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Full-Text Articles in Psychology
Cognitive Bias Modification: Retrieval Practice To Simulate And Oppose Ruminative Memory Biases, Paula T. Hertel, Amaris Maydon, Julia Cottle, Janna N. Vrijsen
Cognitive Bias Modification: Retrieval Practice To Simulate And Oppose Ruminative Memory Biases, Paula T. Hertel, Amaris Maydon, Julia Cottle, Janna N. Vrijsen
Psychology Faculty Research
Ruminative tendencies to think repetitively about negative events, like retrieval practice in laboratory experiments, should enhance long-term recall. To evaluate this claim, ruminators and non-ruminators learned positive, negative, and neutral adjective-noun pairs. Following each of four study phases, “practice” participants attempted cued recall of nouns from positive or negative pairs; study-only participants performed a filler task. Half the pairs of each valence were tested after the learning cycles, and all pairs were tested a week later. Large practice effects were found on both tests, even though ruminators showed a trait-congruent bias in recalling unpracticed negative pairs on the immediate test. …
Brooding Deficits In Memory: Focusing Attention Improves Subsequent Recall, Paula T. Hertel, Amanda A. Benbow, E. Geraerts
Brooding Deficits In Memory: Focusing Attention Improves Subsequent Recall, Paula T. Hertel, Amanda A. Benbow, E. Geraerts
Psychology Faculty Research
Ruminative habits of thought about one’s problems and the resulting consequences are correlated with symptoms of depression and cognitive biases (Nolen-Hoeksema, Wisco, & Lyubomirsky, 2008). In our orienting task, brooders and nonbrooders concentrated on self-focusing phrases while they were also exposed to neutral target words. On each trial in the unfocused condition, participants saw and then reported the target before concentrating on the phrase; in the focused condition, the target was reported after phrase concentration. A brooding-related deficit on a subsequent unexpected test of free and forced recall was obtained in the unfocused condition only. Brooders recalled more successfully in …
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 …
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 …
Depressive Deficits In Word Identification And Recall, Paula T. Hertel
Depressive Deficits In Word Identification And Recall, Paula T. Hertel
Psychology Faculty Research
Depressed and nondepressed adults rated positive, negative, and neutral nouns for their emotional value or their physical curvature. Next, they tried to identify previously rated and unrated words that were presented quite briefly and masked. Depressed subjects' identification showed a reduced effect of prior exposure in the curvature task but no deficit when words had been rated for emotion. On a subsequent test of free recall, both a depressive deficit and a rating effect obtained. These results suggest that depressed people are less likely to process beyond the requirements of the task.
Emotionality In Free Recall: Language Specificity In Bilingual Memory, L. J. Anooshian, Paula T. Hertel
Emotionality In Free Recall: Language Specificity In Bilingual Memory, L. J. Anooshian, Paula T. Hertel
Psychology Faculty Research
Bilingual subjects (Spanish English) who had acquired fluency in their second language after 8 years of age rated 18 emotional and 18 neutral words for ease of pronunciation, implied activity, or emotionality; half of each type was presented in Spanish and half in English. During a subsequent, unexpected test of free recall subjects recalled more emotional than neutral words, but only for words that had been presented in the native language. This finding applied across native-language groups and suggests that emotion provides a basis for language specificity in bilingual memory.
Improving Memory And Mood Through Automatic And Controlled Procedures Of Mind, Paula T. Hertel
Improving Memory And Mood Through Automatic And Controlled Procedures Of Mind, Paula T. Hertel
Psychology Faculty Research
Memory procedures and emotional states function together. Affective tone permeates episodes of memory functioning. Memory functions centrally in episodes of emotional disturbance, serving to feed the episode with fuel from past events or to repress those events when one hopes to escape or avoid the episode. When cognitive procedures are impaired by emotional states such as depression and anxiety, people do not perform the tasks and achieve the goals that could help to repair their moods. In the context of these considerations, then, we must view the improvement of memory as not merely a possible outcome of change in emotional …
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 …
Recalling In A State Of Natural Or Experimental Depression, Paula T. Hertel, S. S. Rude
Recalling In A State Of Natural Or Experimental Depression, Paula T. Hertel, S. S. Rude
Psychology Faculty Research
In three experiments we attempted to extend the cognitive-effort account of depressive deficits in memory to naturally depressed college students. This account maintains that depression reduces attentional resources, thereby impairing performance on demanding tasks, and has received support through experimental inductions of depressed moods. Nondepressed, naturally depressed, and (in Experiment 2) experimentally depressed college students performed unannounced tests of free recall following learning tasks with two levels of difficulty and (in Experiment 2) two degrees of structure. In Experiments 1 and 2 we measured cognitive effort on those tasks via latencies on a secondary task. Latencies and subsequent recall increased …
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 …
Bonuses And Bribes: Mood Effects In Memory, A. K. Boggiano, Paula T. Hertel
Bonuses And Bribes: Mood Effects In Memory, A. K. Boggiano, Paula T. Hertel
Psychology Faculty Research
Free recall of emotionally positive, neutral, and negative adjectives was used as an indirect assessment of the effects of reward on expectations about intrinsic interest. Reward for performing later activities described as interesting (a "bonus" orientation) produced recall of a greater number of emotionally positive adjectives, whereas reward for the same activities described as boring (a "bribe" orientation) produced recall of a larger number of negative adjectives. A cued-expectancy analysis suggests that reward serves to polarize initial attitude about forthcoming tasks; these polarized attitudes, like moods, influence the nature of words retrieved from memory.
Constructive Memory For Bizarre And Sensible Sentences, Paula T. Hertel, H. C. Ellis
Constructive Memory For Bizarre And Sensible Sentences, Paula T. Hertel, H. C. Ellis
Psychology Faculty Research
Sensible, interrelated sentences were presented with or without bizarre sentences that could be transformed to fit the context of the sensible sentences. Two experiments examined subjects' ability to recognize or recall both types of sentences, either immediately or after 2 weeks. Bizarre sentences were frequently recognized at immediate testing; they were generally unavailable at delayed recognition and were never recalled verbatim. In addition, results indicated that transformations of bizarre sentences were stored in memory but were not well incorporated within the structure for the sensible material. These findings are consistent with a constructive approach to memory. Finally, the results suggest …