An Experimental Approach: Investigating the Directive Function of Autobiographical Memory
Authors:   , Duff Nicola 
Published: April 2024

<p dir="ltr"><b>How is autobiographical memory useful? Researchers have proposed a directive function—memory for experiences helps to guide and direct behaviour during open-ended problems. The experimental research on the directive function is limited and mixed but suggests that enhancing self-efficacy—the belief or the confidence one holds that they can perform a specific behaviour and achieve certain goals (Bandura, 1997)—can help with open-ended problem solving. </b><b>Our research programme therefore had two aims: 1) experimentally test whether autobiographical memory recall enhances open-ended problem solving; and 2) experimentally test whether increasing self-efficacy, via autobiographical memory recall, enhances open-ended problem solving.</b></p><p dir="ltr">Across three, high-powered, preregistered experiments (Experiments 1, 2 and 4, Chapters 2 and 4), we found no significant main effects of recalling success autobiographical memories—specific memories of feeling successful and competent, either related or unrelated to the problems—on open-ended problem solving (measured by the Means End Problem Solving Task; Platt & Spivack, 1975). We therefore investigated why that might be, particularly given that other studies have found significant experimental effects. For instance, Experiment 3 (n = 209; Chapter 3) found no significant evidence that differences in instructions lead to different results between our own and other studies.</p><p dir="ltr">Instead, we found that across all conditions in Experiments 1 (n = 169) and 2 (n = 341; Chapter 2), during the problem-solving task some participants recalled additional autobiographical memories related to the problems (i.e., memories we did not request), and they did significantly better at open-ended problem solving than those that did not. We therefore hypothesised that different effects between our own and other studies could be due to some participants in our undergraduate student samples already using their autobiographical memory in a directive and helpful way. Therefore, the experimental manipulation provides no extra benefit for some. Experimental effects could also be dampened if participants in the control condition are already using their autobiographical memory in a directive way. Indeed, in Experiment 4 (n = 237; Chapter 4), we found a significant effect of related, success autobiographical memories on open-ended problem solving, but only for those who self-report not using their autobiographical memory in a directive way (i.e., for those who scored lower on the directive-function subscale of the Thinking About Life Experiences-Revised Questionnaire; Bluck & Alea, 2011).</p><p dir="ltr">In Experiment 4, we also found no significant, positive correlation between the directive-function subscale scores and problem-solving scores. Thus, while we found that autobiographical memory recall may be functional for open-ended problem solving, it is perhaps not a uniquely advantageous approach to solving open-ended problems. Therefore, experimentally investigating the directive function is complex due to individual differences in how people approach open-ended problems and how they recall and use their autobiographical memories during such times.</p><p dir="ltr">We also found no evidence that enhancing self-efficacy, via autobiographical memory recall, significantly enhances open-ended problem solving. We did find, however, significant small-to-medium effect sized correlations between self-efficacy scores (i.e., the extent to which the success autobiographical memory made the participant feel confident after recall) and problem-solving scores across all our experiments. The correlations were positive when participants recalled a success experience unrelated to the problem and negative when the memory was related. Thus, our research challenges an assumption in the literature that the relationship between self-efficacy and problem solving is always linear and positive.</p><p dir="ltr">To end, we suggest some options that may help to mitigate the complexity of experimentally investigating autobiographical memory function. We also propose to reconceptualise the directive function as a process, whereby autobiographical memory recall can help people attain many needs. By doing so, existing, and future experimental findings can be integrated and help to refine the directive function theory—highlighting what, when, how, and for who, autobiographical memory recall is functional, and perhaps even the most advantageous approach, to achieving one’s needs.</p>