Toward a memory perspective on eating psychopathology: An investigation of the types of childhood and adolescence memories that are associated with eating disorder symptoms

The cognitive mechanisms through which specific life events affect the development and maintenance of eating disorders (ED) have received limited attention in the scientific literature. The present research aims to address this gap by adopting a memory perspective to explore the type of life events associated with eating psychopathology and how these events are encoded and reconstructed as memories. Two studies (n = 208 and n = 193) were conducted to investigate the relationship between specific memories and eating disorder psychopathology. Study 1 focused on parent-related memories, while Study 2 examined childhood/adolescence memories. Results from both studies revealed that need thwarting and shame in memories were associated with eating disorder symptoms, but only when individuals drew symbolic connections between these memories and food or eating behavior. Moreover, need thwarting and shame in such memories were associated with other eating and body image outcomes, including uncontrolled eating and body esteem. These results also held after controlling for a host of known predictors of eating disorder psychopathology, such as BMI, perfectionism, or thin ideal internalization. Overall, the present findings suggest that the reprocessing of memories symbolically and idiosyncratically linked to food and eating behavior might be a fruitful clinical intervention.

How to Become a Memory: The Individual and Collective Aspects of Mnemicity

Human adults distinguish their mental event simulations along various dimensions-most prominently according to their "mnemicity": we track whether these simulations are outcomes of past personal experiences or not (i.e., whether we are "remembering" or "imagining"). This distinction between memory and imagination is commonly thought to reflect a deep architectural distinction in the mind. Against this idea, I argue that mnemicity is not based on a fundamentalstructural difference between memories and imaginations but is instead the result of metacognitive attribution and social construction. On this attributional view, mnemicity is likely a uniquely human capacity that both serves collective functions and has been shaped by collective norms. First, on the individual level, mnemicity attribution is an outcome of metacognitive learning: it relies on acquired interpretations of the phenomenal features of mental event simulations. Such interpretations are in part acquired through interactive reminiscing with other community members. Further, how the distinction between memory and imagination is drawn is likely sensitive to cultural norms about what remembering is, when it is appropriate to claim to remember, what can be remembered, and what remembering entails. As a result, how individuals determine whether they remember or imagine is bound to be deeply enculturated. Second, mnemicity attribution solves an important collective challenge: who to grant epistemic authority about the past. Solving this challenge is important because-for humans-the past represents not just an opportunity to learn about the future but to coordinate present social realities. How a community determines such social realities both draws on individuals' remembering and in turn shapes when, what, and how individuals remember.

Language and autobiographical memory development from 5 to 12 years: A longitudinal perspective

The main aim of this study, with two repeated measurements, was to analyze the development of autobiographical memory in a sample of 78 Spanish participants at ages 5 (Time 1; M = 62.43 months, range: 50-74 months) and 12 (Time 2; M = 142.71 months, range: 132-155 months). Data were collected on autobiographical memory and verbal functions. We analyzed the relation between language and autobiographical memory specificity from a longitudinal perspective and assessed the indirect effect of vocabulary in the relationship between age and specific memory at both temporal moments. The results showed that language skills were positively related with autobiographical memory specificity at preschool age, but not at the second measurement. Furthermore, vocabulary scores appear to mediate the relationship between age and autobiographical specificity when children are in the preschool years, but not later. These findings agree with previous research that consider preschool age to be a crucial period for the development of autobiographical memory and its relations with language, but once basic command of language is acquired, linguistic differences impact much less on individual differences in autobiographical specificity.

Self-defining memories in non-justice and justice-involved individuals: possible relations to recidivism

Given the high rates of recidivism in adults, additional efforts in this area are warranted. In this paper, we provide a developmental perspective on self-defining memories, a specific type of autobiographical memory. We review the literature on self-defining memories in offenders and non-offenders high in psychopathic traits. Next, we present an empirically based conceptual framework regarding self-defining memories and recidivism, including a model of recidivism that integrates self-defining memories with identity, decision making, and behavioral processes related to recidivism. We then critique this model. We call for future research to test this model. Should results be fruitful, we discuss potential applications of this work.

