Autobiographical memory and autobiographical narrative influence each other in complex ways. Autobiographical memory provides source material for narratives but the act of narrating transforms memories as they are externalized into stories that must conform to social and linguistic conventions. Narratives then feed back and modify memory organization. The relationship can be metaphorically understood as two mirrors - autobiographical memory reflects on life through adaptive self-coherence while narrative reflects through a need for partial coherence with others in telling a believable yet interesting story. Studies show narratives can positively impact narrators by providing a tool for reflection on memories.
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Defining the Realities of Overseas Filipino Workers in the Filipino Film ‘Hel...AJHSSR Journal
ABSTRACT: This analysis is zeroed in on defining and dissecting the experiences of Overseas Filipino
Workers (OFWs), represented by Joy and Ethan, characters in the Filipino film ‗Hello, Love, Goodbye‘, starred
by Kathryn Bernardo and Alden Richards, respectively. Furthermore, this paper encompassed a comprehensive
interpretation of Joy and Ethan through an analysis of different elements in the film and where they were parts
of: characters, dialogues, colors, shot and editing techniques, and sound quality. Recommendations for further
analysis were also included to further elaborate how a certain phenomenon can be dissected and represented in a
narrative.
Keywords : ‘Hello, Love, Goodbye’, Overseas Filipino Workers, Semiotic Analysis, Signs.
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Defining the Realities of Overseas Filipino Workers in the Filipino Film ‘Hel...AJHSSR Journal
ABSTRACT: This analysis is zeroed in on defining and dissecting the experiences of Overseas Filipino
Workers (OFWs), represented by Joy and Ethan, characters in the Filipino film ‗Hello, Love, Goodbye‘, starred
by Kathryn Bernardo and Alden Richards, respectively. Furthermore, this paper encompassed a comprehensive
interpretation of Joy and Ethan through an analysis of different elements in the film and where they were parts
of: characters, dialogues, colors, shot and editing techniques, and sound quality. Recommendations for further
analysis were also included to further elaborate how a certain phenomenon can be dissected and represented in a
narrative.
Keywords : ‘Hello, Love, Goodbye’, Overseas Filipino Workers, Semiotic Analysis, Signs.
Portrait Essay Example, Self Portrait Essay ?? BookWormLab. Self portrait. 019 Personal Essay About Yourself Examples Printables Corner .... Portrait Essay - UWRT 1101 Portfolio. self portrait essay.jpg. PPT - Lecture 6: Montaigne ’ s Essays PowerPoint Presentation, free .... Self Portrait Essay Example – Telegraph. Self-Portrait Essay. Portrait Photography Essay by Jess B - Issuu. History of selfie & self portrait Essay Example | Topics and Well .... Short Essay About Myself / 001 Essay About Myself ~ Thatsnotus / These .... Portrait of a Writer Essay - Portrait of a Writer It never occurred to .... PPT - Write a Self-portrait Poem (Experienced) PowerPoint Presentation .... Self Portrait Essay Example | Topics and Well Written Essays
LIT 229 Module Three 1 The Function of Form .docxMARRY7
LIT 229 Module Three 1
The Function of Form
Because it resides at the deepest level of culture and our psyches, myth takes many forms
as it works its way into public and private consciousness. It is instructive to mark these many
forms and distinguish them from one another, but it is even more important to understand
their history and cultural context. This context provides an account of their use, the unique
forms they take, and the meanings we have attached to them.
The Birth of Myth
We touched on the orality and literacy dynamic very briefly in Module One, and it is a subject
worth revisiting here as we explore the history of mythological forms. It is tempting to
understand our world in terms of present technology, and most of us fall prey to this
deception for reasons that will become clear. Once, a teenager asked if the world was black
and white before the 1960s. She asked because everything she saw on television from that
period was in black and white. We tend to use the same logic when we think about writing;
that is, we project its influence backwards into history and assume that the past functioned
as literate cultures do now. Scholars who work in orality and literacy studies have shown us
that actually the opposite is the case. Human beings have existed in oral cultures long
before and much longer than in literate cultures, and oral forms and thinking continue to
influence literate cultures, even 500 years after the invention of the printing press. Myth was
born in oral cultures and retains those features even now.
