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Journal articles on the topic 'Self-remembering'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

&NA;. "The Remembering Self." Journal of Nervous and Mental Disease 184, no. 8 (August 1996): 512. http://dx.doi.org/10.1097/00005053-199608000-00015.

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2

Watson, Andrew, Vicky Barker, Jeremy Hall, and Stephen M. Lawrie. "Remembering the self in schizophrenia." British Journal of Psychiatry 201, no. 6 (December 2012): 423–24. http://dx.doi.org/10.1192/bjp.bp.112.110544.

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SummaryAutobiographical memories are a key component of our identity. Here, in the light of Cuervo-Lombard and colleagues' paper in this issue, we review impairments in autobiographical memory in schizophrenia and the association between autobiographical memory and outcome in the disorder. We also discuss whether these deficits are specific to schizophrenia and a possible link with traumatic events.
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3

Barclay, Craig R., and Thomas S. Smith. "Autobiographical remembering and self-composing." International Journal of Personal Construct Psychology 6, no. 1 (January 1993): 1–25. http://dx.doi.org/10.1080/08936039308404329.

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4

Barclay, Craig R., and Thomas S. Smith. "Autobiographical remembering and self-composing." International Journal of Personal Construct Psychology 6, no. 3 (July 1993): 231–51. http://dx.doi.org/10.1080/08936039308405620.

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5

Mutlutürk, Aysu, and Ali İ. Tekcan. "Remembering and telling self-consistent and self-discrepant memories." Memory 24, no. 4 (March 18, 2015): 513–25. http://dx.doi.org/10.1080/09658211.2015.1021256.

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6

Egan, Susanna. "Memory, Narrative, Identity: Remembering the Self (review)." Biography 24, no. 4 (2001): 922–24. http://dx.doi.org/10.1353/bio.2001.0083.

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7

Zajchowski, Chris A. B., Keri A. Schwab, and Daniel L. Dustin. "The Experiencing Self and the Remembering Self: Implications for Leisure Science." Leisure Sciences 39, no. 6 (August 11, 2016): 561–68. http://dx.doi.org/10.1080/01490400.2016.1209140.

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8

Miall, David S. "Emotion and the self: The context of remembering." British Journal of Psychology 77, no. 3 (August 1986): 389–97. http://dx.doi.org/10.1111/j.2044-8295.1986.tb02205.x.

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9

Rathbone, Clare J., Martin A. Conway, and Chris J. A. Moulin. "Remembering and imagining: The role of the self." Consciousness and Cognition 20, no. 4 (December 2011): 1175–82. http://dx.doi.org/10.1016/j.concog.2011.02.013.

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10

White. "Reply to Marsha Familaro Enright: Remembering the “Self” in “Self-ish-ness”." Journal of Ayn Rand Studies 17, no. 1 (2017): 128. http://dx.doi.org/10.5325/jaynrandstud.17.1.0128.

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11

Danylevich, Theodora. "De-Privatizing Self-Harm: Remembering the Social Self in How to Forget." Journal of Bioethical Inquiry 13, no. 4 (July 28, 2016): 507–14. http://dx.doi.org/10.1007/s11673-016-9739-8.

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12

Robins, Sarah. "The failures of functionalism (for memory)." Estudios de Filosofía, no. 64 (July 30, 2021): 201–22. http://dx.doi.org/10.17533/udea.ef.n64a11.

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In Memory: A Self-Referential Account, Fernández offers a functionalist account of the metaphysics of memory, which is portrayed as presenting significant advantages over causal and narrative theories of memory. In this paper, I present a series of challenges for Fernández’s functionalism. There are issues with both the particulars of the account and the use of functionalism more generally. First, in characterizing the mnemonic role of episodic remembering, Fernández fails to make clear how the mental image type that plays this role should be identified. Second, I argue that a functionalist approach, which appeals to the overall structure of the memory system and tendencies of mental state types, is ill-suited to the metaphysical question about episodic remembering that is of interest to the causal and narrative theorists with which Fernandez engages. Fernández’s self-referential account of memory has many other virtues, but functionalism is a poor fit for episodic remembering.
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13

Stanley, Matthew L., Paul Henne, and Felipe De Brigard. "Remembering moral and immoral actions in constructing the self." Memory & Cognition 47, no. 3 (December 17, 2018): 441–54. http://dx.doi.org/10.3758/s13421-018-0880-y.