Self-concept and Narrative Identity in Youth at Clinical High Risk for Psychosis

BACKGROUND AND HYPOTHESIS

Disturbances of the narrative self and personal identity accompany the onset of psychotic disorders in late adolescence and early adulthood (a formative developmental stage for self-concept and personal narratives). However, these issues have primarily been studied retrospectively after illness onset, limiting any inferences about their developmental course.

STUDY DESIGN

Youth at clinical high risk for psychosis (CHR) (n = 49) and matched healthy comparison youth (n = 52) completed a life story interview (including self-defining memory, turning point, life challenge, and psychotic-like experience) and questionnaires assessing self-esteem, self-beliefs, self-concept clarity, and ruminative/reflective self-focus. Trained raters coded interviews for narrative identity themes of emotional tone, agency, temporal coherence, context coherence, self-event connections, and meaning-making (intraclass correlations >0.75). Statistical analyses tested group differences and relationships between self-concept, narrative identity, symptoms, and functioning.

STUDY RESULTS

CHR participants reported more negative self-esteem and self-beliefs, poorer self-concept clarity, and more ruminative self-focus, all of which related to negative symptoms. CHR participants narrated their life stories with themes of negative emotion and passivity (ie, lack of personal agency), which related to positive and negative symptoms. Reflective self-focus and autobiographical reasoning were unaffected and correlated. Autobiographical reasoning was uniquely associated with preserved role functioning.

CONCLUSIONS

This group of youth at CHR exhibited some, but not all, changes to self-concept and narrative identity seen in psychotic disorders. A core theme of negativity, uncertainty, and passivity ran through their semantic and narrative self-representations. Preserved self-reflection and autobiographical reasoning suggest sources of resilience and potential footholds for cognitive-behavioral and metacognitive interventions.

Mnemicity: A Cognitive Gadget?

Episodic representations can be entertained either as "remembered" or "imagined"-as outcomes of experience or as simulations of such experience. Here, we argue that this feature is the product of a dedicated cognitive function: the metacognitive capacity to determine the mnemicity of mental event simulations. We argue that mnemicity attribution should be distinguished from other metacognitive operations (such as reality monitoring) and propose that this attribution is a "cognitive gadget"-a distinctively human ability made possible by cultural learning. Cultural learning is a type of social learning in which traits are inherited through social interaction. In the case of mnemicity, one culturally learns to discriminate metacognitive "feelings of remembering" from other perceptual, emotional, action-related, and metacognitive feelings; to interpret feelings of remembering as indicators of memory rather than imagination; and to broadcast the interpreted feelings in culture- and context-specific ways, such as "I was there" or "I witnessed it myself." We review evidence from the literature on memory development and scaffolding, metacognitive learning and teaching, as well as cross-cultural psychology in support of this view before pointing out various open questions about the nature and development of mnemicity highlighted by our account.

Neural correlates of autobiographical memory retrieval: An SDM neuroimaging meta-analysis