A Book About the Absence of Books
Walter J. Ong’s 1982 book Orality and Literacy: The Technologizing of the Word provides a
succinct and compelling account of the nature of oral cultures and the “secondary orality”
afforded by new technology. In a chapter titled “Some Psychodynamics of Orality,” Ong
details the profound differences of living in an oral culture, and they are worth reviewing in
our study of myth’s forms. To begin, we must reflect on the nature of sound itself;
specifically, it is evanescent. By the time one hears the syllable “scent,” the syllable “evan” is
gone. In other words, sound has a relationship to time that writing does not. Writing can
freeze time by placing words on a page, but words in an oral culture are always fleeting. As
2 LIT 229 Module Three
Ong notes:
There is no way to stop sound and have sound. I can stop a moving picture camera
and hold one frame fixed on the screen. If I stop the movement of sound, I have
nothing—only silence, no sound at all. All sensation takes place in time, but no other
sensory field totally resists a holding action, stabilization, in quite this way. Vision can
register motion, but it can also register immobility. Indeed, it favors immobility, for to
examine something closely by vision, we prefer to have it quiet. We often reduce
motion to a series of still shots the better to see what motion is. Th ...
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Portrait Essay Example, Self Portrait Essay ?? BookWormLab. Self portrait. 019 Personal Essay About Yourself Examples Printables Corner .... Portrait Essay - UWRT 1101 Portfolio. self portrait essay.jpg. PPT - Lecture 6: Montaigne ’ s Essays PowerPoint Presentation, free .... Self Portrait Essay Example – Telegraph. Self-Portrait Essay. Portrait Photography Essay by Jess B - Issuu. History of selfie & self portrait Essay Example | Topics and Well .... Short Essay About Myself / 001 Essay About Myself ~ Thatsnotus / These .... Portrait of a Writer Essay - Portrait of a Writer It never occurred to .... PPT - Write a Self-portrait Poem (Experienced) PowerPoint Presentation .... Self Portrait Essay Example | Topics and Well Written Essays
LIT 229 Module Three 1 The Function of Form .docxMARRY7
LIT 229 Module Three 1
The Function of Form
Because it resides at the deepest level of culture and our psyches, myth takes many forms
as it works its way into public and private consciousness. It is instructive to mark these many
forms and distinguish them from one another, but it is even more important to understand
their history and cultural context. This context provides an account of their use, the unique
forms they take, and the meanings we have attached to them.
The Birth of Myth
We touched on the orality and literacy dynamic very briefly in Module One, and it is a subject
worth revisiting here as we explore the history of mythological forms. It is tempting to
understand our world in terms of present technology, and most of us fall prey to this
deception for reasons that will become clear. Once, a teenager asked if the world was black
and white before the 1960s. She asked because everything she saw on television from that
period was in black and white. We tend to use the same logic when we think about writing;
that is, we project its influence backwards into history and assume that the past functioned
as literate cultures do now. Scholars who work in orality and literacy studies have shown us
that actually the opposite is the case. Human beings have existed in oral cultures long
before and much longer than in literate cultures, and oral forms and thinking continue to
influence literate cultures, even 500 years after the invention of the printing press. Myth was
born in oral cultures and retains those features even now.
A Book About the Absence of Books
Walter J. Ong’s 1982 book Orality and Literacy: The Technologizing of the Word provides a
succinct and compelling account of the nature of oral cultures and the “secondary orality”
afforded by new technology. In a chapter titled “Some Psychodynamics of Orality,” Ong
details the profound differences of living in an oral culture, and they are worth reviewing in
our study of myth’s forms. To begin, we must reflect on the nature of sound itself;
specifically, it is evanescent. By the time one hears the syllable “scent,” the syllable “evan” is
gone. In other words, sound has a relationship to time that writing does not. Writing can
freeze time by placing words on a page, but words in an oral culture are always fleeting. As
2 LIT 229 Module Three
Ong notes:
There is no way to stop sound and have sound. I can stop a moving picture camera
and hold one frame fixed on the screen. If I stop the movement of sound, I have
nothing—only silence, no sound at all. All sensation takes place in time, but no other
sensory field totally resists a holding action, stabilization, in quite this way. Vision can
register motion, but it can also register immobility. Indeed, it favors immobility, for to
examine something closely by vision, we prefer to have it quiet. We often reduce
motion to a series of still shots the better to see what motion is. Th ...