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14

Ahn, He-Young. "The Connection between Buddhist Mindfulness and Gurdjieff’s Self-Remembering." Journal of Korean Seon Studies 26 (August 31, 2010): 361. http://dx.doi.org/10.22253/jkss.2010.08.26.361.

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15

Israel, Hephzibah. "Conversion, Memory and Writing: Remembering and Reforming the Self." South Asia: Journal of South Asian Studies 41, no. 2 (April 3, 2018): 400–417. http://dx.doi.org/10.1080/00856401.2018.1443239.

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16

Leah, Gordon. "‘The remembering self’: Reflections on reconciliation and its absence." Theology 118, no. 3 (April 21, 2015): 172–78. http://dx.doi.org/10.1177/0040571x14565597.

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17

Christensen, Tamlin Conner, Joanne V. Wood, and Lisa Feldman Barrett. "Remembering Everyday Experience Through the Prism of Self-Esteem." Personality and Social Psychology Bulletin 29, no. 1 (January 2003): 51–62. http://dx.doi.org/10.1177/0146167202238371.

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18

Low, Kelvin E. Y. "Olfactive Frames of Remembering: Theorizing Self, Senses and Society." Sociological Review 61, no. 4 (November 2013): 688–708. http://dx.doi.org/10.1111/1467-954x.12078.

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19

Hinkson, Melinda. "‘That photo in my heart’:Remembering Yayayiand self-determination." Australian Journal of Anthropology 27, no. 3 (August 24, 2015): 386–97. http://dx.doi.org/10.1111/taja.12160.

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20

Walder, Dennis. "Remembering Rousseau: nostalgia and the responsibilities of the self." Third World Quarterly 26, no. 3 (April 2005): 423–30. http://dx.doi.org/10.1080/01436590500033651.

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21

Pasupathi, Monisha, Katarzyna Alderman, and David Shaw. "Talking the Talk: Collaborative Remembering and Self-Perceived Expertise." Discourse Processes 43, no. 1 (January 2007): 55–77. http://dx.doi.org/10.1080/01638530709336893.

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22

Wolf, Tabea, Veronika Strack, and Susan Bluck. "Maladaptive Use of Autobiographical Memory by Bereaved Individuals Across Adulthood." Innovation in Aging 4, Supplement_1 (December 1, 2020): 606. http://dx.doi.org/10.1093/geroni/igaa057.2047.

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Abstract Remembering one’s personal past can serve adaptive psychosocial functions (Bluck, Alea, & Demiray, 2010). Autobiographical remembering has been related to well-being in older age but little research has focused on grief. We address this issue in two studies grounded in the model of reminiscence and health in older adulthood (Cappeliez & O’Rourke, 2006). Participants (aged 18 - 91) completed the Reminiscence Functions Scale and the Inventory of Complicated Grief. Regression analyses show that negative self-related use of memories, but not positive use, is associated with experiencing more grief. Sharing memories with others (pro-social function) is indirectly linked to grief, as mediated by negative self-related uses. These patterns held for autobiographical recall in general (Study 1; N = 51) and when specifically remembering the deceased person (Study 2; N = 49). How adaptively individuals remember their personal past appears linked to the experience of grief, sometimes even years after the loss.
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23

Gardiner, John M. "Episodic memory and autonoetic consciousness: a first–person approach." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 356, no. 1413 (September 29, 2001): 1351–61. http://dx.doi.org/10.1098/rstb.2001.0955.

