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Learning outcomes Memory (week 5)1. Knowledge of memory processes and paradigms used to investigate them
2. Knowledge of criteria for designing (methodologically sound) studies of memory processes
3. Ability to discuss and explain the role of memory processes in the persistence of disorder(s)
4. Ability to interpret memory phenomena and/or symptoms in terms of the most appropriate
(memory) theory
Disruption of Autobiographical Memory in Depression
1. Core domains of difficulty
- Biased recollection of negative memories
a. Systematic autobio recollection bias that favors negative experiences
b. Faster access to negative personal memories when cued
c. Greater tendency to generate negative memories when recall is unconstrained
d. Intrusive memories of negative, traumatic experiences
e. Biases at encoding
i. Selective attention to negative experiences
ii. Interpretation of ambiguous scenarios in favor of negative resolutions
f. Pervasive preferential access to negative memories = contributes to sense of
negative self, world, n future
- Impoverished positive memories
a. Even when positive memories successfully recalled = little benefit on mood
b. Failure to improve mood may reflect the quality of the positive memories recalled
(recalled less vividly n less emotionally intense)
c. Could be due to rumination on past happy state n current sad state
- Categorical memory
a. Categorical recollections = general, negatively-valenced themes that capture
repetitions n regularities across many personal experiences
i. Overrides access to detailed memories of specific events
ii. Due to the highly consolidated nature of negative categorical themes (role
of negative schemas)
iii. Rumination acts to consolidate these themes
- Alterations in the mental relationship to emotional autobio memories
a. Efforts to suppress or avoid distressing memories or the related emotions
i. Counterproductive = greater intrusion of the unwanted memories after
suppression in those high in depressive affect
ii. Enhances access = suppression focus on target memory enhances
subsequent access to other distressing memories
- Functions of specific memories n impairments in depression
, a. Problem solving = reduced specificity moderates effects of negative mood
disturbance on problem solving performance
b. Planning = difficulty imagining future specific events
c. Emotional processing = related to emotional avoidance n predicts affective
reaction to failure
d. Rumination = reduced specificity leads to greater rumination
2. CaR-FA-X model of autobio memory processing in depression
- The model operationalizes the core disruptions in autobio processing related to
depression
a. Difficulties accessing specific episodes from the past result from the CAPTURE
of memory search efforts by highly consolidated categorical depressogenic
themes
b. These form the focus of maladaptive cycles of RUMINATION
c. Likelihood of such capture is enhanced by ingrained FUNCTIONAL
AVOIDANCE of specific details of past events = diverts processing to
categorical level
d. Ability to override dysfunctional processing is impoverished due to relatively
poor EXECUTIVE control
3. Memory Therapeutics
- Change negative memory biases
a. Cognitive bias modification = aim to shift the pervasive maladaptive cognitive
biases via systematic, computerized training to shift processes in favor of positive
or benign material rather than negative info
b. Explicit rescripting of negative autobio memories to reduce their distressing
impact
- Enhance recollection of positive autobio memories
a. MoL technique = use of a mnemonic device that relies on spatial relationships b/n
familiar locations to scaffold recollection of previously identified n stored info
- Memory specificity training
a. MEST = enhances concrete processing of personal material
b. Session 1: psychoeducation about memory difficulties common in depression is
presented and discussed, and impairment in retrieving specific memories is
provided as the rationale for MEST. As a group, participants practice recalling
specific memories in response to positive and neutral cues, with demonstrations
and support from therapists. For homework, participants identify specific
memories in response to 10 cue words, and identify an additional specific event
that has happened to them each day to bring to the subsequent session
c. Session 2: the second session commences with a brief summary of session 1
followed by a homework review. The remainder of the session follows the same
format as session 1, focusing on memory retrieval for positive and neutral words.
Additionally, participants are encouraged and assisted in retrieving multiple
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