Arousal, learning, and memory.

Eysenck, Michael W.

doi:10.1037/0033-2909.83.3.389

Cited by 211 publications

(124 citation statements)

References 67 publications

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“…A higher level of arousal induced by the FR20 might facilitate the association between the discriminative stimuli and the reinforcer that follows (Eysenck, 1976). But if this were the case, again, one would have expected a higher rate ofpecking to the S+FR20 than to the S+FRI, and also faster acquisition of the S+FR20 S-FR20 discrimination than the S+FRI S-FRI discrimination, but neither of these occurred.…”

Section: Discussionmentioning

confidence: 98%

“work ethic” in pigeons: Reward value is directly related to the effort or time required to obtain the reward

et al. 2000

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Stimuli associated with less effort or with shorter delays to reinforcement are generally preferred over those associated with greater effort or longer delays to reinforcement, However, the opposite appears to be true of stimuli thatfollow greater effort or longer delays, In training, a simple simultaneous discrimination followed a single peck to an initial stimulus (S+FRI S-FRl) and a different simple simultaneous discrimination followed 20 pecks to the initial stimulus (S+FR20 S-FR20)' On test trials, pigeons preferred S+FR20 over S+FRI and S-FR20 over S-FRI' These data support the view that the state of the animal immediately prior to presentation of the discrimination affects the value of the reinforcement that follows it. This contrast effect is analogous to effects that when they occur in humans have been attributed to more complex cognitive and social factors,

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Section: Discussionmentioning

confidence: 98%

“work ethic” in pigeons: Reward value is directly related to the effort or time required to obtain the reward

et al. 2000

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“…For example, Kaplan (1963, 1964) found that memory for emotional words was poorer than for neutral words when subjects were tested immediately; after a l-week delay, this pattern reversed, and retention was better for emotional material. (For reviews of related studies, see Craik & Blankstein, 1975;Eysenck, 1976;Hockey, 1978.) However, it is unclear how to apply these findings to questions of detail memory, since the to-beremembered materials in these early studies consisted of simple word lists, quite unlike the complex stimuli employed by Loftus and Bums or by Heuer and Reisberg. A small number of studies, though, have examined the relation between arousal, retention interval, and memory for complex events.…”

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confidence: 99%

Remembering emotional events

1992

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Recent experiments have implied that emotional arousal causes a narrowing of attention and, therefore, impoverished memory encoding. In contrast, other studies have found that emotional arousal enhances memory for all aspects of an event. We report two experiments investigating whether these differing results are due to the different retention intervals employed in past studies or to their different categorization schemes for the to-be-remembered material. Our results indicate a small role for retention interval in moderating emotion's effects on memory. However, emotion had markedly different impacts on different types of material: Emotion improved memory for gist and basic-level visual information and for plot-irrelevant details associated, both temporally and spatially, with the event's center. In contrast, emotion undermined memory for details not associated with the event's center. The mechanisms for emotion's effects are discussed.The emotional events in one's life tend to be remembered with great clarity and detail (e.g., Bohannon, 1988; Brown & Kulik, 1977;Pillemer, 1984;Reisberg, Heuer, McLean, & O'Shaughnessy, 1988;Rubin & Kozin, 1984;White, 1989). But how accurate are these memories? There are a number of cases in which conspicuous errors have been documented in the recall of emotional events, despite the great vividness and high confidence attached to these memories (Christianson, 1989; Linton, 1975, pp. 386-387; McCloskey, Wible, & Cohen, 1988;Neisser, 1982;Neisser & Harsch, 1990;Wagenaar & Groeneweg, 1990). Apparently, neither emotionality nor vividness provides any guarantee of memory accuracy.In fact, there is reason to believe that emotional events may be remembered less completely than neutral events.According to the Easterbrook hypothesis, physiological arousal leads to a "narrowing" of attention-that is, a reduction in the range of cues to which an organism is sensitive (e.g., Bruner, Matter, & Papanek, 1955;Easterbrook, 1959;Eysenck, 1982;Mandler, 1975). Since arousal generally accompanies emotion, emotion should also lead to this narrowing of attention. This should in tum lead to impoverished memories, since the "center" of the event might be well remembered, but little else will be. If, therefore, many details are subsequently recalled, these are likely to be after-the-fact reconstructions and, thus, open to error. A number of studies have examined these claims, but with conflicting results. Much of the research has examined memory for specific details about emotional events (color of clothing, details of background, etc.). It is This research was supported by funds from the Pew Charitable Trust and from Reed College. We thank Ben Harper for his help in completing Experiment I, and Audrey Wessler for her help in completing Experiment 2. Requests for reprints should be sent to the third author at Psychology Department, Reed College, Portland OR 97202 (e-mail: reisberg@reed.edu).presumably just these details that might be excluded by the hypothesized narrowing of attention. These specific ...

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“…Arousal, especially, is a complex concept that can be measured in many different ways. Eysenck (1976) categorized arousal into; i) subjective arousal -the innate state of arousal at the time of measurement; ii) item arousal -the arousal that is elicited by the stimulus; and iii) background arousal -the arousal that is not directly associated with the subject or the item, for instance, white noise.…”

Section: Modal and Dimensional Descriptorsmentioning

confidence: 99%

Age Differences in Arousal, Perception of Affective Pictures, and Emotional Memory Enhancement: Appraisal, Electrodermal Activity, and Imaging Data

Gavazzeni¹

2008

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Arousal, learning, and memory.

Abstract: Distinguishing stereotype threat from priming effects: The role of the social self and threat-based concerns.

Cited by 211 publications

References 67 publications

“work ethic” in pigeons: Reward value is directly related to the effort or time required to obtain the reward

“work ethic” in pigeons: Reward value is directly related to the effort or time required to obtain the reward

Remembering emotional events

Age Differences in Arousal, Perception of Affective Pictures, and Emotional Memory Enhancement: Appraisal, Electrodermal Activity, and Imaging Data

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