The Odyssey of Episodic Memories: Identifying the Paths and Processes Through Which They Contribute to Well‐Being
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Objective: This research highlights the processes through which lasting episodic memories and their characterized level of need satisfaction (autonomy, competence, and relatedness) can impact well‐being, both at the situational level and over time. Method: Study 1 ( N = 92, M age = 42.07 years, 72% female) investigated the effect of the unconscious activation of a personal episodic memory on situational well‐being using a subliminal priming procedure. Study 2 ( N = 275, M age = 22.45 years, 84% female) followed the odyssey of an episodic memory by examining at various points over t i me its abstraction into perceptions of general need satisfaction and its long‐term effect on well‐being. Results: Study 1 revealed that the activation of a need‐satisfying memory produced an immediate increase in well‐being, whereas the triggering of a need‐thwarting memory led to an immediate decrease in well‐being compared to controls. Study 2 revealed little influence of individual differences, but need satisfaction in episodic memories had a significant cumulative impact on well‐being at different points in time over months and was abstracted into greater perceptions of general need satisfaction over time. Conclusion: Results provide convincing evidence for the directive function of memories on well‐being, both at the situational level and over time.
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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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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