Differential effects of arousal in positive and negative autobiographical memories

Abstract

Autobiographical memories are characterized by a range of emotions and emotional reactions. Recent research has demonstrated that differences in emotional valence (positive v. negative emotion) and arousal (the degree of emotional intensity) differentially influence the retrieved memory narrative. Although the mnemonic effects of valence and arousal have both been heavily studied, it is currently unclear whether the effects of emotional arousal are equivalent for positive and negative autobiographical events. In the current study, multilevel models were used to examine differential effects emotional valence and arousal on the richness of autobiographical memory retrieval both between and within subjects. Thirty-four young adults were asked to retrieve personal autobiographical memories associated with popular musical cues and to rate the valence, arousal, and richness of these events. The multilevel analyses identified independent influences of valence and intensity upon retrieval characteristics at the within and between subject levels. In addition, the within subject interactions between valence and arousal highlighted differential effects of arousal for positive and negative memories. These findings have important implications for future studies of emotion and memory, highlighting the importance of considering both valence and arousal when examining the role emotion plays in the richness of memory representation.

Predictable chaos: a review of the effects of emotions on attention, memory and decision making

“…Principal component and multidimensional scaling analyses based on self-reports have supported the two-dimensional circumplex model of emotions (Friedman 2010). Furthermore, both valence and arousal have been shown to have independent influences on memories for autobiographical events (Ford et al 2012;Kensinger and Corkin 2004).…”

The effects of song familiarity and age on phenomenological characteristics and neural recruitment during autobiographical memory retrieval.

“…The utility of musical cues in eliciting autobiographical memories has been well-documented in the literature (Barrett et al, 2010; Cady et al, 2008; Ford et al, 2011, 2012, 2014; Janata et al, 2007; Janata, 2009b; Schulkind & Woldorf, 2005), with the efficacy of these cues related to self-reported song familiarity (Barrett et al, 2010; Janata et al, 2007). Familiarity-related enhancements in temporal specificity and emotional positivity in the current study provide additional clarification regarding this relation between song familiarity and autobiographical memory, revealing that song familiarity not only increases the likelihood of retrieving a memory (Janata et al, 2007), but also enhances the subjective memory representation.…”

Effects of task instruction on autobiographical memory specificity in young and older adults

“…This differential increase leads to more equivalent performance between the two groups in the current study. Additionally, we have previously used music in studies with young adults to elicit detailed memories from various levels of specificity without explicit instruction (Ford et al, 2011; 2012). Such variety allows for the inclusion of multiple retrieval conditions with fewer task demands.…”

“…There was a specific memory condition, a general memory condition, and an unrestricted memory condition. This unrestricted instruction condition has been used in our previous research with young adults (Ford et al, 2011, 2012). Two lists of songs (i.e., age-specific and movie songs) were included for each instruction condition (i.e., general, specific, and unrestricted) resulting in six lists.…”