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When humans use the mental states (e.g., beliefs, intentions) and the emotional states of others to predict or explain another person�s behaviour, they have demonstrated their theory of mind understanding. Theory of mind is "one of the quintessential abilities that makes us human" (Baron-Cohen, 2000, p. 3). Emotion understanding has been considered by some to be an aspect of theory of mind understanding. There are several theories proposed to explain the development of theory of mind, from changes in representational abilities (Perner, 1991), to having an innate domain specific module (Fodor, 1992; Leslie, 1994), to social linguistic influences (Nelson et al., 2003). One facet of theory of mind understanding, understanding false belief, has been consistently found to develop at around 3 or 4 years of age (e.g., Wimmer & Perner, 1983). Another cognitive ability that develops at the approximately the same time is that of autobiographical memory. Autobiographical memory has been defined as "memory for information and events pertaining to the self" (Howe & Courage, 1993, p. 306). There are also several theories explaining the onset of autobiographical memory. Two similar theories by Perner (1991) and Welch-Ross (1995) proposed that until a child possesses dual representational abilities (or theory of mind), they cannot form autobiographical memories. Nelson (1993) and Fivush (2001) have both proposed that autobiographical memory is developed through shared narratives with more experienced others (e.g., parents). There are several factors that have been found to contribute to theory of mind, emotion understanding, and autobiographical memory. Language abilities have been related to all three cognitive abilities (e.g., Slade & Ruffman, 2005; Dunn & Cutting, 1999; Harley & Reese, 1999). Factors such as maternal talk, gender of the child, and the number of siblings the child has, have all been related to at least two of these abilities. In the current study, I addressed the relation between theory of mind understanding, emotion understanding, and autobiographical memory in three studies. The first study investigated the relations between language, theory of mind, emotion understanding, and mother-child talk about past events in 61 children at three 6- month intervals from 42- to 54- months of age. The second study also investigated these factors and the children�s pretense in 59 children at 48- months of age. In the second study, the mother�s theory of mind and emotion understanding were also measured. In the third study, I investigated the relations between theory of mind, emotion understanding and early memory recall in 73 adults, with an average age of 20 years. One key finding was that, despite theoretical predictions, there was no clear relation between theory of mind understanding and autobiographical memory in either children or adults. Results showed that theory of mind and emotion understanding are related but distinct abilities. The number of siblings, or the gender of the participants were not strongly related to theory of mind, autobiographical memory, or emotion understanding. Language abilities and maternal talk were the strongest factors related to the development of theory of mind, autobiographical memory and emotion understanding.

This article describes the autobiographical recollection and reconsidering, attempts to review self-background of growing and specialized accomplishment and describes the story of my life in more detail for the acquired scientific education and application of experience. This article takes self-story as center besides faithful recording for own life. According to the theory of education and literature, I will interpret my own life story and explore my career and effort of scientific education in past 30 years. 1. Reviews the relationship between my life and scientific education Reviewing my all life either in childhood, studied in elementary school and high school, all had a correlation with the scientific. When at teacher¡¦s university, I nurtured the specialized intelligence. After graduated, the period I taught in Mingli elementary school, Wunzih elementary school and Kaohsiung municipal Shin Yi primary school. Everything had relationship with scientific education. Keeping telling myself, I must always enrich and pursue further education for individual knowledge. Trying hard for scientific education so I had been studying in PingTung University of Education¡BKaohsiung Normal University and Institute of Education in Sun Yat-sen University. 2. Reviews my life to carry out the scientific education Nine years consistent educational system, from a novice teacher to senior teacher of scientific education¡Bcountryside elementary school to metropolis large-scale school¡Bsimplex power educational system to open educational revolution, experienced different curriculum and teaching scenes, everyone must understand individual value and expect in scientific education and think how to promotes the scientific education more efficiently. In my career of professional development, I often obtained experiences by teaching and learning promotes and enhances each other. Gathering these experiences to sublimate into intelligence, and these intelligence can produce the best learning type for students. Every type of scientific education that I advanced is based on scientific exhibition. Scientific exhibition is a succession of process for discovering and solving problems. Creative thinking stems from solving problems and problems arise from a chain creative reaction. I usually use divergent thinking to create new, diversified and many possible solutions and convergent thinking provides appropriate thinking type for solving problems. In school, I promote scientific education within the model of scientific exhibitions, such as scientific camps, scientific exhibitions, scientific garden parties, inventive exhibitions, ecology illustrations and etc. These works all are the results which studying for the purpose of application and teaching and learning promote and enhance each other. Reviewing my life story, I am just an ordinary person and just keep a strong ambition for continues challenges, surefooted and earnest working and endless further education and have some achievements finally. It is said ¡upersisting brings success¡vencouraging us that success essential condition certainly is not intelligent, but is the will. I expect to educators are interested in scientific education that just keeping a heart and you will look for your private universe.

Thesis (Ph.D.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains: v , p. 40. Includes bibliographical references: p. 27-31.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes bibliographical references (leaves 84-89).

Reduced autobiographical memory specificity is considered to be a vulnerability factor for depression and is a significant predictor of the course of depression. Previous studies have shown that different natures of rumination (abstract versus concrete) have different effects on autobiographical memory specificity. Knowing more about the relationship among depression, rumination, and autobiographical memory specificity is important for understanding the cognitive biases in depression. This study explored whether rumination of different valences had different effects on autobiographical memory specificity in participants with major depressive disorder. A 2 (group: MDD, control) x 2 (rumination: positive, negative) x 2 (time: pre, post) mixed design was used. Fifty-two currently depressed people and 52 nonpsychiatric controls completed this experiment. They did the Autobiographical Memory Test and the mood ratings before and after either the positive or the negative rumination task. In the rumination task, they were requested to focus their attention on some specific thoughts about themselves. Results showed a significant group (depressed, control) x time (pre, post) interaction effect for the number of specific memories. This was a result of a significant decrease in specific memories retrieved after negative rumination in the depressed group, but not after positive rumination. No significant result was found among the nonpsychiatric controls. These findings seem to be related to the inhibitory deficit of depressed people in keeping task-irrelevant negative materials from the working memory. Therefore, the working memory capacity is lowered and fewer specific memories are retrieved. / published_or_final_version / Clinical Psychology / Doctoral / Doctor of Psychology

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