The slow forgetting of emotional episodic memories: an emotional binding account

Yonelinas, Andrew P.; Ritchey, Maureen

doi:10.1016/j.tics.2015.02.009

Cited by 249 publications

(291 citation statements)

References 126 publications

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“…To predict emotion, people also rely on memories of how they felt in similar circumstances in the past [12]. The most accessible memories often concern experiences that were particularly emotionally intense [13]. Basing predictions these unrepresentative memories can lead to overestimating future emotion [14].…”

Section: Similar Sources and Patterns Of Bias When Predicting And Remmentioning

confidence: 99%

“…When experiencing intense emotion, attention narrows to central or salient features of events at the expense of more peripheral features [13]. Thus, the features of events that come to mind when people are predicting or remembering emotion are also likely to be salient when people are experiencing the peak intensity of emotion, promoting accuracy.…”

Section: Similar Sources and Patterns Of Bias When Predicting And Remmentioning

confidence: 99%

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Bias in predicted and remembered emotion

Levine

Lench

Karnaze

et al. 2018

Current Opinion in Behavioral Sciences

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Predicting and remembering emotion both rely on the episodic memory system which is constructive and subject to bias. In keeping with the common cognitive processes underlying prospection and retrospection, people show similar strengths and weaknesses when they predict how they will feel in the future and remember how they felt in the past. Recent findings reveal that people predict and remember the intensity of emotion more accurately than their overall or general emotional response, and whether emotion is over-or underestimated depends on how people's attention to, and appraisals about, events change over time. People's phenomenological experience differs markedly when they are predicting versus remembering emotion, however.Phenomenological cues, such as intensity and autonoetic experience, make predicted emotion a more compelling guide for decisions, even when inaccurate. Highlights:• The episodic memory system supports predicting and remembering emotional experience • Similar patterns of accuracy and bias characterize predicted and remembered emotion • Intensity is represented more accurately than overall emotional experience • The direction of bias depends on how attention and event appraisals shift over time • Phenomenological experience differs markedly for predicted and remembered emotion

show abstract

Section: Similar Sources and Patterns Of Bias When Predicting And Remmentioning

confidence: 99%

Section: Similar Sources and Patterns Of Bias When Predicting And Remmentioning

confidence: 99%

Bias in predicted and remembered emotion

Levine

Lench

Karnaze

et al. 2018

Current Opinion in Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…People have superior memory for emotional events relative to neutral ones, with emotional memories being significantly less likely to be forgotten over time [60]. Emotional memory is impaired following lesions to the medial temporal lobes that encompass the amygdala, hippocampus, and perirhinal cortex [61,62].…”

Section: Mapping the Four Component Abilities Of Eimentioning

confidence: 99%

‘Emotional Intelligence’: Lessons from Lesions

Hogeveen

Salvi

Grafman

2016

Trends in Neurosciences

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‘Emotional intelligence’ (EI) is one of the most highly used psychological terms in popular nomenclature, yet its construct, divergent, and predictive validities are contentiously debated. Despite this debate, the EI construct is composed of a set of emotional abilities – recognizing emotional states in the self and others, using emotions to guide thought and behavior, understanding how emotions shape behavior, and emotion regulation – that undoubtedly influence important social and personal outcomes. In this review, evidence from human lesion studies is reviewed in order to provide insight into the necessary brain regions for each of these core emotional abilities. Critically, we consider how this neuropsychological evidence might help to guide efforts to define and measure EI.

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“…This pattern would be especially expected when recognition is tested for the solution word alone (Experiment 2). However, recollection does depend on remembering some details about the encoding episode (Gardiner, Ramponi, & Richardson-Klavehn, 1998), for which relational encoding is especially important (Yonelinas & Ritchey, 2015). Moreover, emotional arousal during stimulus encoding has specifically been reported to enhance recollection (Anderson, Yamaguchi, Grabski, & Lacka, 2006;Yonelinas & Ritchey, 2015).…”

Section: Hypothesesmentioning

confidence: 99%

Problem Solving as an Encoding Task: A Special Case of the Generation Effect

Kizilirmak

Wiegmann²,

Richardson‐Klavehn³

2016

The Journal of Problem Solving

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Recent evidence suggests that solving problems through insight can enhance long-term memory for the problem and its solution. Previous findings have shown that generation of the solution as well as experiencing a feeling of Aha! can have a beneficial relationship to later memory. These findings lead to the question of how learning in problem-solving tasks in which a novel solution needs to be generated-such as in tasks used to study insightdiffers from the classical generation effect. Because previous studies on learning from insight on one hand and the generation effect on the other hand have measured different types of memory, the present study examined two kinds of memory measures: indirect (solving old and new problems at test) and direct (recognition memory). At encoding, we manipulated whether participants had the chance to solve Compound Remote Associates Task items and compared later memory for generated solutions (generate condition) to solutions that were presented after failing to generate one (fail-to-generate condition), and to solutions that were presented without a chance at generation (read condition). Participants also reported if they had an Aha! experience for each problem. While both Aha! experiences and generated solutions were associated with more positive emotional responses, only the generation variable was associated with differences in later memory performance. While attempts to generate had an advantage over the read condition in recognition memory performance (generate > fail-to-generate > read), only when generation was successful did it enhance the solution rate of old items during testing (generate > read > fail-to-generate). Contrary to generation effects with other verbal stimuli, these results suggest that the generation effect in problem-solving tasks in which a novel solution needs to be found differs from the classical generation effect. Seeing a correct solution for a longer time (read) seems in the current case to be more helpful for solving the same problem later on, compared to being presented with the solution after a failed attempt at problem solving.

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The slow forgetting of emotional episodic memories: an emotional binding account

Cited by 249 publications

References 126 publications

Bias in predicted and remembered emotion

Bias in predicted and remembered emotion

‘Emotional Intelligence’: Lessons from Lesions

Problem Solving as an Encoding Task: A Special Case of the Generation Effect

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