Beginning in the 1990s, the contentious "memory wars" divided psychologists into two schools of thought: that adults' recovered memories of childhood abuse were generally true, or that they were generally not, calling theories, therapies, professional ethics, and survivor credibility into question. More recently, findings from cognitive psychology and neuroimaging as well as new theoretical constructs are bringing balance, if not reconciliation, to this polarizing debate. Based on presentations at the 2010 Nebraska Symposium on Motivation, True and False Recovered Memories: Toward a Reconciliation of the Debate assembles an expert panel of scholars, professors, and clinicians to update and expand research and knowledge about the complex interaction of cognitive, emotional, and motivational factors involved in remembering-and forgetting-severe childhood trauma. Contrasting viewpoints, elaborations on existing ideas, challenges to accepted models, and intriguing experimental data shed light on such issues as the intricacies of identity construction in memory, post-trauma brain development, and the role of suggestive therapeutic techniques in creating false memories. Taken together, these papers add significant new dimensions to a rapidly evolving field. Featured in the coverage: The cognitive neuroscience of true and false memories. Toward a cognitive-neurobiological model of motivated forgetting. The search for repressed memory. A theoretical framework for understanding recovered memory experiences. Cognitive underpinnings of recovered memories of childhood sexual abuse. Motivated forgetting and misremembering: perspectives from betrayal trauma theory. Clinical and cognitive psychologists on all sides of the debate will welcome True and False Recovered Memories as a trustworthy reference, an impartial guide to ongoing controversies, and a springboard for future inquiry.

Beginning in the 1990s, the contentious "memory wars" divided psychologists into two schools of thought: that adults' recovered memories of childhood abuse were generally true, or that they were generally not, calling theories, therapies, professional ethics, and survivor credibility into question. More recently, findings from cognitive psychology and neuroimaging as well as new theoretical constructs are bringing balance, if not reconciliation, to this polarizing debate. Based on presentations at the 2010 Nebraska Symposium on Motivation, True and False Recovered Memories: Toward a Reconciliation of the Debate assembles an expert panel of scholars, professors, and clinicians to update and expand research and knowledge about the complex interaction of cognitive, emotional, and motivational factors involved in remembering-and forgetting-severe childhood trauma. Contrasting viewpoints, elaborations on existing ideas, challenges to accepted models, and intriguing experimental data shed light on such issues as the intricacies of identity construction in memory, post-trauma brain development, and the role of suggestive therapeutic techniques in creating false memories. Taken together, these papers add significant new dimensions to a rapidly evolving field. Featured in the coverage: The cognitive neuroscience of true and false memories. Toward a cognitive-neurobiological model of motivated forgetting. The search for repressed memory. A theoretical framework for understanding recovered memory experiences. Cognitive underpinnings of recovered memories of childhood sexual abuse. Motivated forgetting and misremembering: perspectives from betrayal trauma theory. Clinical and cognitive psychologists on all sides of the debate will welcome True and False Recovered Memories as a trustworthy reference, an impartial guide to ongoing controversies, and a springboard for future inquiry.

Calendar and Diary Methods in Life Methods Research is the first book to provide a road map to using both calendar and diary methods in research. An ideal tool for examining issues related to these up-and-coming approaches to data collection, the book is also a helpful resource for readers who interpret literature based on calendar and diary research.

Introductory chapters cement the placement of calendar and time diary methods within life course research, expanding the book s orientation beyond a description of methods into an understanding of the value of these methods. Chapters from well-known contributors from an array of disciplines include examples of ways these methods can be used in the social, health, and behavioral sciences, assess their use in both quantitative and qualitative methods, and deal with measuring and assessing data quality. A final chapter reviews key themes and discusses future directions for research.

Key Features

Demonstrates the common problems, solutions, and strategies that have been faced by researchers who collect data via calendar and time diary methods through a range of examples from internationally known contributorsIncludes qualitative and quantitative approaches, and, when possible, discusses how the various paradigms may complement each other Offers examples of using the methods in face-to-face and telephone interviewing, in self-administered data collection, and with instruments designed in paper and pencil and computerized formatsProvides a brief introductory section for each part of the book that orients readers to the importance of the upcoming chapters Concludes each part with For Further Thought essays that provide practical advice on how to develop and implement calendar and time diary instruments and encourage readers to explore critical issues concerning the applications of these methods

Calendar and Diary Methods in Life Events Research is appropriate for courses such as Survey Research and Methodology, Data Analysis, Quantitative Methods, and Qualitative Methods in departments of sociology, psychology, nursing, communication, education, and economics. "