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.

Have we lost the thinker in other minds? Human thinking beyond social norms.

Veissière and colleagues suggest that thinking is entirely based on social norms. I point out that despite the fact that social norms are commonly used to alleviate cognitive processing, some individuals are willing and able to go about the costly process of questioning them and exploring other valuable ways of thinking.

Episodic memories as building blocks of identity processing styles and life domains satisfaction: Examining need satisfaction and need for cognitive closure in memories.

The interconnection between identity and memory is widely accepted, but the processes underlying this association remain unclear. The present study examined how specific experiential components of self-defining memories relate to identity processing styles. We also investigated whether those relationships occurred in a domain-specific manner. Participants (n = 583) completed the Identity Style Inventory-3, which we adapted to measure identity in the school and friend domains, as well as scales assessing their friend and school satisfaction. They then described a memory related to each of these domains and rated the level of need satisfaction and need for cognitive closure characterising each memory. Results from structural equation modeling revealed that need satisfaction in the school-related memory was positively associated with an informational identity style at school and with satisfaction at school, whereas need satisfaction in the friend-related memory was positively associated with an informational identity style in both the school and friend domain, and with satisfaction with friends. In addition, need for cognitive closure in both the friend- and school-related memory was associated with normative friend and school identity processing styles. These findings reveal that specific experiential components of self-defining memories are associated with certain identity processing styles. Furthermore, this relationship appears to be mostly domain-specific.

The chicken or the egg? Systematic investigation of the effect of order of administration of Memory Questionnaires and Well-being Scales.

Narrative research claims that episodic/autobiographical memory characteristics and themes represent stable individual differences that relate to well-being. However, the effects of the order of administration of memory descriptions and well-being scales have never been investigated. Of importance, social cognitive research has shown that trivial contextual factors, such as completing a self-report measure, can influence the type of memories recollected afterwards and that memory recollection can transiently affect subsequent self-report ratings--both of which underscore that transient contextual effects, rather than stable individual differences in memory could be responsible for the correlation between memory characteristics and well-being. The present study examined if the order in which (positive or negative) memory and well-being scales are completed affects the characteristics and themes of the memory described, the scores of well-being reported and the relationship between the two. The results revealed some effects of order of administration when memories were described before completing well-being scales, but only on a situational measure of well-being, not on a trait measure. In sum, we recommend assessing memory-related material at the end of questionnaires to avoid potential mood-priming effects.