What's a Good Essay Score? - Compass Education Group. SAT Essay Scores Explained - Compass Education Group. How to submit essays for scoring. TIPS TO SCORE MORE IN ESSAY WRITING. - YouTube. How to write essays and research papers faster and score high: Write the outline. Tips to score high in Essay writing for ICSE/ CBSE students. How to Score an Essay - YouTube. How to Score Better at Your Essay? by natalie4writing - Issuu. How to Build and Score Essay Tests - YouTube. Tips for Scoring Essay Questions - YouTube. Grading an Essay from the Course Gradebook – Edgenuity. Impressive Sat Essay Score Range ~ Thatsnotus. Essay Scoring [2/6] | English Department of BINUS University - YouTube. 003 Tsi Essay Score My Format Grade Sat The I Am Dying Writing Prompt .... score essay automatically. Exceptional Essay Score ~ Thatsnotus. Essay Scoring - Kaplan GRE & GMAT Exams Writing Workbook. 011 Essay Example Sat Score Range October 6th College Paper Academic .... PPT - Automatic Essay Scoring PowerPoint Presentation, free download .... Amazing Average Sat Essay Score 2016 ~ Thatsnotus. How to Score an A for Argumentative Essay - Part 2 - YouTube. Score Your GMAT Essay. Rating Essays Practice - Ashley Carias |Library |Formative. Examples of essay act that got a high score. TOK Essay Demystified THE INTRODUCTION 10/10 Perfect Score Essay .... Write Score - We Score Essays | Reading assessment, Essay, Writing. Well I got my essay score... : r/ACT. 006 Grade My Sat Essay The New Act Writing Section Essays Samples .... Understanding essay scoring criteria. How do you get a perfect 12 score on the ACT essay? Read our detailed .... Tips And Tricks To Write A Good And Scoring ESSAY. Scoring procedure in thesis writing. Score my essay - Get Help From Custom College Essay Writing and Editing ... Score My Essay
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. 304 Andrea Smorti
self and is transformed by it (as well as other characters). his happens because a
sort of need for coherence that seems to connect the Self as narrator and self as
character. (Bruner, 1991;1994)
In this contribution I would like to discuss this concept of coherence, which
has been, to me, a starting point and show how I have approached it thus far. A
good strategy to study these basic concepts has been to investigate the type of link
existing between memory and language, or more speciically, between autobio-
graphical memory and autobiographical narrative.
here are other good reasons to justify this choice. Autobiographical memory
can be studied by observing autobiographical narrative, i.e. by asking people to
recount what they remember. However, autobiographical narrative is not the same
as autobiographical memory. Narrating memories intrinsically implies that these
internally stored memories are “externalized” in a diferent format, speciically
into that of a narrative. his externalization is directed from the Self towards oth-
ers in the form of language that transforms and stretches memory imbuing it with
new semantic, pragmatic, and communicative functions. In brief, autobiographi-
cal narrative transforms autobiographical memory and makes it a cultural artifact.
Now, what must be speciied and expanded upon is precisely the meaning of the
word “externalization;” otherwise the whole sense of the above paragraph might
be misleading. his will be mainly the theme of my contribution.
Memories and narratives: How do they difer? How are they
interconnected?
