Agnieszka Niedźwieńska

Gender Differences in Vivid Memories

Seventy-four adults (50% women) individually completed a memory questionnaire. They were given a definition of a flashbulb memory and were asked to describe their 3 most vivid memories. In addition, participants rated the described events for various characteristics (e.g., emotional load and personal importance) and provided their best estimate of the date of each event. Effects of gender on the content of vivid memories, their form, and their distribution were found. The influence of identity on the recollection of personal experiences and gender differences in the development of autobiographical memory are discussed.

The age prospective memory paradox within the same sample in time-based and event-based tasks.

ABSTRACT The present research investigated the age prospective memory (PM) paradox by testing the performance of the same participants on laboratory and naturalistic PM tasks. Younger, middle-aged, and older adults performed three tasks (time-based, event-based with focal cue, and event-based with nonfocal cue); first in the laboratory, then in the context of their everyday lives. Additionally, the social importance of PM tasks was manipulated in the laboratory. As expected, age-dependent declines on the laboratory tasks were reversed in the naturalistic tasks. Middle-aged adults performed as well as younger adults in the laboratory and as well as the elderly outside of the laboratory. When the social importance of laboratory tasks was stressed, the performance of younger adults fell. In addition, older adults showed higher self-reported commitment to the naturalistic tasks than both younger and middle-aged adults. Findings are discussed in the context of possible explanations for the age PM paradox.

Metamemory knowledge and the accuracy of flashbulb memories

This study sought to answer the question whether providing participants with extensive knowledge about autobiographical memory would influence their personal recollections. It was hypothesised that the knowledge of the reconstructive nature of memory, inevitable changes in autobiographical memories, and their vulnerability to mistakes and illusions would make individuals set more stringent criteria of metacognitive processes and, as a consequence, would make them more accurate in their memory accounts. Psychology students at the Jagiellonian University recalled the circumstances of hearing about the 11 September terrorist attack on the United States three times, i.e., within 21 days of the attack, in January 2002, and finally in June 2002. In the meantime, half of the students participated in an intensive 30‐hour course on autobiographical memory. These participants, after the course, were more accurate in their recollections, and, at the same time, less confident that their descriptions were veridical than were controls. The results are explained in terms of differences in metamemory monitoring effectiveness.

Development and Validation of the Implicit Memory Theory Scale

Abstract. The present research developed and tested a new individual-difference measure of beliefs about autobiographical memory. We assumed that someones implicit memory theory results in high or low skepticism about memory credibility. Based on the metamemory literature we hypothesized that this skepticism might be a predictor of memory accuracy in various memory tasks. The first phase of the research developed the Implicit Memory Theory Scale (IMTS). The exploratory factor analysis revealed three factors that were converted into three subscales of the 37-item measure. Cronbach α coefficients and test-retest correlations showed acceptable to high reliability for the global scale and three subscales. Validation studies indicated that the scale was sensitive to individual differences in professional knowledge of autobiographical memory and manipulation that involved providing respondents with this kind of knowledge. As predicted, IMTS scores were associated with accuracy in a misinformation experiment. T...

Age-related differences in everyday prospective memory tasks: The role of planning and personal importance

The aim of the present studies was to investigate whether age-related improvement found in naturalistic but experimenter-given prospective memory (PM) tasks can be generalized to real-life intentions. In Study 1, younger, middle-aged, and older adults generated a list of intended activities for the following week; one week later they marked the tasks that they had performed. The participants were also asked to rate the importance of each listed intention and to describe the circumstances of completion that were already known to them. We found that, compared with younger adults, older adults attributed a higher degree of importance to their intentions and had the circumstances of their completion better planned. However, the age-related benefit in the PM performance for all listed intentions was not present for the very important and well-planned tasks. In Study 2 we manipulated whether younger adults engaged or not in the detailed planning of when their intentions could be completed. It was demonstrated that younger adults who had to perform detailed planning completed their intended activities more often than those who did not plan for their intentions. The results support explanations of the age-related benefit in everyday PM that highlight the role of importance and planning.

