The Influence of Instructional Constraints and Cognitive Control on the Positivity Bias and the Positivity Effect in Autobiographical Memory

Abstract

The positivity effect and the positivity bias were examined in voluntary and involuntary autobiographical memories in a sample of younger ( n = 69, Mage  = 23.2) and older adults ( n = 57, Mage = 67.72). The positivity effect has been shown to be sensitive to instructional constraints and cognitive resources. Instructions were manipulated in the voluntary autobiographical memory condition such that participants were instructed to retrieve memories with different levels of constraints. Participants also completed two measures of cognitive control and an assessment of future time perspective. There was no evidence of the positivity effect or positivity bias once depressive symptoms were included as a covariate in the analyses, nor did cognitive control influence memory valence. Future time perspective did not mediate the relationship between age and memory valence. These results suggest that additional research should focus on potential variables that may influence the positivity effect and bias within autobiographical memories.