Happiness increases verbal and spatial working memory capacity where sadness does not: Emotion, working memory and executive control

Storbeck, Justin; Maswood, Raeya

doi:10.1080/02699931.2015.1034091

Cited by 74 publications

(59 citation statements)

References 56 publications

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“…Additional assessments were completed (at the beginning of the visit) to ensure that conditions were similar on these parameters. To assess mood status, which may influence memory capacity [46], participants completed the Positive and Negative Affect Schedule (PANAS) [47]. For this mood survey, participants rated 20 items (e.g., excited, upset, irritable, attentive) on a Likert scale (1, very slightly or not at all; to 5, extremely), with half of the items constituting a "positive" mood state, with the other half being a "negative" mood state.…”

Section: Additional Assessmentsmentioning

confidence: 99%

Experimental Effects of Exercise on Forgetting

Ferguson¹,

Cantrelle²,

Loprinzi³

2018

obm icm

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Background: The present study evaluates the effects of selective directed forgetting (SDF) and directed forgetting (DF) on subsequent memory retrieval and investigate whether acute exercise can facilitate the effects of SDF. Methods: A four-arm (n=20 per group; N=80; M age =20 yrs), parallel-group, randomized controlled experiment was employed. The four groups included: 1) exercise plus SDF (Ex+SDF), 2) SDF only (SDF), 3) DF only (DF) and 4) R (remember) only (R). Participants viewed two separate word lists (list 1 and list 2; L1 and L2). Based on group assignment, participants were directed to either forget, selectively forget, or remember List 1. Outcome parameters included the number of words recalled from L1 and L2. Generally, participants directed to forget L1 tend to recall more words from L2. Thus, L1 represents forgetting whereas L2 represents the degree of memory enhancement. The exercise protocol involved a 15-minute bout of moderate-intensity treadmill exercise. Results: We observed a significant main effect for L1 Item-Type (F=18.0, P<.

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Section: Additional Assessmentsmentioning

confidence: 99%

Experimental Effects of Exercise on Forgetting

Ferguson¹,

Cantrelle²,

Loprinzi³

2018

obm icm

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“…A tarefa de n-back foi incluída em dois artigos (Lindström & Bohlin, 2011;Hur, Iordan, Dolcos, & Berenbaum, 2016). Outros artigos contemplaram tarefas de span simples que mediam a memória de curto prazo (Bergmann, Rijpkema, Fernandez, & Kessels, 2012;Fairfield, Mammarella, Domenico, & Palumbo, 2014;Esmaeili, Karimi, Tabatabaie, Moradi, & Farahini, 2011;Gotoh, 2012;Gotoh, Kikuchi & Olofsson, 2010;Xie & Zhang, 2016), Operation Span Task -OSPAN (Storbeck & Maswood, 2015), e o método de interferência seletiva (Levens & Phelps, 2008) vinculados ao modelo de Baddeley.…”

Section: Artigos Com Delineamento Estritamente Comportamentaisunclassified

“…Usando uma tarefa de discriminação de cores e de detecção de alvo com palavras afetivas com retro-pistas espaciais, Gotoh et al (2010) descobriram que estímulos negativos geraram tempos de resposta mais curtos em comparação com os estímulos verbais neutros e positivos. Em outro artigo, Gotoh (2012) Considerando a linha conceitual que suporta os resultados dos trabalhos apresentados, dois dos dez artigos (Fairfield et al, 2014;Xie & Zhang, 2016) (Hur et al, 2016;Levens & Phelps, 2008;Lindström & Bohlin, 2011;Storbeck & Maswood, 2015;Gotoh, 2012;Gotoh et al, 2010)…”

Section: Artigos Com Delineamento Estritamente Comportamentaisunclassified

Relations Between Emotion and Working Memory: Evidence From Behavioural and Psychophysiological Studies

