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Full-Text Articles in Psychology
Depressive Deficits In Forgetting, Paula T. Hertel, M. Gerstle
Depressive Deficits In Forgetting, Paula T. Hertel, M. Gerstle
Psychology Faculty Research
The aim of this study was to investigate whether difficulties in forgetting (like difficulties in remembering) are associated with depressive states. First, dysphoric and nondysphoric students learned 40 word pairs, each consisting of a positive or negative adjective and a neutral noun (target). Next, the students practiced responding with some targets and suppressing others, when given the adjective as cue, for a varied number of repetitions. On the final test, they were told to disregard the prior instruction to suppress and to recall the target associated with every cue. Compared with nondysphoric students, dysphoric students recalled similar percentages of targets …
Relation Between Rumination And Impaired Memory In Dysphoric Moods, Paula T. Hertel
Relation Between Rumination And Impaired Memory In Dysphoric Moods, Paula T. Hertel
Psychology Faculty Research
College students in dysphoric or nondysphoric moods studied pairs of words and later took a fragment-completion test of memory for targets from the pairs (under process-dissociation procedures for obtaining estimates of controlled and automatic retrieval; L. L. Jacoby, 1996). Between the study and test phases, some participants waited quietly for 7 min; others rated self-focused materials designed to invoke ruminations in the dysphoric group; and still others rated self-irrelevant and task-irrelevant materials. A dysphoria-related impairment in controlled retrieval occurred in the first 2 conditions but not in the 3rd condition. These results show that the nature of task-irrelevant thoughts contributes …
Solving Problems By Analogy: The Benefits And Detriments Of Hints And Depressed Moods, Paula T. Hertel, Alicia J. Knoedler
Solving Problems By Analogy: The Benefits And Detriments Of Hints And Depressed Moods, Paula T. Hertel, Alicia J. Knoedler
Psychology Faculty Research
In Experiment 1, mildly depressed (dysphoric) and nondysphoric subjects tried to solve logic, problems that were analogous to subsequent target problems; then they attempted target solutions with or wit hour hints in the form of the analogues' themes. Target solutions were impaired by the hints in the nondysphoric group alone. Experiment 2A was a no-training control to verify that transfer did indeed occur. In Experiment 2B, all subjects received hints in the transfer phase; the training phase was either problem oriented (as in Experiment 1) or memory oriented. Again, nondysphoric subjects solved fewerproblems following problem-oriented training than did both dysphoric …
Depressive Deficits In Memory: Focusing Attention Improves Subsequent Recall, Paula T. Hertel, S. S. Rude
Depressive Deficits In Memory: Focusing Attention Improves Subsequent Recall, Paula T. Hertel, S. S. Rude
Psychology Faculty Research
58 Ss (aged up to 55 yrs) diagnosed as depressed, recovered from depression, or without a history of depression performed an unintentional learning task, followed by tests of free and forced recall. In the learning task, Ss decided whether a series of nouns sensibly completed corresponding sentence frames that varied in decision difficulty. For half of the Ss, the focus of attention was unconstrained by the demands of this task. The others, however, were required to repeat the targeted noun at the end of the trial as a means of focusing their attention on the task. Depressed Ss in the …
Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin
Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin
Psychology Faculty Research
We propose that depressive deficits in remembering are revealed in tasks that allow the spontaneous use of strategies; tasks that bypass or direct the use of strategies should not produce depressive deficits. College students received depressive- or neutral-mood inductions after answering questions worded to reflect homophones' less common meaning. After the inductions, subjects spelled old and new homophones and showed no effect of the depressive inductions on unaware memory for the old homophones. Subsequent tests of recognition did, however, reveal differences according to the induced moodor the presence of naturally occurring depression (in Experiment 3). The differences, evidence of nondepressed …
Adult Age Differences In Knowledge Of Retrieval Processes, L. J. Anooshian, S. L. Mammarella, Paula T. Hertel
Adult Age Differences In Knowledge Of Retrieval Processes, L. J. Anooshian, S. L. Mammarella, Paula T. Hertel
Psychology Faculty Research
We assessed knowledge of retrieval processes in young (25-35 years) and old adults (70-85 years). Both feeling-of-knowing judgments and retrieval monitoring were examined with a set of questions about recent news events. For answers that participants initially failed to recall, they rated their feeling-of-knowing as well as made predictions regarding the likelihood of recalling the answer with the aid of a specified type of retrieval cue (retrieval monitoring). Accuracy was evaluated in the context of later recall or recognition performance. We found age group differences in the accuracy of retrieval monitoring, free recall, and recall aided by phonological cues. Using …