How do emotional stimuli influence perception, attention, and ultimately memory? This debate at the cross-section of emotion and cognition research has a long tradition. The emotional oddball paradigm (EOP) has frequently been applied to investigate the detection and processing of (emotional) change detection (Schlüter & Bermeitinger, 2017). However, the EOP has also been used to reveal the effects of emotional deviants on memory for serially presented stimuli. In this integrative article, we review the results of 29 experiments published between the years 2000 and 2017. Based on these data, we provide an overview of how the EOP is applied in the context of memory research. We also review and integrate the empirical evidence for memory effects in the EOP (with a special focus on retrograde and anterograde emotion-induced effects) and present theories of emotional memory as well as their fit with the results obtained by the EOP. Directions for future research are presented that would help to address important issues of the current debate around emotion-induced memory effects.

It is of the utmost importance for an organism to rapidly detect and react to changes in its environment. The oddball paradigm has repeatedly been used to explore the underlying cognitive and neurophysiological components of change detection. It is also used to investigate the special role of emotional content in perception and attention (emotional oddball paradigm; EOP). In this article, the EOP is systematically reviewed. The EOP is, for instance, used as a tool to address questions as to what degree emotional deviant stimuli trigger orientation reactions, which role the emotional context plays in the processing of deviant information, and how the processing of emotional deviant information differs interindividually (including clinical populations). Two main variants with regard to the emotionality of standards and deviants are defined. Most of the identified EOP studies report EEG data but an overview of behavioral data is also provided in this review. We integrate evidence from 99 EOP experiments and shape the EOP's theoretical background under the consideration of other paradigms’ mechanisms and theories.

AbstractContext-dependent memory (CDM) is the effect whereby information is retrieved more accurately in the presence of the contextual information that was present during encoding than in the absence of that contextual information. Most previous CDM experiments have focused on spatial location, but contexts such as sights, smells, and sounds have also been shown to be effective mnemonic cues, although the research is more limited. In relation to auditory contexts, much of the previous research has focused on music and on adults. We were interested in determining whether auditory CDM effects could be found in a classroom setting in school-aged children using background noises. Across two experiments we found that the reinstatement of the auditory context improved memory performance for 2nd, 3rd, and 5th grade students. Sounds, not just musical pieces, are stored in memory and can be effective contextual mnemonic cues. Further, (auditory) CDM effects can be found in young children. Teachers should be aware of the influence of contextual auditory cues in the classroom setting, and how this information is stored along with the focus of the teaching lesson.

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