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Episodic memory is identified with autonoetic consciousness, which gives rise to remembering in the sense of self–recollection in the mental re–enactment of previous events at which one was present. Autonoetic consciousness is distinguished from noetic consciousness, which gives rise to awareness of the past that is limited to feelings of familiarity or knowing. Noetic consciousness is identified not with episodic but with semantic memory, which involves general knowledge. A recently developed approach to episodic memory makes use of ‘first–person’ reports of remembering and knowing. Studies using this approach have revealed many independent variables that selectively affect remembering and others that selectively affect knowing. These studies can also be interpreted in terms of distinctiveness and fluency of processing. Remembering and knowing do not correspond with degrees of confidence in memory. Nor does remembering always control the memory response. There is evidence that remembering is selectively impaired in various populations, including not only amnesic patients and older adults but also adults with Asperger's syndrome. This first–person approach to episodic memory represents one way in which that most elusive aspect of consciousness, its subjectivity, can be investigated scientifically. The two kinds of conscious experiences can be manipulated experimentally in ways that are systematic, replicable and intelligible theoretically.
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24

Balogáčová, Diana. "Das Motiv der Grenzüberschreitung in Karpatendeutschen Autobiografien." Studia Universitatis Babeș-Bolyai Philologia 66, no. 3 (September 20, 2021): 131–44. http://dx.doi.org/10.24193/subbphilo.2021.3.09.

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"The Motif of Crossing Borders in Carpathian German Autobiographies. Josef Derx's Memories is the autobiography of a Wehrmacht soldier who becomes a banker after the war. Free of mythology and biblical references, but often with humorous-parodic undertones, the narrative focuses on spatial and temporal details of Derx's life story. In the description of everyday life in a prison camp and the escape from it, the transformation of the remembered self into a remembering self can be observed textually and stylistically by means of changes in tempo and rhetorical figures. Elisabeth Metzl's Ein Paradies verloren aber wir leben (A Lost Paradise but We Live) tells the story of a young woman who has to flee from Bratislava to Austria in her “travelling prison” before the war, without knowing that she will leave her homeland behind forever. The search for her lost sons becomes a personal odyssey. Keywords: autobiography, remembered self, remembering self, personal odyssey "
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25

Twombly, Robert G. "REMEMBERING DEATH AND DISMEMBERING THE SELF; 1418, 1440 AND AFTER." Literature and Theology 2, no. 2 (1988): 189–210. http://dx.doi.org/10.1093/litthe/2.2.189.

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26

NGAOSUVAN, LEONARD, and TIMO MÄNTYLÄ. "Rewarded remembering: Dissociations between self-rated motivation and memory performance." Scandinavian Journal of Psychology 46, no. 4 (July 13, 2005): 323–30. http://dx.doi.org/10.1111/j.1467-9450.2005.00462.x.

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27

Keller, M. Jean. "Remembering Home: Rediscovering the Self in Dementia, by Habib Chaudhury." Activities, Adaptation & Aging 34, no. 2 (May 28, 2010): 172–74. http://dx.doi.org/10.1080/01924781003793151.

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28

González-Rivera, Victoria. "The Alligator Woman's Tale: Remembering Nicaragua's “First Self-Declared Lesbian”." Journal of Lesbian Studies 18, no. 1 (January 2014): 75–87. http://dx.doi.org/10.1080/10894160.2013.801314.

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29

Sanitioso, Rasyid Bo. "Motivated self and recall: visual perspectives in remembering past behaviors." European Journal of Social Psychology 38, no. 3 (2008): 566–75. http://dx.doi.org/10.1002/ejsp.456.

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30

Michlic, Joanna B. "Pamiętanie dla upamiętnienia", ,,pamiętanie dla korzyści" i „pamiętanie, żeby zapomnieć": różne modele pamięci o Żydach i Zagładzie w postkomunistycznej Polsce." Kultura i Społeczeństwo 55, no. 4 (November 22, 2011): 225–45. http://dx.doi.org/10.35757/kis.2011.55.4.11.