From a certain point of view, autobiographical memory appears to be sharply dif-
ferent from autobiographical narrative because, while autobiographical memory
can be appropriately represented in terms of the working self, knowledge base, and
episodic memories (Conway, 2005), narrating autobiographical memories implies
a change of level: from inside to outside the person, or from internal representa-
tions (also consisting in linguistic ones) to “language for the others,” as Vygotsky
(1965) would say. What does this change of level imply? First of all, when people
recount their own autobiographical memories, they produce sounds that are dia-
chronically emitted one ater another. Second, these sounds become sounds in a
language, i.e, phonetically structured or connected words. hird, this language is
shared with other interlocutors and respects syntactic, grammatical, and lexical
rules. Fourth, since this language is addressed to someone, it has a purpose or
discursive characterization. Fith, to the extent that this language is a narration of
memories, it assumes the structure of a story. If it becomes a story, then this nar-
ration also shares all the characteristics that make it a story.
3. Autobiographical memory and autobiographical narrative 305
Bruner (1990) made a detailed account of these. In fact, as with any other type
of narration, including an autobiographical memory, the story told is not only
composed of an agent, an action, a purpose, an instrument, and a scene in order to
be well structured, but it must also be coherent and persuasive in order to be be-
lievable, and it must be “tellable” in order to be listened by someone (Labov, 1997;
Bruner, 1994; Burke, 1945). Lastly, in the moment in which people recount their
own memories to someone, they cannot help but relate both to other stories and
their own experiences, though private and personal, and to wider genres, which
are those transmitted by the culture. In this speciic case, this genre will be that
of the autobiography, strongly inluenced by other genres, such as those of law
and literary narratives (Bruner, 2002). In such a way stories lead the self in the
world of culture transforming it in a distributed self that somehow includes ob-
jects and other persons from the environment. In other words, memories undergo
profound change when they are transformed from inner thought into a narrative
form, because these must conform to the constraints imposed by the social context
and by language structure and usage.
From what I have stressed so far, it might appear that narratives are an observ-
able and “better” socialized product of the autobiographical memory (not unlike
wearing your Sunday best to go out to a party), when actually narrating has a “re-
turn” inluence, like a feedback efect, on memory processes. As Bruner’s (1991)
wrote, in the autobiographical memory a narrator attempts to explain how the
change from the protagonist in the “then and there” into the narrator in the “here
and now” has occurred and how identity (i.e., the protagonist fusing into the nar-
rator, becoming one single person possessing the same consciousness) has been
maintained through the course of time. To complete this reasoning, a narrator
must be able to narrate the diferences and to sew these together. his entails,
however, not simply saying what has happened, but also providing an appropri-
ate interpretation of the event through a new attribution of meaning that makes
sense both for the narrator and for listeners. his personal theory on the Self’s
own narrative or metanarrative, modiies the organization of the memories and
the perception a narrator has of his or her own life. herefore, when people re-
member those parts of their autobiographical memories that have been narrated,
those memories have also been transformed by previous narrative acts and have
acquired an altered narrative organization.
he mirrors game metaphor
In order to make a clearer account of what I have sketched so far I’d like to use a
metaphor. Autobiographical memory can be considered to be a mirror through
4. 306 Andrea Smorti
which people relect on their life, however it relects in a special way. According
to Conway (2005), autobiographical memory works following opposite principles
between that of coherence with the self and that of correspondence with the re-
ality, and the individual struggles to solve the contradiction between these two
principles. To this aim autobiographical memory tries to adopt a sense of “adap-
tive coherence” that forces a minimal level of correspondence to reality so that the
chances of survival are maximized. In other words, autobiographical memories
use more accurate episodic memories (correspondence). Simultaneously, these
autobiographical memories make this knowledge of accuracy and past memories
available to support the continuous search for goals and to provide evidence of
at least some positive progress (coherence). Returning to the mirror metaphor,
this irst mirror, that of autobiographical memory, resends the image of the per-
son. his relection process occurs on the basis of the principle of “partial self-
coherence” or “adaptive coherence,” that is, on the balance between the need to
correspond to the reality and the need for coherence of the Self.
