Reconciling a phenomenological with a functional approach to memory: narrative coherence and its social function.

Autobiographical memory narrative coherence psychological well-being social function

Journal

Memory (Hove, England)
ISSN: 1464-0686
Titre abrégé: Memory
Pays: England
ID NLM: 9306862

Informations de publication

Date de publication:
03 2022
Historique:
pubmed: 14 12 2021
medline: 26 5 2022
entrez: 13 12 2021
Statut: ppublish

Résumé

To date, the phenomenological and functional aspects of autobiographical memory have by and large been studied separately. This is quite remarkable, given that both can inform each other, and that investigating their interaction can add to the understanding of the (in)adaptivity of certain memory characteristics for our well-being. In other words, examining how particular features of autobiographical memory are adept or inept at serving specific functions, could help us to better comprehend and explain relations between memory and psychological well-being. We discuss previous attempts to integrate phenomenology with functionality and formulate three main directions for future research based on the current state of the art. The directions concern (1) focusing on functionality (adaptivity) and not merely on the use of memories in phenomenological work, (2) attention for the bidirectionality of the relation between phenomenology and functionality, and (3) the addition of narrative constructs like coherence to the traditional range of phenomenological features. We will illustrate our directions for the reintegration of phenomenology with functionality through the social function of coherent autobiographical memories. This framework could help to stimulate future empirical studies and pave the road for new clinical interventions to improve psychological well-being.

Identifiants

pubmed: 34895062
doi: 10.1080/09658211.2021.2009877
doi:

Types de publication

Journal Article Review Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

354-368

Auteurs

Lauranne Vanaken (L)

Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.

Theodore E A Waters (TEA)

Department of Psychology, New York University - Abu Dhabi, Abu Dhabi, UAE.

Yannick Boddez (Y)

Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium.

Patricia Bijttebier (P)

School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.

Dirk Hermans (D)

Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.

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Classifications MeSH