Autobiographical memory (AM) is a type of episodic memory that involves the recollection and re-experiencing of personal life events. AM retrieval is a complex process requiring the coordination of multiple memory processes across the brain. Important questions remain regarding the degree to which specific brain regions are consistently recruited during AM retrieval and the influence of methodological factors such as type of AM retrieval task and control task. Neuroimaging meta-analyses can summarize the brain regions associated with AM retrieval, addressing these questions by revealing consistent findings across multiple studies. We used a coordinate-based neuroimaging meta-analysis method, seed-based d mapping (SDM), to assess the largest set of neuroimaging studies of AM retrieval to date. An important advantage of SDM over other methods is that it factors in the effect sizes of the activation coordinates from studies, yielding a more representative summary of activations. Studies were selected if they elicited AM retrieval in the scanner, contrasted AM retrieval with a matched control task, and used univariate whole-brain analyses, yielding a set of 50 papers with 963 participants and 891 foci. The findings confirmed the recruitment of many previously identified core AM retrieval regions including the prefrontal cortex (PFC), hippocampus and parahippocampal cortex, retrosplenial cortex and posterior cingulate, and angular gyrus, and revealed additional regions, including bilateral inferior parietal lobule and greater activation extent through the PFC, including lateral PFC activation. Results were robust across different types of AM retrieval tasks (previously rehearsed cues vs. novel cues), and robust across different control tasks (visual/attention vs. semantic retrieval). To maximize the utility of the meta-analysis, all results image files are available online. In summary, the current meta-analysis provides an updated and more representative characterization of the neural correlates of autobiographical memory retrieval and how these neural correlates are affected by important experimental factors.

Children's Use of Evaluative Devices in Response to the Global TALES Protocol

INTRODUCTION

It has been well established that the function of sharing personal narratives is to inform the listener about what the event meant to the narrator, for example, by using a range of evaluative devices. The use of these evaluative devices may reflect a person's understanding of the differences between one's own mind and others, by expressing their beliefs, emotions, thoughts, and desires. This paper investigates children's use of evaluative devices when producing personal narratives in response to the six emotion-based prompts contained in the Global TALES protocol (excited, worried, annoyed, proud, problem situation, something important). It addresses three research questions: (1) What types and proportions of evaluative devices do 10-year-old English-speaking children use in response to the six prompts contained in the Global TALES protocol and are there differences in performance between boys and girls? (2) What are the correlations between the different types of evaluative devices? (3) Does children's use of evaluative devices differ depending on the type of prompt used?

METHODS

Eighty-two native English-speaking ten-year-old children from three English-speaking countries (Australia, New Zealand, and the USA) participated. None of the children had been identified with language and/or learning difficulties. Children's personal narratives were transcribed and analysed for the use of 12 evaluative devices: compulsion, internal emotional states, evaluative words, intensifiers, mental states, causal explanations, hypotheses, objective judgements, subjective judgements, intent, negatives, and repetition.

RESULTS

Results showed that children use a high number of evaluative devices, with "intensifiers" and "evaluative words" used most frequently. There were few effects for sex, apart from girls using a wider range of evaluative devices than boys. We found moderate to large correlations between most devices, with factor analysis revealing three factors we labelled "causality," "hypothesis," and "judgement." Although there were significant overall effects for prompt type on the use of evaluative devices, there was no clear pattern when inspecting responses to individual prompts.

CONCLUSION

The results from this study shed light on children's use of evaluative devices to convey the meaning of their personal narratives in response to six different prompts tapping into different emotions. Moving beyond appraising children's structural language skills when narrating their personal experiences may enhance the understanding of interpersonal and intrapersonal aspects of theory of mind, which may inform clinical practices, such as individualized goal setting and intervention choices.

Episodic and Semantic Autobiographical Memory in Mild Cognitive Impairment (MCI): A Systematic Review

INTRODUCTION

Mild cognitive impairment (MCI) is a syndrome defined as a decline in cognitive performance greater than expected for an individual according to age and education level, not interfering notably with daily life activities. Many studies have focused on the memory domain in the analysis of MCI and more severe cases of dementia. One specific memory system is represented by autobiographical memory (AM), which has been largely studied in Alzheimer's disease and its effect on AM; however, the impairment of AM in moderate forms of decline, such as MCI, is still controversial.

OBJECTIVE

The main aim of this systematic review is to analyze the functioning of autobiographical memory in patients with MCI, considering both the semantic and the episodic components.

MATERIALS

The review process was conducted according to the PRISMA statement. The search was conducted until 20 February 2023 in the following bibliographical databases: PubMed, Web of Science, Scopus, and PsycInfo, and twenty-one articles were included.