On the other hand, autobiographical narration can also be represented as a
mirror through which people can relect on their lives. Similarly, this mirror repre-
sents life in special way. Labov (1997) stressed that a narrative must also be coher-
ent and persuasive in order to be believable, and must be “recountable” in order
to be heard by an audience. herefore the need to be listened to does not create a
state of unbelievability (nobody believes a story too exceptional) and the need to
be believed does not make a narrator unheard (nobody listens to a boring or too
obvious story), this mirror has to resend an image on the basis of a principle of
“partial coherence with others” or that state of partial balance between the need
to be listened to and the need to be believed. he narrator recounts his or her own
life to the others making it interesting but believable. Once again returning to the
metaphor, autobiographical memory and autobiographical narration are therefore
two mirrors through which people relect on their lives. he mirror of memory is
guided by a principle of adaptive self-coherence. he mirror of narration is guid-
ed by a principle of adaptive coherence with the others. he continuous — even
though partial — low between memory and narration means these mirrors recip-
rocally relect each other causing the individual to see a seemingly endless series
of relections.
Coming now to the meaning of the word “externalization,” this process means
that narrative externalizes memories that in many cases have been already exter-
nalized and that is built up during the processes of narration. herefore memories
in many cases are narrated memories that already have a narrative organization.
5. Autobiographical memory and autobiographical narrative 307
From speculations to research
One merit of the narrative approach has been that of permitting to analyze the
substantial changes autobiographical memory undergoes when are transformed
into autobiographical narratives and, at the same time, how the act of meaning a
narrative changes the structure and also the content of the memory so that what
is narrated a second time is diferent from what has been narrated previously. he
main idea of my research is giving a person the possibility to narrate the same
memories more than once in order to observe how memories change into .
Recently we (Smorti, Risaliti, Pananti & Cipriani, 2008; Smorti, Pananti &
Rizzo, 2010) attempted to explore how the autobiographical process could lead
to a transformation in the quality of self-narrative. We organized two subsequent
intervention-studies with psychiatric patients. In both studies participants were
clients of a psychiatric residential center located in the metropolitan area of Flor-
ence, Italy. hey had previously been diagnosed with chronic psychiatric disorders
and had been referred to the Residential Center for Psychiatric Disorders, ater re-
peated hospitalization in the Florence General Hospital’s psychiatric department.
In both studies the interviewer was a psychologist and expert in narrative-autobi-
ographical techniques who worked under the clinical supervision of the center’s
staf. In both studies, a “warming up” phase occurred irstly, during which the
interviewer became acquainted with the narrators over the course of several days,
so as to not be perceived as an “outsider.”
In the irst study we aimed to explore how the autobiographical process can
lead to a transformation in psychiatric patients’ self-narrative. Fiteen participants,
with ages ranging from 25 to 40 years, were selected to participate. A 10-ques-
tion interview referring to 10 autobiographical cruxes was used to collect auto-
biographical data; the interview was re-administered 2 weeks later with the tran-
scribed text of the irst interview. hen we analyzed the text taking into account
aspects of narration such as the role of the Self, speciically: the subject of active
verbs; the object of people’s actions; expressions indicating awareness of the nar-
rator’s dual role as protagonist and narrator; self-attributes and self-evaluations;
other peoples’ attributes and evaluations; spatial-temporal indicators; spatial-tem-
poral or causal connectives.
he results showed signiicant diferences in the type of elements that were
produced in the two interviews, with the second interviews being richer in indica-
tors of the active self, self as narrator, self-evaluations, and causal connectives than
the irst interviews had been. he position of the narrator was more evident, both
in terms of expression of self as narrator and of the general analysis of emotions
and memories. he indings gleaned from the text analysis were conirmed by the
participants’ reactions to the research experience. hey all reported experiencing
6. 308 Andrea Smorti
feelings of well being at the second interview and, more importantly, ater the sec-
ond narration they expressed a sense of greater clarity and personal gratiication,
because of the interest shown in their personal histories. he medical staf con-
ducted a clinical assessment of patients ater the second interview and concurred
that there had been an improvement in their well being.
