Memory for Emotional Events

Reisberg, Daniel; Heuer, Friderike

doi:10.1093/acprof:oso/9780195158564.003.0001

Cited by 238 publications

(241 citation statements)

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“…Given the low memory of contextual details in our task, future studies should examine whether propranolol, with its concurrent reduction in arousal, may influence the tradeoff in memory of central versus peripheral details with more easy tasks. A potential mechanism thereof may be a propranolol-linked broader attentional focus of emotional negatively valenced stimuli at encoding, including that of peripheral scene detail, resulting in better memory for peripheral details when propranolol is active during encoding (Mather, 2007;Reisberg & Heuer, 2004;Heuer & Reisberg, 1992).…”

Section: Discussionmentioning

confidence: 99%

Beta-adrenergic Blockade at Memory Encoding, but Not Retrieval, Decreases the Subjective Sense of Recollection

Rimmele

Lackovic

Tobe

et al. 2016

Journal of Cognitive Neuroscience

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Abstract■ Humans remember emotional events not only better but also exhibit a qualitatively distinct recollective experience-that is, emotion intensifies the subjective vividness of the memory, the sense of reliving the event, and confidence in the accuracy of the memory [Phelps, E. A., & Sharot, T. How (and why) emotion enhances the subjective sense of recollection. Current Directions in Psychological Science, 17, 147-152, 2008]. Although it has been demonstrated that activation of the betaadrenergic system, linked to increases in stress hormone levels and physiological arousal, mediates enhanced emotional memory accuracy, the mechanism underlying the increased subjective sense of recollection is unknown. Behavioral evidence suggests that increased arousal associated with emotional events, either at encoding or retrieval, underlies their increased subjective sense of recollection. Using a double-blind, placebo-controlled, withinsubject design, we showed that reducing arousal at encoding through oral intake of 80-mg of the beta-adrenergic receptor antagonist propranolol decreases the subjective sense of recollection for both negative and neutral stimuli 24 hr later. In contrast, administration of propranolol before memory retrieval did not alter the subjective sense of recollection. These results suggest that the neurohormonal changes underlying increased arousal at the time of memory formation, rather than the time of memory retrieval, modulate the subjective sense of recollection. ■

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Section: Discussionmentioning

confidence: 99%

Beta-adrenergic Blockade at Memory Encoding, but Not Retrieval, Decreases the Subjective Sense of Recollection

Rimmele

Lackovic

Tobe

et al. 2016

Journal of Cognitive Neuroscience

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“…It has been shown that people are more likely to pay attention to, remember, and learn from situations that elicit emotional reactions, than from those that do not (Holland & Kensinger, 2010;Kensinger, 2009;Reisberg & Heuer, 2004). Positive emotions have been shown to be associated with elevated dopamine levels in the brain, which improves cognitive flexibility and attention, as well as long-term and working memory functioning, all of which are important for learning (Ashby, Isen, & Turken, 1999).…”

Section: Introductionmentioning

confidence: 99%

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

2014

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PostprintThis is the accepted version of a paper published in European Journal of Psychology of Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. The study aims to assess the relative importance of a large number of variables for predicting students' positive activating emotions during mathematics learning. Participants were 668 firstyear upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students' perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students' emotional experiences during this lesson. Singleconstruct and multivariate models for predicting students' emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59% of the variance in students' emotional experiences. The two most important constructs were students' type of motivation and perceived degree of learning, which together predicted 48% of the students' emotions. Single-construct models predicted, at most, 36%. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

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“…Similarly, Reisberg and Heuer (2004) argued that emotional materials often (but not always) contain attention magnets that impair the processing of background information. Others have argued that good memory for emotional words is simply an artifact resulting from differences in the ease of organizing emotional and neutral words (Talmi & Moscovitch, 2004).…”

mentioning

confidence: 99%

The emotional memory effect: Differential processing or item distinctiveness?

Schmidt

Saari

2007

Mem Cogn

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A color-naming task was followed by incidental free recall to investigate how emotional words affect attention and memory. We compared taboo, nonthreatening negative-affect, and neutral words across three experiments. As compared with neutral words, taboo words led to longer color-naming times and better memory in both within-and between-subjects designs. Color naming of negative-emotion nontaboo words was slower than color naming of neutral words only during block presentation and at relatively short interstimulus intervals (ISIs). The nontaboo emotion words were remembered better than neutral words following blocked and random presentation and at both long and short ISIs, but only in mixed-list designs. Our results support multifactor theories of the effects of emotion on attention and memory. As compared with neutral words, threatening stimuli received increased attention, poststimulus elaboration, and benefit from item distinctiveness, whereas nonthreatening emotional stimuli benefited only from increased item distinctiveness.

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Memory for Emotional Events

Cited by 238 publications

References 0 publications

Beta-adrenergic Blockade at Memory Encoding, but Not Retrieval, Decreases the Subjective Sense of Recollection

Beta-adrenergic Blockade at Memory Encoding, but Not Retrieval, Decreases the Subjective Sense of Recollection

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

The emotional memory effect: Differential processing or item distinctiveness?

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