Modulation of long-term memory by arousal in alexithymia: The role of interpretation

Nielson, Kristy A.; Meltzer, Mitchell A.

doi:10.1016/j.concog.2009.06.001

Cited by 31 publications

(34 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Notably, no specific semantic relationship existed between either the control or experimental stimuli and course materials. The current study supports previous studies showing that post-learning arousal improves long-term memory performance (e.g., Nielson & Bryant, 2005;Nielson & Jensen, 1994;Nielson & Lorber, 2009;Nielson & Meltzer, 2009;Nielson & Powless, 2007;Nielson et al, 1996, and extends them for the first time to a real-world memory context.…”

supporting

confidence: 91%

“…These treatments include invasive approaches, such as moderate doses of norepinephrine (Southwick et al, 2002), epinephrine (Cahill & Alkire, 2003), glucose (in older adults;Manning, Parsons, & Gold, 1992), and nicotine (Colrain, Mangan, Pellett, & Bates, 1992); and non-invasive treatments, such as moderate muscle tension (Nielson & Jensen, 1994 (in older and young adults); Nielson, Radtke, & Jensen, 1996), stress (Cahill, Gorski, & Le, 2003), rewards (Nielson & Bryant, 2005) and negative or positive emotional arousal induction (Nielson & Bryant, 2005;Nielson & Powless, 2007;Nielson, Yee, & Erickson, 2005). For the effects produced by emotional arousal, the impact on memory performance is not dependent upon subjective response to the arousal (Nielson & Meltzer, 2009) or semantic relatedness of the stimulus to the memoranda (Nielson & Bryant, 2005;Nielson & Meltzer, 2009;Nielson & Powless, 2007;, but it can be mediated by emotion regulation traits and a Learning and Memory, Vol 98, No. 1 (July 2012): pg.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Nielson

Arentsen

2012

Neurobiology of Learning and Memory

Self Cite

View full text Add to dashboard Cite

Laboratory studies examining moderate physiological or emotional arousal induced after learning indicate that it enhances memory consolidation. Yet, no studies have yet examined this effect in an applied context. As such, arousal was induced after a college lecture and its selective effects were examined on later exam performance. Participants were divided into two groups who either watched a neutral video clip (n = 66) or an arousing video NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Learning and Memory, Vol 98, No. 1 (July 2012): pg. 12-16. DOI. This article is © Elsevier and permission has been granted for this version to appear in e-Publications@Marquette. Elsevier does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Elsevier. Neurobiology of2 clip (n = 70) after lecture in a psychology course. The final examination occurred two weeks after the experimental manipulation. Only performance on the group of final exam items that covered material from the manipulated lecture were significantly different between groups. Other metrics, such as the midterm examination and the total final examination score, did not differ between groups. The results indicate that post-lecture arousal selectively increased the later retrieval of lecture material, despite the availability of the material for study before and after the manipulation. The results reinforce the role of post-learning arousal on memory consolidation processes, expanding the literature to include a real-world learning context.

show abstract

supporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Nielson

Arentsen

2012

Neurobiology of Learning and Memory

Self Cite

View full text Add to dashboard Cite

show abstract

“…Up to now, the observed impairments in emotion recognition were mainly found using negative emotions (e.g., anger and sadness). Most previous studies have involved visual stimuli like emotional facial expressions (EFE), pictures, videos or words (Berthoz et al, 2002;Franz et al, 2004;Meriau et al, 2006Meriau et al, , 2009Nielson and Meltzer, 2009;Pollatos and Gramann, 2011;Ridout et al, 2010;Vermeulen and Luminet, 2009;Vermeulen et al, 2006Vermeulen et al, , 2008 angry faces, and tend to rate fearful faces as less intense than individuals with a lower level of alexithymia (LA) (Prkachin et al, 2009). Despite the importance of emotions conveyed through the auditory channel in social interactions, few studies have examined their processing in alexithymia (Goerlich et al, 2012(Goerlich et al, , 2011Schafer et al, 2007;Swart et al, 2009;Vermeulen et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Joint effect of alexithymia and mood on the categorization of nonverbal emotional vocalizations

