Date of Award

Spring 2026

Abstract

Prior research has shown that when, in response to emotion prompts, participants either estimate the likely timing of certain life events for a hypothetical person or provide events from their own lives, a disproportionate number of memories accumulate at particular, relevant ages. Other research has shown that memories of school are important for the self-concept and that these memories tend to have a strong emotional component. Inspired by both lines of work, this research sought to elucidate any strong emotion-school year associations, investigating estimates of hypothetical school year memories and real school year memories. Strong school bumps for pride, excitement, and competence replicated in 12th grade across three studies, with smaller bumps for embarrassment and fear replicating to a lesser degree. Theoretical implications for recollection bumps are discussed, as well as practical implications for education.

Document Type

Dissertation

First Advisor

Michelle D Leichtman

Second Advisor

David Pillemer

Third Advisor

Jolie Wormwood

Department or Program

Psychology

Degree Name

Doctor of Philosophy

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