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The paper considers the memories of Polish-Jewish relations during the Holocaust in Poland in the aftermath of the intense public debate about the Jedwabne massacre of July 10, 1941, since 2002 till the present. Jan Tomasz Gross’s slim monograph Neighbors, published in May 2000, triggered a debate that generated a process of self-critical assessments of the Polish national past in relation to Jewish and other ethnic minorities, the so-called cultural renewal of public memory. Ten years later there is still a sharp split between groups of Polish politicians, public intellectuals, journalists, historians and members of society at large in how they evaluate the dark aspects of the Polish-Jewish relations during and after WWII. The paper examines the main modes of remembering Jews and the Holocaust: “remembering to remember”, “remembering to benefit”, and “remembering to forget”, and the different manifestations of these three modes, and discusses what has made it difficult for Poles to integrate the dark past into popular historical consciousness and public memory.
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31

Tullis, Jonathan G., and Jason R. Finley. "Self-Generated Memory Cues: Effective Tools for Learning, Training, and Remembering." Policy Insights from the Behavioral and Brain Sciences 5, no. 2 (August 21, 2018): 179–86. http://dx.doi.org/10.1177/2372732218788092.

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People generate a variety of memory cues, such as mnemonic devices and to-do lists, to support memory for difficult information. Self-generated memory cues make difficult information understandable, create links to long-term memory, and ultimately support later retrieval. The primary challenge is generating a cue that is memorable across environmental and mental contexts. Yet, self-generated cues are more effective at supporting retrieval than normative (generic) cues because they are tied to personal experiences, distinctive, and strongly associated to the target information. The effectiveness of self-generated cues can be improved by training people in cue generation, by instructing people to generate stable cues, by combining cue generation with other beneficial strategies, and by using technology to support the creation and memory of the cues. People use their privileged access to their mental states and prior knowledge to flexibly generate memory cues that bolster their memory—useful for students, trainees, elders, and everyone else.
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32

Buxbaum, Lara. "Remembering the Self: Fragmented Bodies, Fragmented Narratives in Marlene van Niekerk'sTriomfandAgaat." Journal of Literary Studies 29, no. 2 (July 2013): 82–100. http://dx.doi.org/10.1080/02564718.2013.777145.

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33

Rosen, Gerald M. "Remembering the 1978 and 1990 task forces on self-help therapies." Journal of Clinical Psychology 60, no. 1 (2003): 111–13. http://dx.doi.org/10.1002/jclp.10230.

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34

Franklin, Cynthia G. "A Voyage Beyond the Text as Self: Remembering Miriam Fuchs Holzman." Biography 45, no. 2 (2022): 139–41. http://dx.doi.org/10.1353/bio.2022.0033.

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35

Wagman, Jeffrey B., Brandon J. Thomas, and Dawn M. McBride. "Perceiving and Remembering Affordances for Others Are Continuous Processes." Experimental Psychology 65, no. 6 (November 2018): 385–92. http://dx.doi.org/10.1027/1618-3169/a000424.

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Abstract. In information-based approaches, affordances are perceived by detecting information that specifies an animal–environment fit, not by combining perceptions of constituent lower-order properties. Given that detection of such information necessarily occurs over space and time, there is no clear distinction between perception and memory. Rather, perceiving and remembering are continuous processes. Whereas previous research has investigated the continuity of perceived and remembered affordances for the self, we did so with respect to perceived and remembered affordances for others. Participants reported remembered maximum reaching height and remembered anthropometric properties of another person. Remembered maximum reaching height was not reducible to a combination of remembered anthropometric properties. Moreover, remembered maximum reaching height scaled to the reaching ability of the other person and not to that of the perceiver. Both results are consistent with an information-based perspective on perceiving and remembering affordances and demonstrate a continuity between perceiving and remembering affordances for others.
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36

Reebs, Anna, Kim Yuval, and Amit Bernstein. "Remembering and Responding to Distressing Autobiographical Memories: Exploring Risk and Intervention Targets for Posttraumatic Stress in Traumatized Refugees." Clinical Psychological Science 5, no. 5 (August 7, 2017): 789–97. http://dx.doi.org/10.1177/2167702617713786.

