Evidence for the differential impact of time and emotion on personal and event memories for September 11, 2001
Bibliographic record
Abstract
Abstract One week and six months following 9/11, University of Toronto students completed a questionnaire that assessed memory for that day's events. Questions assessed personal autobiographical information and event‐related information. Recently, Pezdek ( 2003 ) reported that ‘flash‐bulb memories’ for event and autobiographical information varied with the extent of participant involvement: as emotional involvement increased, event memory improved whereas autobiographical memory declined. This dichotomy was further explored in this study with a Canadian sample, a group expected to be less personally involved in the events. In accordance with Pezdek's hypothesis, the consistency of recall was better for autobiographical information than for event information. The two types of memories were also differentially affected by (1) emotion: event memory was better for those who experienced higher levels of emotion, whereas autobiographical memory was unaffected by emotion; and (2) the passage of time: over the six‐month interval, the accuracy of event memory declined, whereas the number of personal information details actually increased. Copyright © 2003 John Wiley & Sons, Ltd.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".