Does Acute Stress Impact Declarative and Procedural Learning?

Abstract

It is well established that acute stress can influence memory function, yet its influence may differ across memory systems. Whereas stress sometimes exerts a negative influence on declarative learning, it does not necessarily harm learning in general, as demonstrated in the case of procedural learning. Probabilistic category learning is mediated by the striatum, but delaying feedback by a few seconds shifts learning to become more hippocampal-dependent. Here, we examined the influence of acute stress on this type of learning, under different conditions that favor either proceduralbased (immediate feedback) vs. declarative-based (delayed feedback) learning. Sixtytwo participants randomly assigned to either stress or non-stress groups, performed a probabilistic category learning task, in which they were instructed to learn associations between cues and outcomes under different feedback conditions (immediate feedback, short-delayed feedback, and long-delayed feedback). Acute stress was induced by the Maastricht Acute Stress Test (MAST), and stress levels were gauged by Galvanic Skin Response (GSR) measures and a self-reported questionnaire. Results showed that although the MAST was effective in inducing stress, this did not harm learning in either of the feedback conditions. These findings suggest that not all hippocampal-based learning types are negatively influenced by stress.

Creatine supplementation protects spatial memory and long-term potentiation against chronic restraint stress

“…Several studies have indicated that chronic stress disrupts spatial learning and memory formation (Ballan and Gabay, 2020). In agreement with these reports, we also observed that CRS impairs spatial memory.…”

Animal Models of Depression - Chronic Despair Model (CDM)

“…In our opinion, this overrates the cognitive flexibility of mice; however, it emphasizes the necessity for further assessments of a depressed state independent of immobility time. It can further be argued that other well-established animal models of depression as the Chronic Mild Stress test, produce similar outcomes; and that a depressed state or strong stressors impede, not increase learning both in humans and in animals 17,20,[26][27][28][29][30] . The burden of the animals is usually rated as high to extreme in animal research applications.…”

Effects of neuromodulation on cognitive and emotional responses to psychosocial stressors in healthy humans

“…While acute stressors may impact other cognitive outcomes such as declarative memory ( Ballan and Gabay, 2020 ; Cohen et al, 2020 ), learning ( Becker and Rohleder, 2020 ; Wirz et al, 2018 ) and long-term memory ( Henckens et al, 2009 ; Klier and Buratto, 2020 ), these major domains of EF are important in various aspects of healthy and pathological behavior and serve as useful markers for investigating effects of stressors on cognitive function. The PFC plays a major role in EF; however, specific PFC subregions and their related neural pathways differ depending on the domain of EF.…”