RESULTS

The results highlight controversial findings concerning the semantic component of AM since only seven studies have found a worse semantic AM performance in patients with MCI compared to the HC group. The results of impaired episodic AM in individuals with MCI are more consistent than those concerning semantic AM.

CONCLUSIONS

Starting from the evidence of this systematic review, further studies should detect and investigate the cognitive and emotional mechanisms that undermine AM performance, allowing the development of specific interventions targeting these mechanisms.

The Role and Function of Autobiographical Memory Narratives during the Emotional Processing of Breast Cancer Treatment: An Empirically-Derived Memory Coding System

Breast cancer (BC) in younger age is a critical and potentially traumatic experience that can interrupt the continuity of self-narrative during a crucial phase. In the Narrative Identity framework the translation of memories into autobiographical narratives is an internal and external process that plays a key role in meaning-making, social relationships and self-coherence. The aim of this study is to examine the role and function that autobiographical memory narratives (AMN) play in the process of adaptation to BC medical treatment. Seventeen BC women below 50 years received prompts to provide autobiographical memory narratives at four phases during their treatment (pre-hospitalization-T1-post-surgery-T2-chemo-radio therapy-T3-follow-up-T4). The Emotional Processing Scale (EPS) was also administered. In all, 68 AMN were collected. A three step procedure of data analysis was conducted. The first one, an empirically-derived memory coding manual to analyze key dimensions of AMN was developed: Agency; Emotional Regulation and Interpersonal Relations. Findings show a particular vulnerability in narrative identity faced by BC women during the shift from T1-T3. In the second one, an emotional coping profile for each woman focusing on the shift from T1-T3 was created. For the third step, these profiles were compared with the EPS scores. The final results suggest the capacity of the AMNs to differentiate the women's emotional adaptation over the course of the BC treatment. Despite the study's limitations, it supports the use of AMN as clinical device to construct a deeper knowledge and profiling trajectory of how women have internalized and elaborated past encounters with illness and help providers, as well as their prior experience of bodily/psychological health and integrity. This information adds to an understanding of their current efforts at recovery and adaptation. In this way we believe that the recollection of narrative memories, not only at the end of the cancer treatment but also during its process, could help the women to mend the broken continuity of their narrative self, as they seek to maintain a healthy balance of internal resources across their past, present, and projected future.

"Letting go" - Relinquishing control of illness outcomes to God and quality of life: Meaning/peace as a mediating mechanism in religious coping with cancer

BACKGROUND

Relinquishing control (RC) of outcomes to God is a long-standing form of religious coping with serious illness. Placing cancer outcomes "in God's hands" has been positively related to coping and quality of life (QOL). However, the mechanisms involved in this relationship have not been established. A serial mediation model [i.e., RC (X)-Meaning/Peace (M1)-Coping Efficacy (M2)-Symptoms, Physical QOL, Functional QOL (Ys)] tested the hypothesis that Meaning/Peace alone and in conjunction with coping would mediate the RC-QOL relationship.

METHOD

548 persons with a cancer diagnosis completed the Religious Problem-Solving Scale (RPSS), FACIT-Sp Meaning and Peace Scales, Cancer Behavior Inventory (coping efficacy), and measures of Physical Quality of Life (PQOL), Functional Quality of Life (FQOL) and Symptoms.

RESULTS

As hypothesized, the single mediation effects of Meaning/Peace were significant [Indirect Effects: PQOL: .23 (95% CI: 0.15, 0.34); FQOL: 0.46 (95% CI: 0.33, 0.61); Symptoms: -0.18 (95% CI: -0.27, -0.10)]. In addition, mediation was confirmed for the serial mediation model (i.e., Meaning/Peace - Coping Efficacy as serial mediators) with significant indirect effects [Indirect Effects: PQOL: 0.37 (95% CI: 0.27, 0.48); FQOL: 0.57 (95% CI: 0.42, 0.72); Symptoms: -0.25 (95% CI: -0.35, -0.17)].