The Effects of Instruction on the Frequency and Characteristics of Involuntary Autobiographical Memories

The present study investigated the effects of experimental instruction on the retrieval of involuntary autobiographical memories (IAMs). In previous studies of IAMs, participants were either instructed to record only memories (henceforth, the restricted group) or any thoughts (henceforth, the unrestricted group). However, it is unknown whether these two different types of instructions influence the retrieval of IAMs. The most recent study by Vannucci and her colleagues directly addressed this question and demonstrated that the frequency and phenomenological characteristics of IAMs strongly depended on the type of instruction received. The goal of the present study was to replicate these results while addressing some limitations of the Vannucci et al. study and to test three possible mechanisms proposed to explain the effect of instructions on the retrieval of IAMs. Our results accord well with the data presented by Vannucci et al. When participants were instructed to record only IAMs (the restricted group), they reported more memories and rated them as being retrieved in a more goal-oriented fashion. Their memories also were less clear, vivid, detailed and were less frequently accompanied by physiological reactions, compared to memories reported by the participants in the unrestricted group. In addition, the events to which the memories referred were rated as more unusual and personal by the restricted group. These results are consistent with the assumption that retrieval of IAMs depends on the type of instructions used in a study. In addition, our results suggest that one of the main mechanisms underlying the higher frequency of IAMs in the restricted group may be participants’ ability to monitor the stream of consciousness and to extract autobiographical content from this flow. Further implications of the effect of instructions for IAMs research are discussed.

Spontaneous retrieval deficits in amnestic mild cognitive impairment: A case of focal event-based prospective memory.

Objective: Research on early cognitive markers of Alzheimer’s disease is primarily focused on retrospective recall (of word lists, pairs of items, stories) and executive functions. However, research shows that people with amnestic mild cognitive impairment (aMCI), who are at a higher risk of developing the disease than healthy controls, are particularly impaired in remembering to do things in the future or prospective memory (PM). The aim of this study was to establish which type of event-based PM is particularly disrupted in aMCI, focal PM, based on spontaneous retrieval, or nonfocal PM that relies on strategic monitoring processes. Method: Thirty-eight aMCI individuals and 46 age- and education-matched healthy older adults identified the profession of each famous face presented (ongoing task) and, additionally, responded to certain professions (focal PM condition), or to certain physical features of a person presented (nonfocal PM). Only 4 aMCI individuals could not remember PM instructions at the end of the session, and were excluded from analyses. Results: In comparison with healthy controls, participants with aMCI were significantly impaired in the focal PM task, but not on the nonfocal task. In both groups, monitoring indices were significantly higher in the nonfocal than focal PM condition. Conclusions: The results fully replicate and extend initial findings of Chi et al. (2014) and McDaniel, Shelton, Breneiser, Moynan, and Balota (2011), showing substantial spontaneous retrieval deficits in PM performance of aMCI individuals. Possible brain mechanisms involved in this deficit are discussed and a novel hypothesis of more generic spontaneous retrieval deficits in aMCI is proposed.

The self-defining function of recalling personal memories and identity status

The present research examined whether the information-oriented identity statuses (identity achievement and moratorium) are marked by more frequent use of autobiographical memories for identity purposes. A total of 252 students from a university in Poland completed the Extended Objective Measure of Ego Identity Status and the Reminiscence Functions Scale. As predicted, the identity function of recalled memories was positively related to moratorium and identity achievement functioning, but it was negatively related to identity diffusion.

Misleading postevent information and flashbulb memories

The aim of this study was to create the conditions of a real discussion concerning the past in an experimental setting and examine their effect on subsequent recollections of important autobiographical events. A total of 55 adults described two episodes twice. The first episode was a typical news reception event and the second one represented a private event of particular personal significance. In between the two recall sessions, participants from the experimental group viewed two films. The first was a short televised account of the two events; the second was a corresponding videotaped description of the personal experiences of a middle-aged man. In addition, participants were asked to imagine what he had been talking about. Most of the participants from the experimental group incorporated elements of the mans description into their own subsequent accounts. In spite of this, they rated the accuracy of their post-test memories as very high. The implications for understanding distortion mechanisms in flashbulb memories are discussed.

Priming involuntary autobiographical memories in the lab

ABSTRACT Involuntary autobiographical memories (IAMs) are recollections of personal past that frequently and spontaneously occur in daily life. Initial studies by Mace (2005) showed that deliberately reminiscing about a certain lifetime period (e.g., high school) significantly increased the number of different IAMs from the same period in subsequent days, suggesting that priming may play a significant role in the retrieval of IAMs in everyday life. In the present study, we used a modified experimental paradigm, originally used by Schlagman and Kvavilashvili (2008), to study IAMs under well-controlled laboratory conditions. Participants completed a monotonous vigilance task twice and reported the occurrence of any spontaneous thoughts that were later classed as IAMs or other thoughts. Priming was manipulated by having experimental participants reminiscing about high school period between the two vigilance tasks and control participants playing simple games. Results showed that participants in the experimental group reported IAMs relating to high school period more frequently during the second vigilance task than those in the control group. In the experimental group, the number of high school memories was marginally higher in the second vigilance task compared to the first vigilance task with the medium effect size, but this within subjects effect was not significant in the control group. Finally, priming also enhanced the retrieval of more remote IAMs in the experimental group compared to the control group. These results suggest that priming may play a significant role in the activation and recall of IAMs and open up interesting avenues for future research.