The Role of the Listener on the Emotional Valence of Personal Memories in Emerging Adulthood

Fioretti, Chiara; Pascuzzi, Debora; Smorti, Andrea

doi:10.1007/s10804-017-9263-z

Cited by 26 publications

(6 citation statements)

References 50 publications

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“…Although ruminators’ mood was significantly worse both before and after the study session than the mood of reflectors and of unconcerned, all participants’ mood improved equally over the course of the study session. This shows how narrating emotional, potentially troubling autobiographical memories to an attentive, understanding listener improves the immediate well-being of narrators, and thus the value of narrating as a cognitive-communicative format of processing experiences ( Fioretti et al, 2017 ; Smorti, 2018 ; Wainryb et al, 2018 ). However, this study does not support the contention that habitual rumination impedes this kind of profiting from narrating problematic personal experiences.…”

Section: Discussionmentioning

confidence: 95%

Differences Between Subclinical Ruminators and Reflectors in Narrating Autobiographical Memories: Innovative Moments and Autobiographical Reasoning

et al. 2021

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Reasoning may help solving problems and understanding personal experiences. Ruminative reasoning, however, is inconclusive, repetitive, and usually regards negative thoughts. We asked how reasoning as manifested in oral autobiographical narratives might differ when it is ruminative versus when it is adaptive by comparing two constructs from the fields of psychotherapy research and narrative research that are potentially beneficial: innovative moments (IMs) and autobiographical reasoning (AR). IMs captures statements in that elaborate on changes regarding an earlier personal previous problem of the narrator, and AR capture the connecting of past events with other parts of the narrator’s life or enduring aspects of the narrator. A total of N = 94 university students had been selected from 492 students to differ maximally on trait rumination and trait adaptive reflection, and were grouped as ruminators (N = 38), reflectors (N = 37), and a group with little ruminative and reflective tendencies (“unconcerned,” N = 19). Participants narrated three negative personal experiences (disappointing oneself, harming someone, and being rejected) and two self-related experiences of more mixed valence (turning point and lesson learnt). Reflectors used more IMs and more negative than positive autobiographical arguments (AAs), but not more overall AAs than ruminators. Group differences were not moderated by the valence of memories, and groups did not differ in the positive effect of narrating on mood. Trait depression/anxiety was predicted negatively by IMs and positively by AAs. Thus, IMs are typical for reflectors but not ruminators, whereas the construct of AR appears to capture reasoning processes irrespective of their ruminative versus adaptive uses.

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Section: Discussionmentioning

confidence: 95%

Differences Between Subclinical Ruminators and Reflectors in Narrating Autobiographical Memories: Innovative Moments and Autobiographical Reasoning

et al. 2021

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“…In addition, we decided on the presence of a listener in only the experimental condition, as part of the manipulation aimed at increasing state social anxiety levels. However, it is known that listeners can have a beneficial role in narrative production and elaboration, for instance by being attentive to the story (e.g., Fioretti et al, 2017;Pascuzzi et al, 2017;Pasupathi & Billitteri, 2015;Pasupathi & Rich, 2005). Hence, a possible reason why our manipulation rendered to be ineffective, may have had to do with the fact that the presence of an attentive listener in the experimental condition actually enhanced memory narration, as opposed to hindered it.…”

Section: Discussionmentioning

confidence: 95%

“…We chose to work with a listener/researcher that was similar in characteristics to the speaker/participant (young, white, female), in order to increase the ecological validity of the experiment (similar to friends, peers) (Alea & Bluck, 2003). Furthermore, the listener/researcher was attentive to the story of the speaker (which is important for memory narration, particularly in emergent adulthood, e.g., Bavelas et al, 2000;Fioretti et al, 2017;Pascuzzi et al, 2017;Pasupathi, 2001). However, she had an evaluative attitude (taking notes on a paper, looking strict, etc.).…”

Section: Experimental Manipulationmentioning

confidence: 99%

How am I going to tell you this? The relations between social anxiety and narrative coherence

Vanaken

Hermans

2020

Memory

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Recently, evidence has been increasing that individuals who are able to narrate coherently about their autobiographical memories, receive more positive social feedback, have higherquality social relationships and are overall less likely to suffer from internalising psychopathology, like depression and anxiety. However, the relation between narrative coherence and social anxiety, in particular, has not been topic of research until now. This is remarkable, since the concern about negative evaluations by others in social situations is at the core of social anxiety. In the present experimental study (N = 68), we investigated in a two-by-two design how trait and state social anxiety are related to narrative coherence, as well as possible underlying mechanisms. In our study, neither trait nor state social anxiety, nor their interaction had the expected detrimental effect on narrative coherence. However, trait differences in the proposed mechanisms of social anxiety were in line with the literature. Results showed that trait social anxiety and thematic narrative coherence were indirectly negatively related, via the intervening effects of an increased internal focus on anxiety cues, an excessive external focus on negative social evaluation, larger working memory load, more rumination and more depressive symptoms. Limitations and recommendations for future research are addressed.

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“…Note that one positive affective assessment-"energized"-was also assessed but was not a focus of the present analyses. These ratings enabled us to examine the listener-associated differences in changes in negative emotion and learning from pre-to postconversation in ways aligned with prior work in emotion regulation (e.g., Ray et al, 2008) and memory narration (e.g., Fioretti et al, 2017). Table 2 provides descriptive data for these variables shown separately for each of the four conversations.…”

Section: Self-reports Of Anger Other Negative Emotions and Learningmentioning

confidence: 99%

Mothers and friends as listeners for adolescent anger narration: Distinct developmental affordances.

Pasupathi¹,

Wainryb²,

Bourne³

et al. 2022

Developmental Psychology

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The Role of the Listener on the Emotional Valence of Personal Memories in Emerging Adulthood

Cited by 26 publications

References 50 publications

Differences Between Subclinical Ruminators and Reflectors in Narrating Autobiographical Memories: Innovative Moments and Autobiographical Reasoning

Differences Between Subclinical Ruminators and Reflectors in Narrating Autobiographical Memories: Innovative Moments and Autobiographical Reasoning

How am I going to tell you this? The relations between social anxiety and narrative coherence

Mothers and friends as listeners for adolescent anger narration: Distinct developmental affordances.

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