Short-term memory as a function of personality and imagery

Tanwar, Uma; Malhotra, Dalip

doi:10.1016/0191-8869(92)90040-v

Cited by 8 publications

(6 citation statements)

References 29 publications

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“…Following the findings of arousal-related research [28,29,30,31], our study confirmed that an increase in arousal beyond the optimal level due to the coupling of several high arousal factors (e.g., high SAM or HPA daytime hormones in the luteal phase or nighttime rebound mirror of low SAM and HPA hormones in the luteal phase) was associated with an increase in negative moods. However, an increase in arousal helped improve mood in subjects in relatively low arousal conditions (follicular phase or off day) by shifting their level of arousal due to high SAM or HPA daytime hormone levels increasing to an optimal level.…”

Section: Discussionsupporting

confidence: 87%

“…In accordance with arousal/activation theory, the prior studies suggest that individuals who are in a midarousal state will show less disturbance in their behavior or emotional state [28,29,30,31], whereas either downward or upward deviation from optimal arousal level will be associated with greater disturbance. Thus, a hyperarousal condition (e.g., complex of higher stress hormone level, higher arousal menstrual phase, greater environmental/social stress) should determine negative mood states, and a hypoarousal condition (e.g., complex of low stress hormone level, lower arousal menstrual phase, lower stress) should also be related to negative mood states, whereas a midarousal condition should be related to positive mood states.…”

Section: Introductionmentioning

confidence: 71%

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Moods in everyday situations: effects of menstrual cycle, work, and stress hormones

Davydov¹,

Shapiro

Goldstein

et al. 2005

Journal of Psychosomatic Research

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Objective: This study examined women's mood responsiveness on work and off days during different phases of the menstrual cycle. Methods: Self reports of negative, positive, and energy dimensions of mood were obtained throughout the day on two work and two off days during the luteal and follicular phases of the menstrual cycle in 203 women nurses. Individual differences in daytime and nighttime epinephrine, norepinephrine, and cortisol were assessed. Results: High daytime norepinephrine, epinephrine, and cortisol levels were associated with higher ratings of stress and tired, and with lower ratings of happy. Phase of the menstrual cycle and the day factor (work day, off day) were also associated with mood differences, and the direction of the effects depended on hormone levels and hormone sampling period. Conclusion: The experience of moods is affected by arousalrelated interaction of hormone levels with phase of the menstrual cycle and occupational stress.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 71%

Moods in everyday situations: effects of menstrual cycle, work, and stress hormones

Davydov¹,

Shapiro

Goldstein

et al. 2005

Journal of Psychosomatic Research

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“…There are reports of negative associations between cognitive performance and shyness in both the child (Asendorpf, 1994; Blankson, O’Brien, Leerkes, Marcovitch, & Calkins, 2011; Crozier & Hostettler, 2003; Hadwin, Brogan, & Stevenson, 2005; Hughes & Coplan, 2010; Ludwig & Lazarus, 1983; Ng & Lee, 2010; Tanwar & Malhotra, 1992) and adult research literatures (Derakshan & Eysenck, 1998; Elliman, Green, Rogers, & Finch, 1997; Eysenck & Calvo, 1992; Gray & Braver, 2002; Johnson & Gronlund, 2009; Lieberman, 2000; Lieberman & Rosenthal, 2001). In general, children who are categorized as temperamentally shy and adults who are comparably categorized as introverted or socially anxious are at a disadvantage on various measures of cognitive ability (e.g., executive function, working memory, inhibitory control, and attentional control) compared to individuals who are less shy and introverted 1…”

Section: Associations Between Cognitive Performance and Shynessmentioning

confidence: 99%

A longitudinal perspective on the association between cognition and temperamental shyness

Wolfe

Zhang

Kim‐Spoon

et al. 2014

International Journal of Behavioral Development

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Moderate, yet relatively consistent, associations between cognitive performance and shyness have been reported throughout the child and adult literatures. The current study assessed longitudinal associations between cognition (i.e., executive functioning) and parent-report temperamental shyness from infancy to early childhood and used temporal order to explore directionality of the relations. Two hundred eleven children contributed data at multiple ages (5-months, 10-months, 2-years, 3-years, and 4-years). The results indicated a complex pattern of association between cognition and shyness in early development and provided tentative support for both cognitive ability and temperament as causal agents at different developmental time points.