CONCLUSIONS

In the mediation models tested, the RC-QOL and RC-Symptoms relationships were mediated by the confluence of a sense of peace perhaps due to patients' feelings that outcomes were "in God's hands" and a sense of coherence between their current situation and a spiritually-based meaning system. Meaning/Peace was also related to coping efficacy, suggesting that these mediating constructs could be used to inform evidence-based interventions, such as Meaning-Centered therapies, that are sensitive to the belief systems of cancer patients and enhance QOL.

Interactions between the cortical midline structures and sensorimotor network track maladaptive self-beliefs in clinical high risk for psychosis

Individuals at clinical high risk for psychosis (CHR) report a maladaptive self-concept—with more negative and less positive self-beliefs—linked to clinical symptoms and functional impairment. Alterations have also been reported in brain networks associated with intrinsic (cortical midline structures, CMS) and extrinsic (sensorimotor network, SMN) self-processing. Theoretical accounts of multiple levels of self-experience in schizophrenia suggest that interactions between these networks would be relevant for self-beliefs. This study tested whether self-beliefs related to resting-state functional connectivity within and between the CMS and SMN. Participants were 56 individuals meeting CHR criteria and 59 matched healthy community participants (HC). Pearson correlations examined potential mediators and outcomes. The CHR group reported more negative and less positive self-beliefs. Greater resting-state functional connectivity between the posterior CMS (posterior cingulate cortex) and the SMN was associated with less positive self-beliefs in CHR, but more positive self-beliefs in HC. Attenuated negative symptoms and poorer social functioning were associated with CMS-SMN connectivity (trend level after FDR-correction) and self-beliefs. Reduced connectivity between the left and right PCC was associated with lower positive self-beliefs in CHR, although this effect was specific to very low levels of positive self-beliefs. Left-right PCC connectivity did not correlate with outcomes. Dynamic interactions between intrinsic and extrinsic self-processing supported positive self-beliefs in typically developing youth while undermining positive self-beliefs in CHR youth. Implications are discussed for basic self-fragmentation, narrative self-related metacognition, and global belief updating. Interventions for self-processing may be beneficial in the CHR syndrome.

Moral Distress Events and Emotional Trajectories in Nursing Narratives during the COVID-19 Pandemic

The COVID-19 pandemic produced several ethical challenges for nurses, impacting their mental health and moral distress. In the moral distress model the categories of events related to moral distress are: constraint, dilemma, uncertainty, conflict, and tension, each one related to different emotions. This study explored moral events’ memories and emotions in narratives of a sample of 43 Italian nurses who worked during the COVID-19 pandemic. We constructed an ad-hoc narrative interview asking nurses to narrate the memory, and the associated emotion, of an event in which they felt they could not do the right thing for the patient. We conducted a theory-driven analysis, using the categories proposed by the literature, identifying the main emotion for each category. Results show that 36 memories of events are representative of moral distress; among these, 7 are representative of none of the categories considered, and we categorized them as moral compromise. The main emotional trajectories are powerlessness, worthlessness, anger, sadness, guilt, and helplessness. From a clinical psychological point of view, our findings highlight the narration of the memories of moral events as a tool to use in the ethical sense-making of critical experiences, in order to promote well-being and moral resilience among nurses in emergency situations.

What Parents and Children Say When Talking about Children's Gratitude: A Thematic Analysis

