Memory and Dissociative Tendencies: The Roles of Attentional Context and Word Meaning in a Di rected Forgetting Task
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Date
2001
Authors
DePrince, Anne P.
Freyd, Jennifer J.
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Trauma & Dissociation
Abstract
Conceptual and methodological approaches from cog nitive science have increasingly been applied to research examining the relation between trauma, dissociation and basic cognitive functioning. The
current study replicates and extends recent research that examined performance in a directed forgetting task using PTSD and trauma history as
the grouping variables (McNally, Metzger, Lasko, Clancy, & Pitman,
1998) to college students who were classified as high or low dissociators
based on their performance on the Dissociative Experiences Scale (DES:
Bernstein & Putnam, 1986). High and low DES participants’ performance was examined under two attentional contexts: a selective attention condition and two new divided attention conditions (based on
DePrince & Freyd, 1999). Differences between the groups were revealed
when a divided attention version of the task was employed. Consistent
with DePrince and Freyd (1999), when divided attention was required,
high DES participants recalled fewer trauma and more neutral words
than did low DES participants, who showed the opposite pattern.
Description
Article
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Keywords
Memory, Trauma, Dissociation (Psychology), Directed forgetting task
Citation
DePrince, A.P. & Freyd, J.J. (2001). Memory and dissociative tendencies: The roles of attentional context and word meaning in a directed forgetting task. Journal of Trauma & Dissociation 2 (2), 67-82.