Exploring the Persistence of Negative Emotional Memories Over Positive Ones: A Qualitative Study
Bibliographic record
Abstract
This study explored the persistence of negative emotional memories over positive ones using a qualitative methodology. By examining participants' lived experiences and perspectives, the study aimed to uncover the underlying factors contributing to the persistence of negative emotional memories. In the research, the purposive sampling approach was employed to select participants with diverse backgrounds, experiences, and ages ranging from 18 to 60. The participants were interviewed with semi-structured, open-ended questions to explore their emotional memories. The selection criteria included the participants' ability to reflect on their emotional memories and effectively communicate their thoughts during interviews. The concepts of emotional memories emerged from the data. The results revealed that negative emotions are remembered more vividly and persistently than positive ones. These negative emotions left a lasting impression, with details and sensations remaining vividly etched in participants' minds over extended periods. Negative emotions that align with prevailing cultural values are more likely to be encoded and recalled. In most cultures that value emotional expressiveness and authenticity, negative emotions may be recalled more prominently, reflecting their perceived significance in representing genuine human experiences.
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How this classification was reachedexpand
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 | 0.000 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".