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It is tragic that more than 65 million people are currently forcibly displaced due to civil war, ethnic cleansing, and related atrocities. They suffer at high rates from trauma- and stress-related mental health problems. To advance development of effective mental health interventions tailored to refugees and asylum seekers, we need to significantly increase knowledge of risk processes and intervention targets. Accordingly, in an experimental laboratory study, we examined the nature and function(s) of remembering and responding to a distressing autobiographical memory among 110 severely traumatized Sudanese refugees. We found that (a) posttraumatic stress symptom severity predicted emotional reactivity, but not avoidance, in response to remembering a distressing memory and that (b) relative to a self-distanced perspective, a self-immersed perspective during memory recall led to lower levels of avoidance, but not emotional reactivity. Findings are discussed with respect to extant theory, intervention development, and implementation for traumatized refugee populations.
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37

Esteban, Jose Miguel. "The Inspirations of Our Remembering." Journal of Literary & Cultural Disability Studies 16, no. 1 (February 1, 2022): 93–107. http://dx.doi.org/10.3828/jlcds.2022.6.

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How do we breathe through the spaces of our remembering? The article engages in a choreographic narrative that follows the author’s initial attempts to perform a dance of his memories. Inspired by dancer and scholar Katherine Dunham, and her own journey of remembering her childhood through the Black feminist tradition of self-writing, the author questions whose stories are exhaled as they attempt to breathe in their pasts. Breathing in her story, breathing in his story, they inhabit a dance through which the lingering absence and the haunting appearances of disability move them to encounter a different telling of their stories. As they embody a movement through (un)certainty and (un)belonging, a dance of loss and desire, disability reveals itself as the breath that sustains the interpretation of their narratives and the itch that moves their dance. Through this research-creation, the article gestures to disability studies as a necessary orientation in the critical and creative performance of a relationship to stories of the present, past, and future.
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38

Bugg, Julie M., and Mark A. McDaniel. "Selective benefits of question self-generation and answering for remembering expository text." Journal of Educational Psychology 104, no. 4 (2012): 922–31. http://dx.doi.org/10.1037/a0028661.

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39

Baldwin, Matthew, Monica Biernat, and Mark J. Landau. "Remembering the real me: Nostalgia offers a window to the intrinsic self." Journal of Personality and Social Psychology 108, no. 1 (January 2015): 128–47. http://dx.doi.org/10.1037/a0038033.

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40

Derwinger, Anna, Anna Stigsdotter Neely, Marie Persson, Robert D. Hill, and Lars Bäckman. "Remembering Numbers in Old Age: Mnemonic Training Versus Self-Generated Strategy Training." Aging, Neuropsychology, and Cognition 10, no. 3 (September 2003): 202–14. http://dx.doi.org/10.1076/anec.10.3.202.16452.

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41

Nickerson, A. J. "“How you call to me, call to me”: Hardy’s Self-remembering Syntax." Victorian Poetry 54, no. 1 (2016): 1–17. http://dx.doi.org/10.1353/vp.2016.0001.

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42

KAMIYA, Shunji. "The relationship between self-perceived everday memory and frequency of involuntary remembering." Proceedings of the Annual Convention of the Japanese Psychological Association 75 (September 15, 2011): 3PM093. http://dx.doi.org/10.4992/pacjpa.75.0_3pm093.

