Autobiographical memory specificity and emotional abuse.
OBJECTIVE
Examined the relationship between trauma and memory specificity and the importance in this of level of support received.


METHODS
Fifty-two female undergraduates completed the Autobiographical Memory Test (AMT; Williams and Broadbent, 1986), assessing memory specificity and the Traumatic Experiences Checklist (TEC; Nijenhuis, Van der Hart, and Vanderlinden, 1999), assessing qualitative aspects of trauma.


RESULTS
In low-specific students, those who reported emotional abuse were less specific in their memory. The scores of students who had not received any support for the abuse showed a trend towards retrieval of less specific memories, as compared with those who had received support.


CONCLUSIONS
Results provide evidence for an association between trauma (emotional abuse) and reduced memory specificity, and suggest that receiving support following the abuse might protect individuals from developing over-general memory.
Raes
Filip
F
Department of Psychology, University of Leuven, Belgium. filip.raes@psy.kuleuven.ac.be
Hermans
Dirk
D
Williams
J Mark G
JM
Eelen
Paul
P
D000293:Adolescent; D000339:Affect; D001325:Autobiographies as Topic; D002649:Child Abuse / Q000523:psychology* / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D013313:Stress Disorders, Post-Traumatic / Q000175:diagnosis / Q000453:epidemiology / Q000209:etiology*; D011795:Surveys and Questionnaires