McWilliams Kelly, Goodman Gail S, Lyons Kristen E, Newton Jeremy, Avila-Mora Elizabeth
Department of Psychology, University of California, 1 Shields Avenue, Davis, CA, 95616, USA.
Mem Cognit. 2014 Jan;42(1):151-63. doi: 10.3758/s13421-013-0345-2.
Building on the simulated-amnesia work of Christianson and Bylin (Applied Cognitive Psychology, 13, 495-511, 1999), the present research introduces a new paradigm for the scientific study of memory of childhood sexual abuse information. In Session 1, participants mentally took the part of an abuse victim as they read an account of the sexual assault of a 7-year-old. After reading the narrative, participants were randomly assigned to one of four experimental conditions: They (1) rehearsed the story truthfully (truth group), (2) left out the abuse details of the story (omission group), (3) lied about the abuse details to indicate that no abuse had occurred (commission group), or (4) did not recall the story during Session 1 (no-rehearsal group). One week later, participants returned for Session 2 and were asked to truthfully recall the narrative. The results indicated that, relative to truthful recall, untruthful recall or no rehearsal at Session 1 adversely affected memory performance at Session 2. However, untruthful recall resulted in better memory than did no rehearsal. Moreover, gender, PTSD symptoms, depression, adult attachment, and sexual abuse history significantly predicted memory for the childhood sexual abuse scenario. Implications for theory and application are discussed.
基于克里斯蒂安森和比林（《应用认知心理学》，第13卷，第495 - 511页，1999年）的模拟失忆研究，本研究引入了一种新范式，用于对儿童性虐待信息记忆进行科学研究。在第一阶段，参与者在阅读一名7岁儿童遭受性侵犯的描述时，在脑海中扮演受害者的角色。阅读完叙述后，参与者被随机分配到四个实验条件之一：他们（1）如实复述故事（如实组），（2）省略故事中的虐待细节（省略组），（3）对虐待细节进行谎报以表明未发生虐待（谎报组），或（4）在第一阶段不回忆该故事（无复述组）。一周后，参与者返回进行第二阶段实验，并被要求如实回忆该叙述。结果表明，相对于如实回忆，第一阶段的不实回忆或无复述对第二阶段的记忆表现产生了不利影响。然而，不实回忆比无复述产生了更好的记忆效果。此外，性别、创伤后应激障碍症状、抑郁、成人依恋和性虐待史显著预测了对儿童性虐待场景的记忆。本文还讨论了该研究对理论和应用的启示。