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43

D'Argembeau, Arnaud, and Martial Van der Linden. "Remembering pride and shame: Self-enhancement and the phenomenology of autobiographical memory." Memory 16, no. 5 (July 2008): 538–47. http://dx.doi.org/10.1080/09658210802010463.

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44

O’Donnell, Jennifer Lee. "Quien Sabe Mas Lucha Mejor." Adult Education Quarterly 64, no. 4 (June 17, 2014): 267–84. http://dx.doi.org/10.1177/0741713614535837.

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This article looks at popular adult educators’ care of the self practices within social movements in Buenos Aires, Argentina. It answers the following questions: How is popular adult education practiced amongst educators in social movements? What can studying popular adult educators’ care of the self practices offer the field of adult education? To answer these questions, I look to adult educators’ practices of sacrifice and self-naming; remembering historical tragedies; and educator, classroom, and community support within the Union of Popular Organizations’ political formation school and popular adult education schools.
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45

P. Legaspi, Dheserie, and Allen E. Pasia. "Self-Instructional Material (SIM): A Tool for Improving Student’s Lower Order Thinking Skills." International Multidisciplinary Research Journal 3, no. 3 (September 14, 2021): 284–94. http://dx.doi.org/10.54476/iimrj260.

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This study aimed to determine the effectiveness on the use of self-instructional material as a tool for improving lower order thinking skills of Grade 8 students in Col. Lauro D. Dizon Memorial Integrated High School. It used single group pretest-posttest descriptive correlational experimental design participated by thirty (30) students. Using the Mean and Standard Deviation, findings revealed the perceptions of the respondents toward the use of self-instructional material in teaching Geometry were agreed by the respondents in most of the indicators. This implies that SIM really helped them in understanding important concepts in Geometry and improved their knowledge in it. The respondent’s perception on the characteristics of SIM as to self-explanatory, self-contained, self-directed, self-motivating, and selfevaluating were agreed by most of the respondents. This means that the said characteristics of the SIM were present and seen. For treating the Diagnostic and Achievement test scores, t-test for correlated samples were used. The lower order thinking skills of the respondents from diagnostic to achievement test leveled up from need improvement or developing to proficient or exemplary level in remembering, understanding and applying skills. It was assessed that there is a significant difference in the cognitive skill of students in the Diagnostic Test and the Achievement Test as to remembering, understanding, and applying. Pearson r was used to test the significant relationship between the respondents’ perception on lessons using SIM and their Achievement Test scores. As a result, there is a partial significant relationship which is between the self-motivating and applying.
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46

Ferrer, Guillermo. "On the Border of Self-Appearance. Self-Affection and Reflection in the Remembering in Kant and Husserl." HORIZON. Studies in Phenomenology 4, no. 2 (2015): 87–98. http://dx.doi.org/10.18199/2226-5260-2015-4-2-87-98.

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47

Wang, Qi, Qingfang Song, and Jessie Bee Kim Koh. "Culture, Memory, and Narrative Self-Making." Imagination, Cognition and Personality 37, no. 2 (October 9, 2017): 199–223. http://dx.doi.org/10.1177/0276236617733827.

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Narrative entails an active act of sense making through which individuals discern meaning from their experiences in line with their cultural expectations. In this article, we outline a theoretical model to demonstrate that narrative can be simultaneously used to examine cognitive processes underlying remembering on the one hand and to study the process of meaning-making that holds implications for self and well-being on the other. We argue that these two approaches, oftentimes overlapping and inseparable, provide critical means to understand the central role of culture in shaping memory and self-identity. We further demonstrate that the integration of culture in narrative research can, in turn, greatly enrich our understanding of the cognitive and social underpinnings of narrative.
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48

H, Clark, Schroeder R, and Martin P. "A-177 Relationship Between Family Members’ Subjective Ratings of Memory Decline and Objective Neuropsychological Test Performance." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 971. http://dx.doi.org/10.1093/arclin/acaa068.177.