Bayot¹,

Pleyers²,

Kotsou³

et al. 2014

Psychiatry Research

View full text Add to dashboard Cite

General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. The role of stable factors, such as alexithymia (i.e., difficulties identifying and expressing feelings, externally oriented cognitive style), or temporary factors, such as affective states (mood), on emotion perception has been widely investigated in the literature. However, little is known about the separate or joint effect of the alexithymia level and affective states (positive affectivity, negative affectivity) on the recognition of nonverbal emotional vocalizations (NEV) (e.g., laughs, cries, or sighs). In this study, participants had to categorize NEV communicating 10 emotions by selecting the correct verbal emotional label. Results show that the level of alexithymia is negatively correlated to the capacity to accurately categorize negative vocalizations, and more particularly sad NEV. On the other hand, negative affectivity appeared negatively correlated with the ability to accurately categorize NEV in general, and negative vocalizations in particular. After splitting the results by the alexithymia level (high vs. low scorers), significant associations between mood and accuracy rates were found in the group of high alexithymia scorers only. These findings support the idea that alexithymic features act across sensory modalities and suggest a mood-interference effect that would be stronger in those individuals.

show abstract

“…The PANAS subscales have been empirically linked to changes in physiological indices of affective responding (e.g., heart rate, body tempurature, fatigue; Ilies, Dimotakis, & Watson, 2010;Watson, Wiese, Vaidya, & Tellegen, 1999). Our own previous work has also demonstrated subjective and physiological response to isometric handgrip tension in elders (Nielson & Jensen, 1994), and between PANAS and physiological indices using other arousal manipulations (Nielson & Meltzer, 2009;Stone & Nielson, 2001). …”

Section: Arousal Manipulation Checkmentioning

confidence: 77%

“…Information and events that are physiologically arousing, whether or not they evoke specific emotional reactions, are often better remembered than neutral or mundane information and events (McGaugh, 2000;Nielson & Jensen, 1994;Nielson & Meltzer, 2009). Typically, this enhancement of memory is apparent at longer (e.g., hours, days) vs. shorter retrieval delays (e.g., Costa-Miserachs, Portell-Cortés, Aldavert-Vera, Torras-García, & Morgado-Bernal, 1994;Revelle & Loftus, 1992;Torras-Garcia, Portell-Cortés, Costa-Miserachs, & Morgado-Bernal, 1997).…”

Section: Introductionmentioning

confidence: 99%

Muscle tension induced after learning enhances long-term narrative and visual memory in healthy older adults

Nielson

Wulff

Arentsen

2014

Neurobiology of Learning and Memory

Self Cite

View full text Add to dashboard Cite

Arousing events are better remembered than mundane events. Indeed, manipulation of arousal, such as by muscle tension, can influence memory even when it occurs shortly after learning. Indeed, our founding study showed this approach can raise delayed memory performance in older adults to a level comparable to that of unaided young adults. Yet, systematic studies, especially those investigating different modalities or types of memory, have not been done. This study investigated the effects of a brief bout of isometric exercise via handgrip on narrative and visuospatial episodic memory in healthy elders. Forty-seven participants completed the Logical Memory subtest of the Wechsler Memory Scales III (LM) and the Benton NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page.[Neurobiology of Learning and Memrory, Vol 109, (March 2014): pg. 144-150. DOI. This article is © Elsevier and permission has been granted for this version to appear in e-Publications@Marquette. Elsevier does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from [Elsevier].] 2 Visual Retention Test (BVRT), followed alternately by no treatment and by moderately squeezing a sand-filled latex ball for 1-min (counterbalanced order and test forms). Isometric exercise significantly increased both positive and negative affect ratings. Retention was tested 2 weeks later. Delayed recall and recognition of LM was enhanced by arousal relative to control, as was recognition of the BVRT. The results extend past findings that muscle tension induced after learning modulates memory consolidation, extending findings in elders to suggest that a simple form of isometric exercise can have practical effects, such as aiding memory for stories and images.

show abstract

Modulation of long-term memory by arousal in alexithymia: The role of interpretation

Cited by 31 publications

References 56 publications

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Joint effect of alexithymia and mood on the categorization of nonverbal emotional vocalizations

Muscle tension induced after learning enhances long-term narrative and visual memory in healthy older adults

Contact Info

Product

Resources

About