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Training The Forgetting Of Negative Material: The Role Of Active Suppression And The Relation To Stress Reactivity, J. Lemoult, Paula T. Hertel, Jutta Joormann
Training The Forgetting Of Negative Material: The Role Of Active Suppression And The Relation To Stress Reactivity, J. Lemoult, Paula T. Hertel, Jutta Joormann
Psychology Faculty Research
In this study, the authors investigated whether training participants to use cognitive strategies can aid forgetting in depression. Participants diagnosed with major depressive disorder (MDD) and never-depressed participants learned to associate neutral cue words with a positive or negative target word and were then instructed not to think about the negative targets when shown their cues. The authors compared 3 different conditions: an unaided condition, a positive-substitute condition, and a negative-substitute condition. In the substitute conditions, participants were instructed to use new targets to keep from thinking about the original targets. After the trainingphase, participants were instructed to recall all …
Training Forgetting Of Negative Material In Depression, Jutta Joormann, Paula T. Hertel, J. Lemoult, Ian Henry Gotlib
Training Forgetting Of Negative Material In Depression, Jutta Joormann, Paula T. Hertel, J. Lemoult, Ian Henry Gotlib
Psychology Faculty Research
In this study, the authors investigated whether training participants to use cognitive strategies can aid forgetting in depression. Participants diagnosed with major depressive disorder (MDD) and never-depressed participants learned to associate neutral cue words with a positive or negative target word and were then instructed not to think about the negative targets when shown their cues. The authors compared 3 different conditions: an unaided condition, a positive-substitute condition, and a negative-substitute condition. In the substitute conditions, participants were instructed to use new targets to keep from thinking about the original targets. After the training phase, participants were instructed to recall …
Am I Blue? Depressed Mood And The Consequences Of Self Focus For The Interpretation And Recall Of Ambiguous Words, Paula T. Hertel, L. El-Messidi
Am I Blue? Depressed Mood And The Consequences Of Self Focus For The Interpretation And Recall Of Ambiguous Words, Paula T. Hertel, L. El-Messidi
Psychology Faculty Research
In two experiments, dysphoric and nondysphoric students first concentrated on either self-focused or other-focused phrases and then performed an ostensibly unrelated task involving the interpretation of homographs with both personal and impersonal meanings. In Experiment 1, they constructed sentences for the homographs; dysphoric students' sentences were more emotionally negative (although not more personal) in the self-focused condition than in the other-focused condition. In Experiment 2, they freely associated to the homographs, and the percentage of personal meanings reflected by the associations revealed an effect of self versus other focus that depended on mood group. Following free associations, they attempted to …
Memory For Emotional And Nonemotional Events In Depression: A Question Of Habit?, Paula T. Hertel
Memory For Emotional And Nonemotional Events In Depression: A Question Of Habit?, Paula T. Hertel
Psychology Faculty Research
The truest claim that cognitive science can make might also be the least sophisticated: the mind tends to do what it has done before. In previous centuries philosophers and psychologists invented constructs such as associations, habit strength, and connectivity to formalize the truism, but others have known about it, too. In small towns in the Ozarks, for example, grandmothers have been overheard doling out warnings such as, "Don't think those ugly thoughts; your mind will freeze that way." Depressed persons, like most of us, usually don't heed this advice. The thoughts frozen in their minds might not be "ugly," but …
Emotional Episodes Facilitate Word Recall, Paula T. Hertel, C. Parks
Emotional Episodes Facilitate Word Recall, Paula T. Hertel, C. Parks
Psychology Faculty Research
Dysphoric and nondysphoric college students described self-generated images of themselves interacting with the referents of neutral nouns; the nouns were paired with adjectives that changed their emotional meaning (e.g., cruise ship, cargo ship, sinking ship). On the subsequent unexpected test, the nouns from emotional pairings were more frequently recalled than were those from neutral pairings, regardless of their valence or congruence with the students' mood. An examination of the initial descriptions revealed that emotional images were more distinctive, but not in a pattern correlated with recall of the corresponding nouns.
Research Methods In Cognition And Emotion, W G. Parrott, Paula T. Hertel
Research Methods In Cognition And Emotion, W G. Parrott, Paula T. Hertel
Psychology Faculty Research
In this chapter we critically survey research methods used in the field of cognition and emotion. Research on cognition and emotion addresses a great variety of topics, which include the ways in which emotional states influence cognitive processes, the role of cognition in producing emotion, and folk categories and knowledge of emotion. So great is this variety that a brief chapter cannot address all the research methods that have contributed to the expansion of knowledge that has occurred in recent years; there are too many methods, and many are relevant only to particular specialized topics. Specialized research methods are discussed …
Practical Aspects Of Emotion And Memory, Paula T. Hertel
Practical Aspects Of Emotion And Memory, Paula T. Hertel
Psychology Faculty Research
Can anyone doubt that the study of emotion and memory should have practical implications? Surely not those among us who have had emotional experiences and sometimes try to forget them, to remember them, or to remember other things while having them. Extreme examples include the witness to a robbery and the victim of abuse. Less dramatically but far more commonly, anxious or depressed people perform everyday acts that are memory dependent. Indeed, a practical or useful science of memory should have a great deal to say about how memory works under such emotional conditions.
Cognition, Emotion, And Memory: Some Applications And Issues, H. C. Ellis, Paula T. Hertel
Cognition, Emotion, And Memory: Some Applications And Issues, H. C. Ellis, Paula T. Hertel
Psychology Faculty Research
This chapter describes some ways in which the psychology of cognition, emotion, and memory can or might be applied in several practical settings. Recent years have seen a rapid growth in research on cognition and emotion and this research has been summarized in a variety of sources (e.g., Ellis & Ashbrook, 1988, 1989; Ellis, Varner, & Becker, in press; Fiedler & Forgas, 1988; lsen, 1984; Kuiken, 1989; Williams, Watts, MacLeod, & Mathews, 1988). Moreover, a new journal appeared in 1987, Cognition and Emotion, which is entirely devoted to relations among emotional states and the full range of cognitive processes …
Emotion, Mood, And Memory, Paula T. Hertel
Emotion, Mood, And Memory, Paula T. Hertel
Psychology Faculty Research
The ways in which we attend, learn, and remember are related to our transitory moods and to our enduring emotional states. This assertion is based on research performed by experimental and clinical psychologists who use a variety of methods. In some studies, psychologists measure differences in emotional states and determine whether those differences are associated with differences in the ways that the participants perform cognitive tasks. These studies usually focus on unpleasant emotions and moods, such as depression and anxiety. In other studies, psychologists attempt to induce either unpleasant or pleasant moods in the participants (perhaps by having them listen …