On the Validity of the Autobiographical Emotional Memory Task for Emotion Induction

Mills, Caitlin; D’Mello, Sidney K.

doi:10.1371/journal.pone.0095837

Cited by 95 publications

(82 citation statements)

References 63 publications

(80 reference statements)

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“…To proof a causal relationship between state anxiety and reinstatement of conditioned anxiety, state anxiety has to be manipulated experimentally before the reinstatement procedure on Day 3. A distinct affect can be induced by emotional film scenes or imagination of self-experienced negative or positive events (Hubert & de Jong-Meyer, 1991;Mills & D"Mello, 2014). Anxious affect before the reinstatement procedure should result in a higher reinstatement of conditioned fear or conditioned anxiety, whereas a positive mood before the reinstatement procedure should lead to a reduced reinstatement effect.…”

Section: Discussionmentioning

confidence: 99%

Reinstatement of contextual anxiety in humans: Effects of state anxiety

Glotzbach-Schoon

Andreatta

Mühlberger

et al. 2015

International Journal of Psychophysiology

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Section: Discussionmentioning

confidence: 99%

Reinstatement of contextual anxiety in humans: Effects of state anxiety

Glotzbach-Schoon

Andreatta

Mühlberger

et al. 2015

International Journal of Psychophysiology

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“…The use of film clips for emotion elicitation has many advantages. Clips are easily standardized and therefore reliable as compared to idiographic methods (e.g., personal recollection; see Mills & D'Mello 2014;Salas, Radovic, & Turnbull, 2012). Film clips readily engage participants for extended periods and allow for an ecologically valid induction, progression, and assessment of emotional responses (Kring & Gordan, 1998).…”

mentioning

confidence: 99%

A film set for the elicitation of emotion in research: A comprehensive catalog derived from four decades of investigation

et al. 2017

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Emotions are highly influential to many psychological processes. Indeed, research employing emotional stimuli is rapidly escalating across the field of psychology. However, challenges remain regarding discrete evocation of frequently co-elicited emotions such as amusement and happiness, or anger and disgust. Further, as much contemporary work in emotion employs college students, we sought to additionally evaluate the efficacy of film clips to discretely elicit these more challenging emotions in a young adult population using an online medium. The internet is an important tool for investigating responses to emotional stimuli, but validations of emotionally evocative film clips across laboratory and webbased settings are limited in the literature. An additional obstacle is identifying stimuli amidst the numerous film clip validation studies. During our investigation, we recognized the lack of a categorical database to facilitate rapid identification of useful film clips for individual researchers' unique investigations. Consequently, here we also sought to produce the first compilation of such stimuli into an accessible and comprehensive catalog. We based our catalog upon prior work as well as our own, and identified 24 articles and 295 film clips from four decades of research. We present information on the validation of these clips in addition to our own research validating six clips using online administration settings. The results of our search in the literature and our own study are presented in tables designed to facilitate and improve a selection of highly valid film stimuli for future research.Keywords Emotion . Film . Stimuli . Emotion elicitationThe study of emotion in relation to cognition, behavior, and health has grown exponentially over the last several decades. Indeed, emotion responses and emotion regulatory strategies are increasingly recognized as central to many, if not most, psychological processes. As such, there is a growing reliance on laboratory paradigms employing emotional stimuli to induce, alter, or simulate emotional contexts for investigation across the social sciences and, most notably, in psychology. Although there are currently a variety of methods used including emotional images (e.g., International Affective Picture System: Lang, Bradley, & Cuthbert, 2008), music (Koelsch, 2010;Logeswaran & Bhattacharya, 2009), and personal recollection (e.g., Lench & Levine, 2005;Papa & Bonanno, 2008), there is an increasing reliance on emotional film clips. For example, a search for Bemotion elicitation^and Bfilm clips^on Google Scholar and on psychology-specific databases (e.g., APA) yielded over 1,000 results. The use of film clips for emotion elicitation has many advantages. Clips are easily standardized and therefore reliable as compared to idiographic methods (e.g., personal recollection; see Mills & D'Mello 2014;Salas, Radovic, & Turnbull, 2012). Film clips readily engage participants for extended periods and allow for an ecologically valid induction, progression, and assessment o...

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“…These results are in agreement with the effects of the Autobiographical Emotional Memory Task (AEMT), which demands recalling and writing about intense emotional experiences to experimentally induce emotions. Using this task, writing about a sad experience, compared to a positive one, not only produced a negative affect but also generated other incidental emotions such us disgust, fear or anger (Mills & D'Mello, 2014). Thus, compared to concrete rumination, abstract rumination in healthy population may result in decreased mood state.…”

Section: Discussionmentioning

confidence: 99%

Effects of analytical (abstract) versus experiential (concrete) induced rumination of negative self defining memories on schizotypic symptoms

Ricarte

Ros

Fernández

et al. 2018

Scandinavian J Psychology

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Repetitive thought may have adaptive and functional consequences, depending on, among other things, the interpretation of the content: analytical or abstract (general and decontextualized) and experiential or concrete (specific, contextual and incidental). Studies experimentally manipulating repetitive thought have shown both the constructive consequences of the experiential mode and the dysfunctional consequences of the analytical mode. The aim of the current study is to observe the effect of analytical and experiential rumination of negative self-defining memories on schizotypic symptoms. A sample of 111 university students were randomly assigned to one of the two experimental conditions of induced rumination, "analytical" or "experimental." The participants completed a series of questionnaires (anomalous perception of reality, preoccupation and depression) and a negative self-defining memory was obtained to be used as the content of the induced rumination. Following the rumination induction, participants in the experiential condition significantly decreased their scores on anomalous perception of reality compared with those in the analytical condition. We also observed that post-induction scores on self-reported sadness significantly increased in both experimental conditions while scores on self-reported happiness decreased. Our results show that the concrete/experiential rumination, focused here on negative self-defining memories, have positive consequences on schizotypic symptoms, such as decreased anomalous perception of reality.

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On the Validity of the Autobiographical Emotional Memory Task for Emotion Induction

Cited by 95 publications

References 63 publications

Reinstatement of contextual anxiety in humans: Effects of state anxiety

Reinstatement of contextual anxiety in humans: Effects of state anxiety

A film set for the elicitation of emotion in research: A comprehensive catalog derived from four decades of investigation

Effects of analytical (abstract) versus experiential (concrete) induced rumination of negative self defining memories on schizotypic symptoms

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