Exploring the metamnemonic and phenomenal differences between transitional and mundane events.

In two experiments, we systematically investigated the reasons why people retained certain autobiographical events in their memory, as well as the properties of those events and their predicted memorability. The first experiment used three methods (word-cued, free-recalled, and "memorable, interesting, and/or important") to retrieve event memories, and examined memories from three different time-frames: very recent (within past 7 days), recent (past 2 weeks and 6 months), and older events (at least one year). In addition, data were also collected for an important transitional event recently experienced by all participants ("starting university"). The results revealed that people had access to three types of event memories: memories for life transitions, memories for older distinctive events, and memories for recent mundane events. Participants reported remembering events that were distinctive, first-time experiences, emotionally impactful, or simply because they were recent. They also predicted that older events would be more resistant to forgetting than very recent and recent events. The second experiment examined participants' memorable and forgettable events, and found that memorable events tended to be older, while forgettable events were more likely to be recent. These findings suggested that many retrievable memorable autobiographical memories were neither important nor transitional in nature. The studies contribute to our understanding of people's metamnemonic knowledge about their autobiographical memories.

Recognition for word triplets in complex networks.

To explore the strategy use in associative recognition, we constructed two word-triplet lists to represent the information networks in the real world featured by repetition, co-occurrence, and change. We predicted that word-triplet recognition would depend upon the co-occurrence of repeated context words and nonrepeated unique words within a list, and the word change between two lists. In Experiment 1, we compared the probability of accepting the triplet test trials that consisted of: (a) different numbers of word links between context words and unique words, and (b) context words from same or different lists, and we found that recognition judgments only relied on the retrieval of word links. In the follow-up experiments, we increased participants' awareness of list-membership cues by explicitly informing them of the word change between lists prior to triplet encoding (Experiment 2), and by using self-generated context words from two lifetime periods (Experiment 3). The results suggested that participants might use a strategy based on both the retrieval of word links and list-membership cues, but only if they perceived the between-list word change during encoding. The present research provides new evidence for Transition Theory using the approach of word-triplet recognition. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Beliefs About Transitional Events: The Effect of Experience and Life-Script Consistency.

The present study examined the beliefs about two types of important life transitions: transitions that are consistent with the cultural life script (e.g., getting married) and transitions that diverge from it (e.g., relocating). Data were collected from two conditions: individuals in the experienced condition only responded to transitions they had experienced; individuals in the hypothetical condition provided ratings only for transitions they had not experienced. Participants rated the likelihood and typical age of occurrence, importance, transitional impact, and valence for an individualized set of condition-appropriate events. We found that script-consistent events were considered more normative and positive than script-divergent events. The two types of events, however, differed little in terms of importance or transitional impact. We conclude by arguing that although script-consistent and script-divergent transitions have much in common from a mnemonic perspective, the distinction is still warranted in the context of lifetime planning and evaluation.

Assessing the Transitional Impact and Mental Health Consequences of the COVID-19 Pandemic Onset.

In this article, we report the results of a survey of North American adults (n = 1,215) conducted between March 24 and 30, 2020 at the onset of the COVID-19 pandemic. Respondents completed the COVID-TIS (Transitional Impact Scale-Pandemic version) and the 21-item Depression, Anxiety, and Stress Scale (DASS), indicated their level of COVID-infection concern for themselves and close others, and provided demographic information. The results indicated: (a) during its early stage, the pandemic produced only moderate levels of material and psychological change; (b) the pandemic produced mild to moderate levels of psychological distress; (c) respondents who lost their jobs as a result of the pandemic experienced more change and more psychological distress than those who did not, and (d) younger respondents and less well-educated ones experienced more psychological distress than older respondents. Unexpectedly, (e) respondents indicated that they were more concerned that friends and family members would become infected with COVID-19 than that they would be. We conclude by speculating that these results are driven less by the immediate changes brought about by the pandemic and more by uncertainty concerning its long-term economic and social impact.

Age-related schema reliance of judgments of learning in predicting source memory.

Source memory refers to mental processes of encoding and making attributions to the origin of information. We investigated schematic effects on source attributions of younger and older adults for different schema-based types of items, and their schema-utilization of judgments of learning (JOLs) in estimating source memory. Participants studied statements presented by two speakers either as a doctor or a lawyer: those in the schema-after-encoding condition were informed their occupation only before retrieving, while those of schema-before-encoding were presented the schematic information prior to study. Immediately after learning every item, they made judgments of the likelihood for it to be correctly attributed to the original source later. In the test, they fulfilled a task of source attributing. The results showed a two-edged effect of schemas: schema reliance improved source memory for schema-consistent items while impaired that for schema-inconsistent items, even with schematic information presented prior to encoding. Compared with younger adults, older adults benefited more from schema-based compensatory mechanisms. Both younger and older adults could make JOLs based on before-encoding schematic information, and the schema-based JOLs were more accurate in predicting source memory than JOLs made without schema support. However, even in the schema-after-encoding condition, older adults were able to make metacognitive judgments as accurately as younger adults did, though they did have great impairments in source memory itself.