Who am I? Autobiographical retrieval improves access to self-concepts

   

   
                    
 !  ∀#∀#∀∃   %&∋&( &)(∗∀+∀∃

  %&∋& ,∗&∋()− .(/   0.∋(∗0 /12# 3 %   /   &  4/ 5∀∋,.0 ())&(,(1667 ∗−&∋((    %((∗−∋((∋(−(∗)∗∗

8∋(−
5 9:
#  4    3 35
5  9:4/ 5 (, #% ∋(−∀3       /((∗−∋((∋(−(∗)∗∗           3;&% 5

 
    .23 in each case). Due to the nature of our task it was necessary to consider group differences on alternative fluency measures. Independent samples t-test revealed no group differences in category fluency (t (46) = 0.04, p =.97, d = 0.01), yet there was a marginal non-significant group difference in letter fluency, with participants in the autobiographical memory condition

10

RUNNING HEAD: WHO AM I? being somewhat faster than those in the control condition, t (46) = 1.78, p =.08, d = 0.51. To investigate the idea that autobiographical retrieval had an overall effect on fluency, performance of participants in this condition on the letter fluency task was correlated with that on the I Am Fluency Task. Analysis revealed no correlation between the performance on these two tasks (r = .195, p = .36).1 A manipulation check confirmed that our autobiographical memory induction was successful. Participants in this condition rated themselves as feeling significantly more nostalgic after writing their description than those in the control condition , t (46) = 8.61 , p