School of Psychology, University of St Andrews, South St, St Andrews KY16 8QZ, UK.
J Behav Ther Exp Psychiatry. 2012 Dec;43 Suppl 1:S4-11. doi: 10.1016/j.jbtep.2011.06.002. Epub 2011 Jul 1.
Williams et al. (2006) found that increased imageability of cue words during an autobiographical memory task increased specificity of autobiographical memory (ABM) and improved subsequent social problem-solving (SPS). This study explored whether imagery during SPS improved SPS skill, perceived SPS ability, and the specificity of ABMs retrieved in the process of SPS in dysphoric students. Additionally, this study hypothesised that both memory specificity and perceived SPS ability would positively correlate with SPS skill. Dysphoric and non-dysphoric students solved hypothetical social problems on a modified version of the Means-End Problem-Solving task with a verbal or an imagery focus. Participants also completed a questionnaire about ABMs retrieved during SPS and rated their perceived effectiveness of their solutions. Contrary to Williams et al. (2006), the imagery focus did not improve SPS skill or influence perceived effectiveness. Additionally, in contrast to the hypothesis, the imagery group retrieved more overgeneral memories. Finally, ABM specificity did not correlate with SPS skill. However, dysphoric participants perceived specific memories to be significantly less helpful to SPS whereas non-dysphoric participants perceived specific memories to be helpful potentially supporting work on overgeneral ABM and functional avoidance.
威廉姆斯等人（2006 年）发现，在自传体记忆任务中增加提示词的可形象性会增加自传体记忆（ABM）的特异性，并提高随后的社会问题解决（SPS）能力。本研究探讨了在情绪低落的学生中，SPS 期间的意象是否能提高 SPS 技能、感知的 SPS 能力以及 SPS 过程中检索到的 ABM 的特异性。此外，本研究假设记忆特异性和感知的 SPS 能力都与 SPS 技能呈正相关。情绪低落和非情绪低落的学生在一个经过修改的 Means-End 问题解决任务的变体上，以口头或意象为重点来解决假设的社会问题。参与者还完成了一份关于 SPS 中检索到的 ABM 的问卷，并对他们的解决方案的感知效果进行了评分。与威廉姆斯等人（2006 年）的研究结果相反，意象焦点并没有提高 SPS 技能或影响感知效果。此外，与假设相反，意象组检索到更多的过度概括记忆。最后，ABM 的特异性与 SPS 技能没有相关性。然而，情绪低落的参与者认为特定的记忆对 SPS 帮助不大，而非情绪低落的参与者则认为特定的记忆有帮助，这可能支持了对过度概括的 ABM 和功能回避的研究。
