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Articles 31 - 39 of 39
Full-Text Articles in Psychology
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.
The Cognitive-Initiative Account Of Depression-Related Impairments In Memory, Paula T. Hertel
The Cognitive-Initiative Account Of Depression-Related Impairments In Memory, Paula T. Hertel
Psychology Faculty Research
The many and diverse interpretations of the word control make it clear that control constitutes a fundamental concern in most areas of psychology. In an illustration of this diversity, I described my interest in controlled uses of memory at a social gathering; my new acquaintances, without realizing the non sequitur, subsequently raised issues about self control and loss of control-issues much more relevant to their own interests in psychological phenomena than are my narrow musings. Yet a second thought devoted to the semantics of control reveals underlying commonalities. For example, when older people begin to have problems with controlled …
Capacity And Procedural Accounts Of Impaired Memory In Depression, Paula T. Hertel, T. Meiser
Capacity And Procedural Accounts Of Impaired Memory In Depression, Paula T. Hertel, T. Meiser
Psychology Faculty Research
Findings of impaired memory in states of dysphoria or depression are summarized and subsumed under different accounts of mood-related memory deficits. Theoretical accounts based on the assumption of a storage system of limited capacity are compared to accounts which emphasize the role of procedures and strategies in attending and remembering. Two reanalyses of a recent experiment in the process-dissociation paradigm are reported. They address issues of dysphoria-related differences in automatic versus controlled uses of memory in a task of word-stem completion. The two reanalyses rest on different assumptions about the relation between automatic and controlled components, but they converge in …
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 …
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 …
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 …
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 …
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.