It is well known that amygdala activity during encoding corresponds with subsequent memory for emotional information. It is less clear how amygdala activity relates to the subjective and objective qualities of a memory. In the present study, participants viewed emotional and neutral objects while undergoing a functional magnetic resonance imaging scan. Participants then took a memory test, identifying which verbal labels named a studied object and indicating the vividness of their memory for that object. They then retrieved episodic details associated with each object's presentation, selecting which object exemplar had been studied and indicating in which screen quadrant, study list, and with which encoding question the exemplar had been studied. Parametric analysis of the encoding data allowed examination of the processes that tracked with increasing memory vividness or with an increase in the diversity of episodic details remembered. Dissociable networks tracked these two increases, and amygdala activity corresponded with the former but not the latter. Subsequent-memory analyses revealed that amygdala activity corresponded with memory for exemplar type but not for other episodic features. These results emphasize that amygdala activity does not ensure accurate encoding of all types of episodic detail, yet it does support encoding of some item-specific details and leads to the retention of a memory that will feel subjectively vivid. The types of episodic details tied to amygdala engagement may be those that are most important for creating a subjectively vivid memory. KeywordsEmotion; Encoding; fMRI; Parametric; Subsequent memory Memories that we retrieve can differ both in their subjective vividness and in their objective details. But these dimensions do not have to be aligned, and the types of episodic details that we remember can vary greatly from event to event. We can remember a plane flight vividly, and our memory can include information about the spatial, temporal, and contextual details of an event. Or we can remember a plane flight vividly, despite being unable to remember where we were traveling to or how long ago the trip occurred. Or we can feel that our memory of a flight is not particularly vivid, yet we may be able to remember many accurate Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptNeuropsychologia. Author manuscript; available in PMC 2012 March 1. This relation may be particularly complex when memories are of an emotional nature (e.g., Dougal & Rotello, 2007;Talarico & Rubin, 2003). There are many examples of...

The mental health of post-conflict refugee teachers is understudied, yet critically important given the current refugee crisis which has displaced more than 70 million people (UNHCR, 2019). Teachers in hidden refugee schools 1 are often refugees themselves, have little teacher education, and are faced with overwhelming classroom demands and other unique stressors. This study utilizes a mixed method design to examine stress, mental health (i.e., depression, and anxiety), and self-care among teachers in hidden refugee schools in Kuala Lumpur, Malaysia. Quantitative data are archival, collected in Malaysia in 2013. Quantitative study participants included 97 primarily Burmese refugee teachers and 26 nonrefugee teachers living in Malaysia. Quantitative measures included (a) Depression, Anxiety, and Stress Scales (DASS); (b) a self-care strategies questionnaire, and (c) a demographic questionnaire. Quantitative results suggest that refugee teachers have significantly higher

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This short-term longitudinal study asked (a) how and for whom socioemotional factors like grit and emotional engagement predict later literacy achievement; and (b) if there are reciprocal effects between literacy and these socioemotional factors. An autoregressive crosslagged (ARCR) design included 3 time points over 4 months with an ethnic minority, dual language learner sample (n 5 142; 54% female; 75% Latina/o; M 5 9.47 years old). The procedure at each time point included teacher-reported student emotional engagement and adapted grit questionnaires in addition to a student literacy achievement performance task. A reciprocal model (i.e., socioemotional factors and literacy affect each other) was compared to direct (i.e., socioemotional factors impact literacy) and reverse (i.e., literacy impacts socioemotional factors) models. Results suggested that the reciprocal model fit better than the direct and reverse models. Within the reciprocal ARCR model, grit had a significant impact on later literacy achievement via the mediator of engagement and moderated by age. Findings hold implications for education discourse on reciprocal and indirect effects of grit on achievement among older elementaryaged dual language learners.