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Abstract Objective In cognitive domains such as memory, decline can manifest in several ways. The current study investigated how different memory changes reported by family members on a behavior rating scale were related to neuropsychological test performance. The study also examined if reported memory problems reflected memory impairment specifically, versus general cognitive dysfunction. Method Patients (n = 87, mean age = 73.0, mean education = 13.1 years) minimally completed the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) during dementia evaluations. Information from patients’ family members was obtained via a questionnaire asking about degrees of perceived change (no change, mild change, moderate change, or severe change) in “remembering conversations,” “repeating self,” and “misplacing items.” Spearman correlations were calculated between family members’ perceptions of change and cognitive dysfunction, measured by RBANS index scores. Results Perceived changes in misplacing items significantly correlated with RBANS Immediate Memory (rs = −.291, p = .008) and Delayed Memory (rs = −.261, p = .018) indices. The only other correlations that approached statistical significance were between remembering conversations and Immediate Memory (rs = −.209, p = .052) and repeating self and Delayed Memory (rs = −.208, p = .056). No correlations with other RBANS index scores approached statistical significance at p < .05. Conclusions While not all results were statistically significant, trends among correlations between RBANS index scores and family-reported changes in patients remembering conversations, repeating themselves, and misplacing items suggest that when these terms are utilized on behavior rating scales, they possess both convergent and discriminant validity. Since misplacing items significantly correlated with both immediate and delayed memory dysfunction, changes in this area might be the most useful to assess on behavior rating scales.
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49

Özbek, Müge, Annette Bohn, and Dorthe Berntsen. "Why do I think and talk about it? Perceived functions and phenomenology of episodic counterfactual thinking compared with remembering and future thinking." Quarterly Journal of Experimental Psychology 71, no. 10 (January 1, 2018): 2101–14. http://dx.doi.org/10.1177/1747021817738731.

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People revisit situations from their past and imagine what could have happened had the situation played out differently. This form of hypothetical thinking is known as episodic counterfactual thinking. The reasons why people engage in episodic counterfactual thinking have not been examined in the same context with remembering the past and imagining the future. We addressed this gap, by focusing on the perceived functions and phenomenological characteristics of the most important episodic counterfactuals compared with episodic memories and future projections in younger adults. We base our analyses on four categories of functions previously identified for past events: reflective, social, generative, and ruminative. The reflective and social functions dominated across all events, with the reflective function being most pronounced for future projections, potentially suggesting a close connection between future projections and self-regulation and/or identity formation. Counter to predictions, the ruminative function was not rated higher for episodic counterfactuals than for other events; however, ratings of ruminative function showed unique correlations with the emotional intensity and involuntary remembering for episodic counterfactuals. Overall, these results suggest that episodic counterfactuals are used for self-reflection and social sharing more than they are used for rumination and generative concerns.
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Wang, Qi. "Remembering the self in cultural contexts: A cultural dynamic theory of autobiographical memory." Memory Studies 9, no. 3 (June 30, 2016): 295–304. http://dx.doi.org/10.1177/1750698016645238.

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Abstract:
People from different cultures often tell diverse stories about their past experiences. Research in the past two decades has revealed systematic differences in the content (self-focus vs other-focus), structure (specific vs general), valence (positive vs negative), accessibility (memory density and detailedness), developmental origin (age and density of earliest childhood memories), and functional usage (self-definition, relationship maintenance, behavioral guidance, and emotion regulation) of autobiographical memory across cultures. I outline a cultural dynamic theory of autobiographical memory that aims to synthesize the findings and provide a coherent guide to future investigation. The theory posits that (1) autobiographical memory takes place in the dynamic transaction between an active individual and his or her changing environment; (2) it is situated in culturally conditioned time and space over a multitude of timescales; and (3) it develops in the process of children acquiring cultural knowledge about the self and the purpose of the past through early socialization. I further discuss how the theory can provide insights into collective memory and future simulation.
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