Post-learning stress enhances long-term memory and differentially influences memory in females depending on menstrual stage

Zoladz, Phillip R.; Peters, David M.; Cadle, Chelsea E.; Kalchik, Andrea E.; Aufdenkampe, Rachael L.; Dailey, Alison M.; Brown, Callie M.; Scharf, Amanda R.; Earley, McKenna B.; Knippen, Courtney L.; Rorabaugh, Boyd R.

doi:10.1016/j.actpsy.2015.07.008

Cited by 23 publications

(25 citation statements)

References 24 publications

(43 reference statements)

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“…Previous studies reported sex differences in stress effects on emotional learning (Andreano & Cahill, 2006;Merz & Wolf, 2017;Zoladz et al, 2015) and in the effects of cortisol on the reward system (Kinner et al, 2016). We controlled for potential sex differences by testing only men.…”

Section: Discussionmentioning

confidence: 99%

Stress effects on learning and feedback‐related neural activity depend on feedback delay

et al. 2019

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Section: Discussionmentioning

confidence: 99%

Stress effects on learning and feedback‐related neural activity depend on feedback delay

et al. 2019

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“…The analysis of results did not reveal any significant correlations with cognitive functions and stress; however, the available studies show that this area is important for scientific verification. The available results indicate, among others, that the differences in the performance of cognitive tasks are observed after a stressful event among women in the follicular phase, and those in the luteal phase of the menstruation cycle [33], or differences in emotional memory among women in the luteal phase of the menstruation cycle, and those who use hormonal contraception [34]. Here, the importance of hormones seems to be the key issue, which may certainly be reflected during the peri-menopausal period and after the menopause.…”

Section: Discussionmentioning

confidence: 99%

Stress at the place of work and cognitive functions among women performing intellectual work during peri- and post-menopausal period

Gujski

Pinkas

Juńczyk

et al. 2017

Int J Occup Med Environ Health

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“…Inclusion of the data from stressed participants who removed their hand from the water early had no significant effect on the observed results. Research has consistently shown that the CPT results in significant increases in subjective (e.g., affect, stress ratings) and objective (e.g., cortisol, autonomic arousal) measures of the stress response (Buchanan et al, 2006; Cahill et al, 2003; Schoofs et al, 2009; Zoladz et al, 2014b; Zoladz et al, 2014c; Zoladz et al, 2015). …”

Section: Methodsmentioning

confidence: 99%

Blunted cortisol response to acute pre-learning stress prevents misinformation effect in a forced confabulation paradigm

Zoladz

Cadle

Dailey

et al. 2017

Hormones and Behavior

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Research examining the effects of stress on false memory formation has been equivocal, partly because of the complex nature of stress-memory interactions. A major factor influencing stress effects on learning is the timing of stress relative to encoding. Previous work has shown that brief stressors administered immediately before learning enhance long-term memory. Thus, we predicted that brief stress immediately before learning would decrease participants’ susceptibility to subsequent misinformation and reduce false memory formation. Eighty-four male and female participants submerged their hand in ice cold (stress) or warm (no stress) water for 3 min. Immediately afterwards, they viewed an 8-min excerpt from the Disney movie Looking for Miracles. The next day, participants were interviewed and asked several questions about the video, some of which forced them to confabulate responses. Three days and three weeks later, respectively, participants completed a recognition test in the lab and a free recall test via email. Our results revealed a robust misinformation effect, overall, as participants falsely recognized a significant amount of information that they had confabulated during the interview as having occurred in the original video. Stress, overall, did not significantly influence this misinformation effect. However, the misinformation effect was completely absent in stressed participants who exhibited a blunted cortisol response to the stress, for both recognition and recall tests. The complete absence of a misinformation effect in non-responders may lend insight into the interactive roles of autonomic arousal and corticosteroid levels in false memory development.

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Post-learning stress enhances long-term memory and differentially influences memory in females depending on menstrual stage

Cited by 23 publications

References 24 publications

Stress effects on learning and feedback‐related neural activity depend on feedback delay

Stress effects on learning and feedback‐related neural activity depend on feedback delay

Stress at the place of work and cognitive functions among women performing intellectual work during peri- and post-menopausal period

Blunted cortisol response to acute pre-learning stress prevents misinformation effect in a forced confabulation paradigm

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