Autobiographical memory specificity and emotional abuse

Objective. Examined the relationship between trauma and memory specificity and the importance in this of level of support received. Method. Fifty-two female undergraduates completed the Autobiographical Memory Test (AMT; Williams & Broadbent, 1986), assessing memory specificity and the Traumatic Experiences Checklist (TEC; Nijenhuis, Van der Hart, & Vanderlinden, 1999), assessing qualitative aspects of trauma. Results. In low-specific students, those who reported emotional abuse were less specific in their memory. The scores of students who had not received any support for the abuse showed a trend towards retrieval of less specific memories, as compared with those who had received support. Conclusion. Results provide evidence for an association between trauma (emotional abuse) and reduced memory specificity, and suggest that receiving support following the abuse might protect individuals from developing over-general memory.