Abstract
This study provided a preliminary investigation of an expressive writing intervention, which has been found to reduce rumination
and avoidance, in reducing overgeneral memory among 207 non-depressed college students. Participants were randomized to one
of three writing conditions: traditional expressive writing, specific expressive writing, or control writing. Study results
showed that compared to participants in the control writing condition, participants in the traditional and specific expressive
writing conditions demonstrated significantly greater autobiographical memory specificity at the 6-month follow-up. Results
revealed that the effect of the traditional expressive writing intervention on increased autobiographical memory specificity
was partially mediated by a reduction in avoidance, but not rumination.
and avoidance, in reducing overgeneral memory among 207 non-depressed college students. Participants were randomized to one
of three writing conditions: traditional expressive writing, specific expressive writing, or control writing. Study results
showed that compared to participants in the control writing condition, participants in the traditional and specific expressive
writing conditions demonstrated significantly greater autobiographical memory specificity at the 6-month follow-up. Results
revealed that the effect of the traditional expressive writing intervention on increased autobiographical memory specificity
was partially mediated by a reduction in avoidance, but not rumination.
- Content Type Journal Article
- Pages 1-13
- DOI 10.1007/s10608-011-9358-y
- Authors
- Kacey Little Maestas, Department of Educational Psychology, The University of Texas at Austin, Austin, TX USA
- Stephanie S. Rude, Department of Educational Psychology, The University of Texas at Austin, Austin, TX USA
- Journal Cognitive Therapy and Research
- Online ISSN 1573-2819
- Print ISSN 0147-5916