The authors describe a model of autobiographical memory in which memories are transitory mental constructions within a self-memory system (SMS). The SMS contains an autobiographical knowledge base and current goals of the working self. Within the SMS, control processes modulate access to the knowledge base by successively shaping cues used to activate autobiographical memory knowledge structures and, in this way, form specific memories. The relation of the knowledge base to active goals is reciprocal, and the knowledge base "grounds" the goals of the working self. It is shown how this model can be used to draw together a wide range of diverse data from cognitive, social, developmental, personality, clinical, and neuropsychological autobiographical memory research.

The construction of autobiographical memories in the self-memory system

In the life story, autobiographical remembering and self-understanding are combined to create a coherent account of one's past. A gap is demonstrated between developmental research on the story-organization of autobiographical remembering of events in childhood and of life narratives in adulthood. This gap is bridged by substantiating D. P. McAdams's (1985) claim that the life story develops in adolescence. Two manifestations of the life story, life narratives and autobiographical reasoning, are delineated in terms of 4 types of global coherence (temporal, biographical, causal, and thematic). A review of research shows that the cognitive tools necessary for constructing global coherence in a life story and the social-motivational demands to construct a life story develop during adolescence. The authors delineate the implications of the life story framework for other research areas such as coping, attachment, psychotherapeutic process, and the organization of autobiographical memory.

Getting a life: the emergence of the life story in adolescence.

Social cognition is the scientific study of the cognitive events underlying social thought and attitudes. Currently, the field’s prevailing theoretical perspectives are the traditional schema view and embodied cognition theories. Despite important differences, these perspectives share the seemingly uncontroversial notion that people interpret and evaluate a given social stimulus using knowledge about similar stimuli. However, research in cognitive linguistics (e.g., Lakoff & Johnson, 1980) suggests that people construe the world in large part through conceptual metaphors, which enable them to understand abstract concepts using knowledge of superficially dissimilar, typically more concrete concepts. Drawing on these perspectives, we propose that social cognition can and should be enriched by an explicit recognition that conceptual metaphor is a unique cognitive mechanism that shapes social thought and attitudes. To advance this metaphor-enriched perspective, we introduce the metaphoric transfer strategy as a means of empirically assessing whether metaphors influence social information processing in ways that are distinct from the operation of schemas alone. We then distinguish conceptual metaphor from embodied simulation—the mechanism posited by embodied cognition theories—and introduce the alternate source strategy as a means of empirically teasing apart these mechanisms. Throughout, we buttress our claims with empirical evidence of the influence of metaphors on a wide range of social psychological phenomena. We outline directions for future research on the strength and direction of metaphor use in social information processing. Finally, we mention specific benefits of a metaphor-enriched perspective for integrating and generating social cognitive research and for bridging social cognition with neighboring fields.

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A metaphor-enriched social cognition.

There are few constructs that are as ubiquitous across traditions of management and organizational research, and indeed the social sciences more generally, as that of frame or framing. The widespread popularity and use of the concept has led to rich streams of research, ranging from work in managerial cognition and decision-making to strategic and organizational change, and social movements and institutions. At the same time, the popularity of framing across these literatures has perhaps also come at a price. Indeed, it has meant that these streams of research have essentially developed along separate paths, despite the prospect and promise of a greater connection between them. In this paper, our general aim is to consolidate and advance the current body of research on framing in the management and organizational literature. We do this by providing an extensive review of the key research traditions on framing across this literature, noting the salient contributions to date and highlighting potenti...

Putting Framing in Perspective: A Review of Framing and Frame Analysis across the Management and Organizational Literature

Behavior, neuropsychology, and neuroimaging suggest that episodic memories are constructed from interactions among the following basic systems: vision, audition, olfaction, other senses, spatial imagery, language, emotion, narrative, motor output, explicit memory, and search and retrieval. Each system has its own well-documented functions, neural substrates, processes, structures, and kinds of schemata. However, the systems have not been considered as interacting components of episodic memory, as is proposed here. Autobiographical memory and oral traditions are used to demonstrate the usefulness of the basic-systems model in accounting for existing data and predicting novel findings, and to argue that the model, or one similar to it, is the only way to understand episodic memory for complex stimuli routinely encountered outside the laboratory.

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The Basic-Systems Model of Episodic Memory.

Group narrative as a cultural context of autobiography

There is a good deal of interest today in cultural psychology and its central forms of thought, which are interpretive or meaning making rather than computational or algorithmic. At the same time, the

Plot, Plight, and Dramatism: Interpretation at Three Ages

Mimesis: Where play and narrative meet

Metaphors of consciousness and cognition in the history of psychology.

The study reported here is concerned with certain dialect-speaking groups in the United States who do poorly in high school while giving their teachers an impression that they have great intellectual ability and doing well on formal operational tasks. We examined the relation between stage of cognitive development, transfer ability, production ability in Standard English, and school achievement among a sample of high school students in rural Hawaii, speakers of Hawaiian Creole English. A path analysis suggests that transfer ability is the missing ingredient in school performance, and that a habit of active encoding in the classroom, in turn, facilitates transfer.

Carol Fleisher Feldman

Papers

Group narrative as a cultural context of autobiography

Plot, Plight, and Dramatism: Interpretation at Three Ages

Mimesis: Where play and narrative meet

Metaphors of consciousness and cognition in the history of psychology.

Stage, Transfer, and Academic Achievement in Dialect-Speaking Hawaiian Adolescents.