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“…For example, in a sample of fourth- and fifth-grade students, shy children performed less well on the Stroop Color-Word Test than did their less shy counterparts (Ludwig & Lazarus, 1983). Additionally, studies have shown a negative relationship between shyness and working memory (Humphreys & Revelle, 1984; Lieberman, 2000; Tanwar & Malhotra, 1992). …”

Section: Shyness and Vocabulary: The Roles Of Executive Functioning Amentioning

confidence: 99%

Shyness and Vocabulary: The Roles of Executive Functioning and Home Environmental Stimulation

Blankson¹,

O’Brien²,

Leerkes³

et al. 2011

Merrill-Palmer Quarterly

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Although shyness has often been found to be negatively related to vocabulary, few studies have examined the processes that produce or modify this relation. The present study examined executive functioning skills and home environmental stimulation as potential mediating and moderating mechanisms. A sample of 3.5-year-old children (N=254) were administered executive functioning tasks and a vocabulary test during a laboratory visit. Mothers completed questionnaires assessing child shyness and home environmental stimulation. Our primary hypothesis was that executive functioning mediates the association between shyness and vocabulary, and home environmental stimulation moderates the relation between executive functioning and vocabulary. Alternative hypotheses were also tested. Results indicated that children with better executive functioning skills developed stronger vocabularies when reared in more, versus less, stimulating environments. Implications of these results are discussed in terms of the role of shyness, executive functioning, and home environmental stimulation in early vocabulary development. KeywordsShyness; Vocabulary; Mediation; Executive Function; Environment Shyness and Vocabulary: The Roles of Executive Functioning and Home Environmental StimulationAlthough there are currently different conceptualizations about the origins and definitions of shyness, one common thread among various definitions is that shyness involves wariness about, and fear of, people and social stimuli that are unfamiliar (Eisenberg, Shepard, Fabes, Murphy, & Guthrie, 1998;Evans, 2001;Gartstein & Rothbart, 2003). In young children, shyness is usually measured through behavioral observation (e.g., crying at presentation of a novel stimulus), physiological reactivity (e.g., heart rate increase accompanying presentation of an unfamiliar stimulus), and parent reports of child behavior (e.g., child is uncomfortable asking other children to play; child does not like to try new activities; child is wary of strangers). Using various indicators, individual differences in shyness have been observed at (Asendorpf, 1990;Burgess, Marshall, Rubin, & Fox, 2003;Sanson, Pedlow, Cann, Prior, & Oberklaid, 1996;Scarpa, Raine, Venables, & Mednick, 1995). Shyness is thought to be maladaptive (Schmidt & Tasker, 2000;Scott, 2006) and indeed, childhood shyness has been found to be related to health and behavior problems (Evans, 2001;Kerr, 2000). Evidence has also indicated that shyness is related to social maladjustment--peer rejection, anxiety, depression, and loneliness (Rubin, LeMare, & Lollis, 1990;Sroufe, 1977)--and that these relationships extend into adolescence (Kerr, 2000).The significance of early temperamental characteristics, such as shyness, to later development makes it important to investigate such characteristics and the conditions under which they may or may not be related to outcomes. Although there has been research conducted on the psychosocial correlates of early childhood shyness, research on the cognitive correlates of earl...

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Short-term memory as a function of personality and imagery

Cited by 8 publications

References 29 publications

Moods in everyday situations: effects of menstrual cycle, work, and stress hormones

Moods in everyday situations: effects of menstrual cycle, work, and stress hormones

A longitudinal perspective on the association between cognition and temperamental shyness

Shyness and Vocabulary: The Roles of Executive Functioning and Home Environmental Stimulation

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