Document Type
Article
Language
eng
Format of Original
10 p.
Publication Date
7-2009
Publisher
Elsevier
Source Publication
Neurobiology of Learning and Memory
Source ISSN
1074-7427
Original Item ID
doi: 10.1016/j.nlm.2009.03.002
Abstract
Emotionally arousing stimuli are more memorable than neutral ones and arousal induced after learning enhances later retrieval. However, there is as yet little study of how stimulus qualities might interact with induced arousal and how individual differences might influence the modulation of memory. Thus, the present study examined the effect of arousal induced after learning on memory for words that varied in both arousal and valence quality, as well as the influence of three individual differences factors that are known to influence arousal response: emotional suppression, emotional reappraisal, and arousal predisposition. Seventy-six adults (57 female) viewed and rated 60 words that normatively ranged from high to low in arousal and valence. Ten minutes later, they viewed a 3-min comedic or neutral video clip. Arousal induced after learning enhanced 1-week delayed memory, spanning the lengthy task without preference for word type or serial position, contrasting with reports of arousal effects interacting with stimulus qualities. Importantly, being predisposed to arousal led to greater enhancement of long-term memory modulation, while the use of emotional reappraisal, which reduces arousal responding, inhibited the ability of arousal to induce memory enhancement. Thus, individual differences that influence arousal responding can contribute to or interfere with memory modulation.
Recommended Citation
Nielson, Kristy A. and Lorber, William, "Enhanced Post-Learning Memory Consolidation is Influenced by Arousal Predisposition and Emotion Regulation but Not By Stimulus Valence or Arousal" (2009). Psychology Faculty Research and Publications. 101.
https://epublications.marquette.edu/psych_fac/101
Comments
NOTICE: this is the author’s version of a work that was accepted for publication in Neurobiology of Learning and Memory. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Neurobiology of Learning and Memory, Vol. 92, No. 1 (July 2009): 70-79. DOI. © 2009 Elsevier. Used with permission.