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Testing order effects in autobiographical memory research.

This study aimed to test whether changing the administration order of instruments assessing autobiographical memory has an effect on the responses that participants give when filling in these instruments. We employed a between-subjects experimental design involving two groups of undergraduates: part...

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Published in:Memory Vol. 33; no. 10; pp. 1230 - 1242
Main Authors: Sotgiu, Igor, Consonni, Stefania, Marengo, Davide
Format: research tables/charts Journal Article
Published: Taylor & Francis Ltd Nov2025
Online Access:View this record in EBSCOhost
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        09658211
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      jtl: Memory
      issn: 09658211
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      dt: Nov2025
      vid: 33
      iid: 10
      pid: 377
      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        10.1080/09658211.2025.2561999
        188897655
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      ppct: 12
      formats:
      tig:
        atl: Testing order effects in autobiographical memory research.
      aug:
        au:
          Sotgiu, Igor
          Consonni, Stefania
          Marengo, Davide
        affil: Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy
      sug:
        subj:
          Autobiographical Memory Evaluation
          Clinical Assessment Tools
          Research, Medical
          Narratives
          Task Performance and Analysis
          Human
          Experimental Studies
          Students, Undergraduate
          Questionnaires
          Phenomenology
          Funding Source
          Italy
          Male
          Female
          Random Assignment
          Data Analysis Software
          Scales
          Mann-Whitney U Test
          Chi Square Test
          Fisher's Exact Test
          Reliability and Validity
          Male
          Female
      ab: This study aimed to test whether changing the administration order of instruments assessing autobiographical memory has an effect on the responses that participants give when filling in these instruments. We employed a between-subjects experimental design involving two groups of undergraduates: participants in the "narrative-first group" (n = 149) recounted an autobiographical event in writing and then completed questionnaires assessing memory phenomenology and event centrality; participants in the "questionnaire-first group" (n = 152) carried out the same tasks but in reverse order. Results showed no significant group differences in autobiographical memory measures derived from questionnaires or in narrative organisation. However, compared with participants in the narrative-first group, participants in the questionnaire-first group formulated longer narratives with a greater number of memory details, while producing a lower percentage of words indicating affective processes. Implications of our findings, study limitations, and future research directions are discussed.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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