Influence of general and specific autobiographical recall on subsequent behavior: The case of cognitive performance

Selimbegović, Leila; Régner, Isabelle; Sanitioso, Rasyid Bo; Huguet, Pascal

doi:10.1016/j.jesp.2010.08.011

Cited by 19 publications

(16 citation statements)

References 30 publications

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“…A possible explanation for the stronger association between trait measures and the emotional tone of chapters rather than specific memories is that life story chapters represent extended and thematically organized life periods that reflect aspects of the self (Habermas & Bluck, ; Conway & Pleydell‐Pearce, ; Thomsen, ; Thomsen et al, ). In contrast, specific memories persist in part because the remembered events are distinctive and unique (Pillemer, ; Pillemer et al, ; Selimbegovic et al, ; Thomsen et al, ; Tulving, ). Across studies, chapters were rated as more central to identity and self‐understanding than were specific memories; this supports the idea that the emotional tone of chapters should be more strongly tied to enduring self‐conceptions than the emotional tone of specific memories.…”

Section: Discussionmentioning

confidence: 99%

“…Chapters represent relatively stable autobiographical periods governed by overarching themes and goals (Barsalou, ; Habermas & Bluck, ; Conway & Pleydell‐Pearce, ; Thomsen, , ; Thomsen et al, ). In contrast, specific memories represent singular events that are characterized by their uniqueness or distinctiveness (e.g., Pillemer, Goldsmith, Panter, & White, ; Selimbegovic, Regner, Sanitioso, & Huguet, ; Thomsen et al, ; Tulving, ). As such, sampling a person's chapters may provide a more coherent portrait of the self than sampling specific memories, and chapters should be more central to self and identity.…”

Section: What Is a Life Story Chapter?mentioning

confidence: 99%

“…We also expected the effects of condition to be stronger for chapters than for memories. In addition, prior research has shown that general memories are more closely tied to positive beliefs about the self and are more typical than specific memories (Brunot & Sanitioso, ; Selimbegovic et al, ), and that chapters are rated as more positive and more central to identity (Thomsen & Pillemer, ). Accordingly, we expected chapters to be rated as more positive, typical, and central to identity than specific memories.…”

Section: Studymentioning

confidence: 99%

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Life Story Chapters, Specific Memories, and Conceptions of the Self

Steiner

Thomsen

Pillemer

2017

Applied Cognitive Psychology

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Two studies investigated the effects of recalling either life story chapters or specific memories on measures of self-continuity and self-esteem. Participants were assigned to recall important chapters, important specific memories, or impersonal facts, and they provided ratings of emotional tone. Participants also completed trait and state measures of self-continuity, selfesteem, and mood. Although effects of recall condition on state and trait measures were not statistically significant, within-group analyses identified strong and consistent relationships between the positivity of life story chapters and both trait and state self-continuity and selfesteem. In contrast, the positivity of specific memories was related only to state self-esteem.Qualities of life story chapters appear to be more central to enduring conceptions of the self than qualities of specific life story memories.Notice: This is the author's version of a work that was accepted for publication in Applied Cognitive Psychology. A definitive version was subsequently published in Applied Cognitive Psychology, 31, 478-487. DOI: 10.1002/acp.3343 3 Life Story Chapters, Specific Memories, and Conceptions of the Self Autobiographical memory encompasses both specific and general recollections that involve the self (Conway, Singer, & Tagini, 2004;Fivush & Haden, 2003;Prebble, Addis, & Tippett, 2013). Accordingly, when people tell their life story, they may reflect and elaborate on selected extended autobiographical periods (also termed life story chapters or simply chapters) and specific memories nested within those periods (Conway & Pleydell-Pearce, 2000;Thomsen, 2009). For example, an older adult's account of the early years of her marriage could describe general themes that characterize that chapter of her life (e.g., "We loved each other very much and that got us through the rough patches"), or her story could highlight particularly salient episodes (e.g., "My husband was devastated when he lost his first job, but we spent a wonderful day at the lake and he was energized to try again"). The present studies addressed three central questions concerning relationships between these two distinct types of recollection and aspects of the self. When adults are instructed to recall either chapters or specific memories in their life stories, does type of recall affect their self-continuity (i.e., the sense that one is the same person over time) and self-esteem? For people who are instructed to remember chapters, is the emotional tone of their chapters related to their state and trait self-continuity and self-esteem?Are similar relationships between emotional tone, self-continuity, and self-esteem evident when people recall specific memories rather than chapters?From an applied perspective, identifying potential connections between qualities of life story chapters and aspects of the self should be of interest to clinicians: "Clinical psychologists work on a daily basis with memories, repetitive scripts, and life stories of their clients…The recent con...

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Section: Discussionmentioning

confidence: 99%

Section: What Is a Life Story Chapter?mentioning

confidence: 99%

Section: Studymentioning

confidence: 99%

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Life Story Chapters, Specific Memories, and Conceptions of the Self

Steiner

Thomsen

Pillemer

2017

Applied Cognitive Psychology

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“…Chapters are presumably more central to self-understanding because they refer to longer spans of time and attract more rehearsal linking past chapters to present circumstances and personality (Thomsen, 2015). In contrast, specific memories represent emotionally salient and unique occurrences that do not necessarily embody broad life themes (Pillemer, Goldsmith, Panter, & White, 1988;Selimbegovic, Regner, Sanitioso, & Huguet, 2011). The centrality of chapters to life stories may also lead them to be rated as more positive than specific memories due to self-enhancement processes (Sedikides & Gregg, 2008).…”

Section: Chapters and Specific Memoriesmentioning

confidence: 99%

I Know My Story and I Know Your Story: Developing a Conceptual Framework for Vicarious Life Stories

Thomsen

Pillemer

2016

Journal of Personality

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Vicarious life stories are mental representations of other people's life stories. We propose a conceptual framework that situates the study of vicarious life stories at the crossroads between personality and social cognition, identifies their potential functions, and describes possible connections between vicarious and personal life stories. Two preliminary studies compared chapters and specific memories in personal and close others' life stories in two groups of student participants. Ages associated with chapters and specific memories in personal and vicarious life stories showed similar temporal distributions. Emotion ratings of both personal and vicarious life story chapters were related to personality traits and self-esteem, although relations were more consistent for personal chapters. In conclusion, personal and vicarious life stories share important similarities. Mental models of other people include vicarious life stories that serve to expand the self as well as facilitate understanding of others.

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“…Thus, our findings indicating invalid ability inferences based on facial characteristics should also receive attention among the non-intellectually disabled, especially in achievement contexts in which these inferences are pervasive. In effect, whether rooted in other's ability inferences about themselves or in their own failures or successes (or both), students' own beliefs about their abilities can play a crucial role in the determination of their actual performance (Dweck, 1999;Huguet, Brunot, & Monteil, 2001;Monteil, Brunot, & Huguet, 1996;Monteil & Huguet, 1999;Selimbegovic, Ré gner, Sanitioso, & Huguet, 2011). It follows that invalid ability inferences at a given point in time may become valid at a later point, simply because students may conform to their teachers' expectations, an effect that proved powerful at least among students from stigmatized social groups (for a review, see Jussim & Harber, 2005).…”

Section: Discussionmentioning

confidence: 99%