................. vi Introduction..........................................................................................................................1 Method ...............................................................................................................................24 Results................................................................................................................................29 Discussion..........................................................................................................................37 References..........................................................................................................................43 Appendices.........................................................................................................................48 v List of Tables Table 1: Means and Standard Deviations of Word Count, Importance Ratings, and Pre- Memory Recall Emotion Ratings for Self-Defining and Autobiographical Memories......31 Table 2: Means and Standard Deviations of Intensity Ratings and Post-Memory Recall Emotion Ratings for Self-Defining and Autobiographical Memories................................34 Table 3: Means and Standard Deviations of Average Changes in Heart Rate (HR) and Skin Conductance Level (SCL) for Self-Defining and Autobiographical Memories .........36 vi List of Appendices Appendix A: Informed Consent.........................................................................................48 Appendix B: Demographics Questionnaire .......................................................................49 Appendix C: PowerPoint Presentation: Distinction between Self-Defining Memories and Autobiographical Memories ..............................................................................................50 Appendix D: Example of How to Fill Out Memory Sheets...............................................57 Appendix E: Session One Information Sheet ....................................................................58 Appendix F: Memory Request Form .................................................................................60 Appendix G: Session Two Script.......................................................................................72 Appendix H: Experiment Order.........................................................................................73 Appendix I: Debriefing Form ............................................................................................74 1 Humans are able to recall different memories of their personal experiences with varying amounts of detail and vividness. These memories elicit varying emotional reactions within individuals when they recall them. Conway, Singer, and Tagini (2004) explain that a self-defining memory is one kind of personal memory that is very vivid, has affective intensity, is linked to similar memories, has high levels of rehearsal, and is connected to an unresolved conflict or an ongoing concern. A self-defining memory is like a photograph; it is a detailed and specific insight into an episode of someone’s life that helps define who he or she is. This type of memory may bring forth more intense emotions than other personal memories that do not have an effect as lasting or pivotal as does a self-defining memory. Previous research has shown that by priming a general mode of emotional information processing, the same level of emotional activity was activated as when the event actually occurred (Philippot, Schaefer, & Herbette, 2003). “I can smile at the old days. I was beautiful then. I remember the time I knew what happiness was. Let the memory live again” (Webber, Nunn, & Eliot, 1981). These lyrics illustrate the powerful effect that certain memories can have on people. During this song from Cats, Grizabella is flooded with emotion when she recalls her younger, more vivacious days. An audience can physically see the effects of this memory from her facial expressions, her body language, and the words she is singing, but to what degree are physiological reactions occurring when these emotions are re-experienced? Autobiographical Memories According to Conway et al. (2004), autobiographical memories are the result of goal processing, contain episodic details and sequences, and reflect knowledge about the self. They are a class of mental models created by an underlying knowledge base. 2 Conway and Pleydell-Pearce (2000) state that autobiographical memories can be sorted into three groups by amount of specificity: lifetime periods, general events, and event- specific knowledge (ESK). Depending on the detail of the recollection, a particular memory may operate at different levels of abstraction. In fact, autobiographical memories do not always allow a person to recollect specific experiences;
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