Parent-child conversations are a widely recognized socializing mechanism, linked to children's developing moral agency, empathy, and emotional competence. Similarly, parent-child conversations about gratitude have been linked to growth in children's gratitude. However, the messages that parents and children exchange in conversations about children's gratitude have yet to be investigated in depth. In the current study, we investigate the types of events that parents discuss with their children during times when they saw displays of children's gratitude and events when the children missed the opportunity to display gratitude, along with the messages that parents and children share during these conversations. The study involved a thematic analysis of the gratitude conversations of 43 parent-child dyads (88% mothers, 77% European American, 51% boys, child M_age=10.62, SD=1.15) living in the United States. Gratitude and missed opportunity events primarily involved situations in which the child had the opportunity to attend an event or to receive a material gift, food, or assistance. Three themes characterized parent and child messages. First, parents suggested that being happy was a sign of being grateful, a way to make others happy, and the goal of benefactors' behavior. Second, parents suggested that children should focus on what they receive rather than on what they did not receive. Finally, children conveyed that they could not always be grateful, but that in several cases they were able to both feel and display their excitement and gratitude. In particular, children reported feeling grateful when they received something they thought was special or enjoyable, unique or unexpected, that they knew would make their parent happy or that they felt lucky to have since others did not have it. Together these findings suggest the importance of future research investigating how children and parents coordinate and prioritize the various elements of gratitude moments in deciding how to be grateful and to socialize children's gratitude.

The Tools of Enculturation

We propose an account of cognitive tools that takes into account the process of enculturation by which tools are integrated into our cognitive systems. Drawing on work in cultural evolution and developmental psychology, we argue that cognitive tools are complex entities consisting of physical objects, representational systems, and cognitive practices for the physical manipulation of the tool. We use an extensive case study of spatial navigation to demonstrate the core claims. The account we provide is contrasted with conceptions of cognitive tools that simplify cognition, in particular that they offload cognitive work, or that the tools themselves are temporary developmental scaffolds or props. Enculturation results in transformed cognitive systems, and we can now think and act in new ways with cognitive tools.

This article has two aims: First to present a case for the integration of cognitive tools into our cognitive systems as a process of Enculturation. Second, to present an argument against the simplifying account of cognitive tools as ‘offloading’ cognitive complexity, or ‘outsourcing’ cognitive processing to the tools themselves. We use an extensive case study of spatial navigation to demonstrate the core claims.

Different types of focus: Caregiver-child interaction and changes in preschool children's attention in two cultures

Social contexts shape the development of attention; however, little is known about joint attention beyond infancy. This study employed behavioral and eye-tracking measurements to investigate cultural variations in how caregivers direct 3- to 4-year-old children's attention and subsequent changes in children's attention to objects and contextual backgrounds in the United States (predominantly non-Hispanic Whites) and Japan (N = 60 mother-child dyads, 29 girls, 31 boys). The findings revealed that caregivers directed children's attention to culturally sensitive information, and significant cross-cultural differences in attention emerged after caregiver-child interaction, with Japanese children shifting their attention to the backgrounds. Results provide new insights into the role of social interaction and cultural diversity in the development of attention.

Hope, uncertainty, and control: A theoretical integration in the context of serious illness

BACKGROUND

Hope has been a topic of interest across many centuries and among diverse cultures, gaining particular relevance in crisis and change-seeking times. Research has shown that hope plays an important role in both the context of everyday life as well as in the context of illness. This paper presents an integrative theory of hope, which incorporates uncertainty and control as key drivers of the hope process and also includes appraisal and meaning.

DISCUSSION

This new hope theory states that hope emerges when a specific situation is appraised as uncertain and involves the discernment of the utility of primary and secondary control. For example, in the context of high uncertainty and low control, importance is given to the meaning-making and transcendence in maintaining hope. In the context of low uncertainty and high control, importance is given to the agency and self-efficacy components of hope.

CONCLUSIONS

Although this integrative theory is based on current theory and evidence, it awaits empirical evidence for the integration of hope, uncertainty, and control in a process-oriented model of hope. The integrative theory may have clinical utility, particularly for serious illness and palliative care where uncertainty, hope and control transform with the trajectory of the illness.

