Episodic memories as building blocks of identity processing styles and life domains satisfaction: Examining need satisfaction and need for cognitive closure in memories
Why this work is in the frame
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Bibliographic record
Abstract
The interconnection between identity and memory is widely accepted, but the processes underlying this association remain unclear. The present study examined how specific experiential components of self-defining memories relate to identity processing styles. We also investigated whether those relationships occurred in a domain-specific manner. Participants (n = 583) completed the Identity Style Inventory-3, which we adapted to measure identity in the school and friend domains, as well as scales assessing their friend and school satisfaction. They then described a memory related to each of these domains and rated the level of need satisfaction and need for cognitive closure characterising each memory. Results from structural equation modeling revealed that need satisfaction in the school-related memory was positively associated with an informational identity style at school and with satisfaction at school, whereas need satisfaction in the friend-related memory was positively associated with an informational identity style in both the school and friend domain, and with satisfaction with friends. In addition, need for cognitive closure in both the friend- and school-related memory was associated with normative friend and school identity processing styles. These findings reveal that specific experiential components of self-defining memories are associated with certain identity processing styles. Furthermore, this relationship appears to be mostly domain-specific.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it