The Role of Autobiographical Memory in Social Problem-Solving

This thesis presents five studies which examine the role of
autobiographical memory in social problem-solving. All studies examined
social problem-solving ability with the Means-End Problem-Solving (MEPS;
J. J. Platt & G. Spivack, 1975) task, during which participants were required
to attend to the memories retrieved during solution generation. Memories were
categorized according to whether they were specific, categoric or extended.
Studies 1 and 2 examined MEPS performance and cueing task performance in
non-clinically and clinically depressed groups respectively. The results
supported the general hypothesis that social problem-solving skill is a function
of autobiographical memory retrieval as measured by the cueing task and by
the types of memories retrieved during the MEPS. Study 1 highlighted the
role of specific memories in successful problem-solving while Study 2 showed
a more prominent relationship between categoric retrieval and poor problemsolving.
Studies 3&4 examined the role of the central executive in memory
and problem-solving by manipulating resource availability using a- dual task
paradigm. Results indicated that the central executive may play a role in social
problem-solving. As regards autobiographical memory retrieval, the role of
the central executive appeared to be differentially involved in the cueing task
and during the MEPS since a greater cognitive load was required to disrupt
performance on the cueing task. Studies 3&4 also suggested gender
differences in the use of autobiographical memory during problem-solving
with females more reliant on a specific memory database and detailed
problem-solving style. Finally Study 5 aimed to improve social problemsolving
skills in a clinically depressed group by encouraging specific retrieval during the MEPS. The results showed the retrieval manipulation to be
successful although this did not have any apparent effect on MEPS
performance.

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