Narrative identity in the psychosis spectrum: A systematic review and developmental model

Individuals with schizophrenia-spectrum disorders face profound challenges as they attempt to maintain identity through the course of illness. Narrative identity-the study of internalized, evolving life stories-provides a rich theoretical and empirical perspective on these challenges. Based on evidence from a systematic review of narrative identity in the psychosis spectrum (30 studies, combined N = 3859), we argue that the narrative identities of individuals with schizophrenia-spectrum disorders are distinguished by three features: disjointed structure, a focus on suffering, and detached narration. Psychotic disorders typically begin to emerge during adolescence and emerging adulthood, which are formative developmental stages for narrative identity, so it is particularly informative to understand identity disturbances from a developmental perspective. We propose a developmental model in which a focus on suffering emerges in childhood; disjointed structure emerges in middle and late adolescence; and detached narration emerges before or around the time of a first psychotic episode. Further research with imminent risk and early course psychosis populations would be needed to test these predictions. The disrupted life stories of individuals on the psychosis spectrum provide multiple rich avenues for further research to understand narrative self-disturbances.

Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group (mean_age = 41 months, SD = 2.47, 46% girls) and the control group (mean_age = 40.68 months, SD = 2.23, 43% girls). The experiment group was engaged in a 12-week intervention program with mental state talk in storytelling, casual conversations, and role-playing games, whereas the control group received no interventions. All the children were tested with three theory of mind (ToM) tasks before and after the intervention. The results indicated that the experimental group had a significant improvement in the ToM scores, whereas the control group showed no significant change. The educational implications of these findings are discussed.

Efecto De La Personalidad Sobre El Recobro De Actos Violentos En Testigos

En el campo de investigación en psicología del testimonio se ha estudiado el efecto de múltiples factores psicológicos sobre la cantidad de detalles, la reproducción de conversaciones y las falsas memorias en el recobro de eventos autobiográficos. El objetivo de esta investigación es identificar el efecto de la personalidad sobre el recobro de testigos presenciales de actos con violencia verbal y no verbal. Participaron 40 estudiantes de psicología divididos en cuatro grupos en términos de sus puntuaciones altas en los estilos de personalidad histriónica (Grupo 1), esquizoide (Grupo 2), obsesiva-compulsiva (Grupo 3), y un grupo control con puntuaciones promedio en dichos estilos (Grupo 4). Mediante una situación experimental se presentó a los participantes un video con contenido de violencia verbal o física; posteriormente se realizó una tarea de recobro libre y se evaluó la cantidad de detalles, la reproducción de conversaciones y las falsas memorias. Los resultados mostraron que los participantes del Grupo 1 evidenciaron recobros pobres en detalles, con deficiente precisión en la reproducción de conversaciones y ausencia de falsas memorias, mientras que los participantes de los grupos 2 y 3 recobraron la información con mayor cantidad de detalles y mayor precisión en la reproducción de conversaciones, aunque el Grupo 3 obtuvo la mayor cantidad de falsas memorias. Estos hallazgos son discutidos en términos de la relación entre la forma en que se recobra la información en los procesos de Memoria Autobiográfica en escenarios jurídicos, y que hay otros constructos asociados como la personalidad y la emoción que pueden influir en el testimonio. Palabras Clave: Psicología del testimonio, recobro, personalidad, memoria autobiográfica, testimonio, contenido violento.

Individual and socioenvironmental differences in autobiographical emotional appraisal of preschoolers

Emotions are essential processes for integrating events into autobiographical memory. Different children react differently to the same event. The process through which these different responses are generated from subjective evaluations of an event is called emotional appraisal. The main purpose of this study was to analyze the variations in the emotional appraisal of autobiographical events of 4- and 5-year-old children from homes with different socioenvironmental conditions. We compared preschoolers' emotional appraisal responses with those of their families. The emotional accuracy of the preschoolers was found to differ according to the different socioenvironmental conditions of their homes. Greater appraisal accuracy was observed in the favorable condition, and it was greater for emotional events than for neutral events. Appraisal accuracy also differed with age, with 5-year-olds showing greater appraisal accuracy than 4-year-olds. Therefore, the emotional appraisal of these events may also be affected by age and valence when attributing emotions to personal experiences.