Enhanced post-learning memory consolidation is influenced by arousal predisposition and emotion regulation but not by stimulus valence or arousal

Abstract

Emotionally arousing stimuli are more memorable than neutral ones and arousal induced after learning enhances later retrieval. However, there is as yet little study of how stimulus qualities might interact with induced arousal and how individual differences might influence the modulation of memory. Thus, the present study examined the effect of arousal induced after learning on memory for words that varied in both arousal and valence quality, as well as the influence of three individual differences factors that are known to influence arousal response: emotional suppression, emotional reappraisal, and arousal predisposition. Seventy-six adults (57 female) viewed and rated 60 words that normatively ranged from high to low in arousal and valence. Ten minutes later, they viewed a 3-min comedic or neutral video clip. Arousal induced after learning enhanced 1-week delayed memory, spanning the lengthy task without preference for word type or serial position, contrasting with reports of arousal effects interacting with stimulus NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page.

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

“…Notably, no specific semantic relationship existed between either the control or experimental stimuli and course materials. The current study supports previous studies showing that post-learning arousal improves long-term memory performance (e.g., Nielson & Bryant, 2005;Nielson & Jensen, 1994;Nielson & Lorber, 2009;Nielson & Meltzer, 2009;Nielson & Powless, 2007;Nielson et al, 1996, and extends them for the first time to a real-world memory context.…”

“…Clearly, more forms of memory and modulation approaches need to be investigated to determine the precise effects, mechanisms and relevant covariates in humans. Some recent studies have shown individual differences in the efficacy of post-learning arousal, including such factors as arousal predisposition and emotion regulation strategy tendencies (Nielson & Lorber, 2009). Finally, the sample in the current study was predominantly female (as is common across upper division psychology courses).…”

“…Students assigned to the experimental (i.e., arousal) condition were simultaneously taken to another adjacent room and shown a 3-min video clip of live-action oral surgery. The videos were shown in previous studies to successfully distinguish arousal induction and memory enhancement by arousal (e.g., Nielson & Lorber, 2009). In both groups, students completed a brief survey about the video afterward; the survey was the same for each group.…”

“…predisposition towards arousal (Nielson & Lorber, 2009). Furthermore, the manipulation of memory storage processes is time-dependent, but it can be effective even when delayed for a considerable time (e.g., 30 min) after the original learning (Gold & van Buskirk, 1975;McGaugh, 1966;Nielson & Powless, 2007;Squire, 1986).…”

Making lasting memories: Remembering the significant

“…However, experiences do not have to be intensely emotional to influence memory strength. Many studies have reported that subjects presented with pictures or words judged to be only mildly emotional, whether positive or negative in effect, subsequently have stronger memories of those stimuli than pictures and words judged not to be emotional (102)(103)(104)(105)(106). Viewing of emotionally arousing pictures also enhances memory of a cognitive skill (107).…”