Ribeiro¹,

Albuquerque²,

Santos³

2018

psicolestud

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Resumo. Baddeley (2007) propôs o Detector Hedônico para explicar a relação entre as emoções e memória operacional (MO). Esta revisão teve como objetivo sistematizar evidências da influência das emoções no desempenho em tarefas de MO a partir de artigos atuais e sua associação com o sistema Hedônico. Para isso, foi realizada uma pesquisa em variadas bases de dados que gerou 103 artigos em um período restrito (2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017). Foram selecionados dez artigos combinando testes comportamentais com medidas psicofisiológicas e dez artigos utilizando tarefas estritamente comportamentais. Em todas as abordagens foi observado que o tipo de demanda cognitiva subjacente à tarefa foi crucial para entender como o desempenho da MO é influenciado pelas emoções. Além disso, foi possível detectar uma tendência para explicação dos resultados com base no processamento executivo relacionado a um modelo neural da MO, visto que apenas um artigo comportamental explicou os resultados com base no sistema de detecção Hedônica.Palavras-chave: Emoção; memória operacional; revisão sistemática. (2007) proposed the Hedonic Detection to explain the connection between emotion and working memory (WM). This review aimed to systematize evidence of the influence of emotion on performance of WM tasks and its association with the Hedonic system on current studies. We carried out a database research that generated 103 papers in a restricted period (2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017). Ten papers combining behavioural tests with psychophysiological measures and ten papers using strictly behavioural tasks were selected. In all approaches were observed that the type of cognitive request underlying the task is crucial to understand how WM performance is influenced by emotion. Besides, was possible to detect a trend in the literature to focus on executive process related to a neural model for WM, since just only one behavioural paper explained the results based on Hedonic Detector system. (2007) ha propuesto Detector Hedónica en un intento de explicar la conexión entre emoción y memoria operativa (MO). En la presente revisión se tuvo como objetivo sistematizar a partir de artículos actuales la influencia de las emociones en la performance de tareas de MO a partir de artículos actuales y su asociación con el sistema Hedónico. Para ello, llevamos a cabo una búsqueda exhaustiva que generó 103 artículos con un período restringido (2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017). Se seleccionaron 10 artículos conductuales combinados con medidas psicofisiológicas y otros 10 utilizaron solo medidas conductuales. En ambos abordajes se observó que el tipo de demanda cognitiva presente en la tarea es crucial para comprender cómo la ejecución en la tarea es influenciada por la emoción. Además, fue posible detectar una tendencia en la literatura a centrarse en el proceso ejecutivo relacionado con un modelo neural de MO; ya que solo un estudio conductual explicó sus resultad...

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“…Emotions are related to motivational processes, self-efficacy, and active engagement, each of which has a salient role in productive learning in schooling contexts (Pekrun, Elliot & Maier, 2006). In research on adult learning, positive emotions have been found to broaden the scope of perception, whereas anxiety and fear have been connected to a narrowing of the perception and curiosity necessary for active and agentic learning (Fredrickson & Branigan, 2002;Perry, 2006;Storbeck & Maswood, 2015;Sung & Yih, 2015). In team-based learning, social and self-conscious emotions such as compassion, love, shame, anxiety, and anger have been found to influence how team members see each other, and how they perceive the future of the team (Homan, Van Kleef & Sanchez-Burks, 2015).…”

Section: Introductionmentioning

confidence: 99%

A multi-componential methodology for exploring emotions in learning

Eteläpelto

Kykyri

Penttonen

et al. 2018

FLR

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Studies on emotions in learning are often based on interviews conducted after the learning. These do not capture the multi-componential nature of emotions, nor how emotions are related to the processes of learning. We see emotions as dimensional, multi-componential responses to personally meaningful events and situations. In this methodologically advanced pilot study we developed a multi-componential methodology, capable of providing complementary information on emotions in professional learning. For this purpose, we used a within-subject design applied to a single individual, with a focus on emotions during professional learning. Within a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation in which she had previously participated. The data were gathered through (i) self-reports of emotions via the Emotion Circle (EC) online assessment tool, (ii) measures of autonomic nervous system (ANS) activity obtained via Electrodermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Selfreports of emotions via EC, and also the emotion-driven SRI, were found to be productive, not only in detailing and explaining emotions experienced during the viewing of the videos, but also in bringing about reflective learning and novel insights. EDA and HRV provided complementary information on the subject's ANS activity during the learning process. We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning. Eteläpelto et al 7 | F L R AcknowledgmentProfessor Anneli Eteläpelto's highly-meritorious professional career in the field of adult education at University of Jyväskylä (Finland) will continue in her new role as an emerita. We greatly appreciate her years of dedication to research, and especially all the inspiring ideas she has introduced over the years! Among other roles, she has served the academic community as the coordinator of EARLI SIG14 "Learning and Professional Development" and hosted the SIG meeting in 2008. Further, she is renowned for her repeated successes in securing prestigious grants from the Academy of Finland and elsewhere. Anyone who has had been fortunate enough to collaborate with Anneli has probably found her an inspiring colleague and, sometimes, surprising in her contributions. In her new role as a professor emerita, she will undoubtedly continue to contribute actively to the discourse on learning and professional development. This special issue describes a starting point for new direction of research, which she has actively advocated, and we hope she will remain involved in these developments also in the future to see the vision for which she advocated fully realised.All the best and warm regards on behalf of all your colleagues! Christian, Raija, Erno, and Stephen 8 | F L R Recent studies have shown that processes of group-based identity learning are particularly imbued...

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Happiness increases verbal and spatial working memory capacity where sadness does not: Emotion, working memory and executive control

Cited by 74 publications

References 56 publications

Experimental Effects of Exercise on Forgetting

Experimental Effects of Exercise on Forgetting

Relations Between Emotion and Working Memory: Evidence From Behavioural and Psychophysiological Studies

A multi-componential methodology for exploring emotions in learning

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