Editing Flashbulb memory (section)

==Models==
===Photographic model===
Brown and Kulik proposed the term ''flashbulb memory'', along with the first model of the process involved in developing what they called ''flashbulb accounts''.<ref name= "Brown"/> The photographic model proposes that in order for a flashbulb account to occur in the presence of a stimulus event, there must be, a high level of surprise, consequentiality, and emotional arousal.  Specifically, at the time in which an individual first hears of an event, the degree of unexpectedness and surprise is the first step in the registration of the event.  The next step involved in registration of flashbulb accounts is the degree of consequentiality, which in turn, triggers a certain level of emotional arousal.  Brown and Kulik described consequentiality as the things one would imagine may have gone differently if the event had not occurred, or what consequences the event had on an individual's life.<ref name= "Brown"/> Further, Brown and Kulik believed that high levels of these variables would also result in frequent rehearsal, being either covert ("always on the mind") or overt (ex. talked about in conversations with others).  Rehearsal, which acts as a mediating process in the development of a flashbulb account, creates stronger associations and more elaborate accounts.  Therefore, the flashbulb memory becomes more accessible and vividly remembered for a long period of time.<ref name = "Brown"/>

===Comprehensive model===
Some researchers recognized that previous studies of flashbulb memories are limited by the reliance on small sample groups of few nationalities, thus limiting the comparison of memory consistency across different variables.  The comprehensive model was born out of similar experimentation as Brown and Kulik's, but with a larger participant sample. One major difference between the two models is that the Photographic Model follows more of a step-by-step process in the development of flashbulb accounts, whereas the Comprehensive Model demonstrates an interconnected relationship between the variables.  Specifically, knowledge and interest in the event affects the level of personal importance for the individual, which also affects the individual's level of emotional arousal (affect).  Furthermore, knowledge and interest pertaining to the event, as well as the level of importance, contribute to the frequency of rehearsal.  Therefore, high levels of knowledge and interest contribute to high levels of personal importance and affect, as well as high frequency of rehearsal.  Finally, affect and rehearsal play major roles in creating associations, thus enabling the individual to remember vivid attributes of the event, such as the people, place, and description of the situation.<ref>{{Cite journal | last1 = Conway | first1 = M. A. | last2 = Anderson | first2 = S. J. | last3 = Larsen | first3 = S. F. | last4 = Donnelly | first4 = C. M. | last5 = McDaniel | first5 = M. A. | last6 = McClelland | first6 = A. G. | last7 = Rawles | first7 = R. E. | last8 = Logie | first8 = R. H. | title = The formation of flashbulb memories | journal = Memory & Cognition | volume = 22 | issue = 3 | pages = 326–343 |date=May 1994
| pmid = 8007835 | doi=10.3758/BF03200860| doi-access = free }}</ref>

===Emotional-integrative model===
The Emotional-Integrative Model of flashbulb memories integrates the two previously discussed models the Photographic Model and the Comprehensive Model.<ref name= "Finkenauer"/> Similar to the Photographic Model, the Emotional-Integrative Model states that the first step toward the registration of a flashbulb memory is an individual's degree of surprise associated with the event. This level of surprise triggers an emotional feeling state, which is also a result of the combination of the level of importance (consequentiality) of the event to the individual, and the individual's affective attitude. The emotional feeling state of the individual directly contributes to the creation of a flashbulb memory. To strengthen the association, thus enabling the individual to vividly remember the event, emotional feeling state and affective attitude contribute to overt rehearsal (mediator) of the event to strengthen the memory of the original event which, in turn, determines the formation of a flashbulb memory.<ref name="Finkenauer" /> According to the Emotional-Integrative model flashbulb memories can also be formed for expected events.<ref name="Curci2009">{{cite journal|last=Curci|first=A|author2=Luminet, O.|title=Flashbulb memories for expected events: A test of the emotional-integrative model|journal=Applied Cognitive Psychology|year=2009|volume=23|pages=98–114|doi=10.1002/acp.1444}}</ref> The formation of flashbulb memories in this case depends greatly on a high emotional relationship to the event and rehearsal of the memory.<ref name="Curci2009" />

=== Importance-driven emotional reactions model===
This model emphasizes that personal consequences determine intensity of emotional reactions.<ref name= "Wiley"/> These consequences are, therefore, critical operators in the formation and maintenance of flashbulb memories.  This model was based on whether traumatic events were experienced or not during the Marmara earthquake.  According to the findings of this study, the memories of the people who experienced the earthquake were preserved as a whole, and unchanged over time.  Results of the re-test showed that the [[long-term memory|long-term memories]] of the victim group are more complete, more durable and more consistent than those of the comparison group.  Therefore, based on this study, a new model was formed that highlights that consequences play a very large role in the formation of flashbulb memories.<ref name= "Wiley"/>

===Compared to traumatic memories===
Flashbulb memories are engendered by highly emotional, surprising events. Flashbulb memories differ from traumatic events because they do not generally contain an emotional response. Traumatic memories involve some element of fear or anxiety. While flashbulb memories can include components of [[negative emotion]], these elements are generally absent.

There are some similarities between traumatic and flashbulb memories. During a traumatic event, high arousal can increase attention to central information leading to increased vividness and detail. Another similar characteristic is that memory for traumatic events is enhanced by emotional stimuli. An additional, a difference between the nature of flashbulb memories and traumatic memories is the amount of information regarding unimportant details that will be encoded in the memory of the event. In high-stress situations, arousal dampens memory for peripheral information—such as context, location, time, or other less important details.<ref>{{cite journal|last=Brewin|first=C.R.|title=Autobiographical memory for trauma: Update on four controversies|journal=Memory|date=April 2007|volume=15|issue=3|pages=227–248|doi=10.1080/09658210701256423|pmid=17454661|s2cid=19383961}}</ref> To rephrase, flashbulb memories are described as acute awareness of where a person was and what they were doing when a significant or traumatic event occurred, and are not characterized by strong emotion, while traumatic memories are accompanied by highly [[negative emotion]]s such as anxiety, fear, and panic when the related event is recalled.<ref name="Brown" />