In the second intervention-study, conducted with nine participants, aged be-
tween 20 and 42 years we organized an autobiographical laboratory. his consisted
in about ten sessions during which the narrator’s life history was collected end
recorded, then transcribed by the interviewer and then resubmitted to the narra-
tor to give him/her the opportunity to read the whole text or parts of it, correct,
integrate, and modify it by adding further parts of his/her life story. Aterward,
without the presence of the narrator, again the interviewer transcribed the nar-
rator’s words and integrated these into the previous text. In this way a multiple
and subsequent versions of narrator’s life were constructed he last meetings were
usually devoted to composing the complete text of the narrator’s life history. he
narrators were asked to give their story a title once they had inished telling it.
hey also could assign a title to each singular “chapter” if they liked. he aim was
to eventually edit “the book of my life” as a product belonging to the narrator,
something private which he or she could, if desired, show to others. Finally, all
narrators received both the complete texts of their self-narrations (with the chosen
title printed on the cover page of “he book of my life story”) and copies of the
recorded tapes.
Text analysis showed how narrators moved from a narrative that was more fo-
cused on the memory of the past (an “I” that remembered events which occurred
in the past) to a narrative more similar to a conversation. his is evidenced by a
greater use of “you,” by more verbs used in the present, and by lower use of words
indicating the memory process’s presence. Moreover, the last narratives were en-
riched with “insight” terms and the use of verbs in the conjunctive form. Finally,
patients shited from feelings of sadness to feelings of anxiety.
Conclusions
Our autobiographical laboratory consisted of “narrating-transcribing-reading-
narrating.” he rationale was the assumption that a narrative process can have
positive efects on the narrators if they are provided with a tool to relect on their
memories. his tool was represented, in our protocol, by the materialization of
their memories through the text. Reading the text, as an outcome of their memo-
ries, and being able to correct it, not only gave the narrators the possibility to
become conscious of their narrative, but helped them to consider their life story as
7. Autobiographical memory and autobiographical narrative 309
something that could be modiied. However this method had also another efect.
he inpatients felt encouraged not only to relect more on their lives, but also to
narrate to someone, in this case the interviewer, and become aware of what had
been narrated through a sort of autobiographical dialogue. We consider that, over
the course of the laboratory, narrators became closer to the interviewer. Although
in the irst meeting the interviewer had the task of leading the patient’s autobio-
graphical narrative, by the last meeting the narrator had become an active subject
in this dialogue. We believe that this method changed the couples’ narrator-inter-
viewer interaction. hat is the couple interaction changed from an interviewer’s
questioning about, and listening to the patient’s experience to a process of dia-
logue between the interviewer and narrator, which occurred in the present. When
the narrator become more active, more relexive, more in touch with the partner,
and more oriented toward exploring the world of possibility, he or she was more
likely to develop a new way of living his or her life.
So what have we learnt from these studies? We have learnt that autobiogra-
phy in its double sides — that of memory and that of narrative — is a process of
continuous construction but also that this construction is deeply linked to social
relations. We could go on in the chain of Bronfenbrenner’s connections saying that
social relations leads autobiography to a wider world made of institution, econo-
my, populations, genres, but honestly this is not what these two studies wanted to
accomplish. However we would not be able to accomplish our results if culture
would not have provided us tools as a recording machine and, mainly, a written
text. Only a written text could ofer to the interviewer and narrator the tangibility
of an oral narrative and, from here, of memory. his concrete and visual instrument
provided the narrator to “see” the product of memory transformation in narrative
form. Subsequently, reading the narrative memories, and by extension employing
another cultural device, permitted the narrator to assume new stances towards
what has been produced orally during each session. his procedure encouraged
new narratives and new memory constructions. herefore the externalization into
a written text was precisely what helped us to understand how autobiographical
memory and narrative memory consist in a continuous process of construction,
where the agent has the possibility to assume a stance in a metaposition on his/her
narration, or to put it in Bruner’s world on narrative, as the Self.
Acknowledgement
his contribution was possible thanks to the Funds from Monte dei Paschi di Siena Foundation
(project n. 37877-2009)
8. 310 Andrea Smorti
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