Positive and negative sources of emotional arousal enhance long-term word-list retention when induced as long as 30min after learning

Nielson, Kristy A.; Powless, Mark R.

doi:10.1016/j.nlm.2007.03.005

Cited by 97 publications

(129 citation statements)

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“…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.…”

supporting

confidence: 90%

“…Memory consolidation, the foundation of memory storage, consists of a complex series of neurobiological processes that occur from seconds to days after the original learning (see McGaugh, 1990McGaugh, , 2000Nielson & Powless, 2007;Revelle & Loftus, 1992;Torras-Garcia, Portell-Cortés, Costa-Miserachs, & Morgado-Bernal, 1997). Importantly, emotional and arousing events are known to be better recollected than neutral events, which is thought due at least in part to the influence of neural and hormonal responses to such events (LaBar & Cabeza, 2006;McGaugh, 2000McGaugh, , 2004.…”

Section: Introductionmentioning

confidence: 99%

“…These treatments include invasive approaches, such as moderate doses of norepinephrine (Southwick et al, 2002), epinephrine (Cahill & Alkire, 2003), glucose (in older adults;Manning, Parsons, & Gold, 1992), and nicotine (Colrain, Mangan, Pellett, & Bates, 1992); and non-invasive treatments, such as moderate muscle tension (Nielson & Jensen, 1994 (in older and young adults); Nielson, Radtke, & Jensen, 1996), stress (Cahill, Gorski, & Le, 2003), rewards (Nielson & Bryant, 2005) and negative or positive emotional arousal induction (Nielson & Bryant, 2005;Nielson & Powless, 2007;Nielson, Yee, & Erickson, 2005). For the effects produced by emotional arousal, the impact on memory performance is not dependent upon subjective response to the arousal (Nielson & Meltzer, 2009) or semantic relatedness of the stimulus to the memoranda (Nielson & Bryant, 2005;Nielson & Meltzer, 2009;Nielson & Powless, 2007;, but it can be mediated by emotion regulation traits and a Learning and Memory, Vol 98, No. 1 (July 2012): pg.…”

Section: Introductionmentioning

confidence: 99%

“…While such a stimulus was effective, it might not be desirable to use such a stimulus in classrooms or other contexts. Importantly, in previous laboratory experiments, small unexpected rewards given soon after learning have had memory enhancing effects (Nielson & Bryant, 2005) and a humorous video clip (e.g., Saturday Night Live) was shown to have equally effective memory enhancing qualities when viewed after learning as the surgery video (Nielson & Powless, 2007). Various studies have suggested that students learn and retain information better from instructors who judiciously use humor, with various hypotheses postulated to account for the findings (Wanzer, Frymier, & Irwin, 2010).…”

mentioning

confidence: 97%

“…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). While such treatments can enhance long-term retrieval (e.g., Nielson & Jensen, 1994;Nielson & Powless, 2007;Nielson et al, 1996, they typically impede immediate and short-term retrieval, likely because some aspects of memory consolidation require hours or days to complete (Kleinsmith & Kaplan, 1963;Revelle & Loftus, 1992;TorrasGarcia et al, 1997;Walker, 1958).…”

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confidence: 99%

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

Nielson

Arentsen

2012

Neurobiology of Learning and Memory

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Laboratory studies examining moderate physiological or emotional arousal induced after learning indicate that it enhances memory consolidation. Yet, no studies have yet examined this effect in an applied context. As such, arousal was induced after a college lecture and its selective effects were examined on later exam performance. Participants were divided into two groups who either watched a neutral video clip (n = 66) or an arousing video 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. Learning and Memory, Vol 98, No. 1 (July 2012): pg. 12-16. DOI. This article is © Elsevier and permission has been granted for this version to appear in e-Publications@Marquette. Elsevier does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Elsevier. Neurobiology of2 clip (n = 70) after lecture in a psychology course. The final examination occurred two weeks after the experimental manipulation. Only performance on the group of final exam items that covered material from the manipulated lecture were significantly different between groups. Other metrics, such as the midterm examination and the total final examination score, did not differ between groups. The results indicate that post-lecture arousal selectively increased the later retrieval of lecture material, despite the availability of the material for study before and after the manipulation. The results reinforce the role of post-learning arousal on memory consolidation processes, expanding the literature to include a real-world learning context.

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confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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confidence: 97%

mentioning

confidence: 99%

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

Nielson

Arentsen

2012

Neurobiology of Learning and Memory

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After-training emotional interference may modulate sequence awareness in a serial reaction time task

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The purpose of the present experiment was to investigate the effects of emotional interference on consolidation of sequential learning. In different sessions, 6 groups of subjects were initially trained on a serial reaction time task (SRTT). To modulate consolidation of the newly learned skill, subjects were exposed, after the training, to 1 of 3 (positive, negative or neutral) different classes of emotional stimuli which consisted of a set of emotional pictures combined with congruent emotional musical pieces or neutral sound. Emotional intervention for each subject group was done in 2 different time intervals (either directly after the training session or 6 h later). After a 72 h post-training interval, each group was retested on the SRTT. Re-test performance was evaluated in terms of response times and accuracy during execution of a target sequence. Emotional intervention did not influence either response times or accuracy of re-testing SRTT target task performance, both variables sensitive to implicit knowledge acquired during SRTT training. However, explicit awareness of sequence knowledge after 72 h was enhanced when negative stimuli had been applied at 0 h after training. These findings suggest that consolidation of explicit aspects of procedural learning may be more responsive toward emotional interference than implicit aspects.

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Effect of emotional and neutral declarative memory consolidation on sleep architecture

2013

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The relationship between emotional or neutral declarative memory consolidation and sleep architecture was investigated. Thirty university students (21 females) viewed negative, neutral, or positive pictures and rated their valence and arousal in the evening. Participants performed a recognition test 1 h later and then underwent overnight polysomnography. Their post-encoding sleep architecture was compared to a baseline night. Participants returned 6 days following encoding for a second recognition test. Results showed no group (Negative, Neutral, Positive) differences in recognition 1 h or 6 days following encoding. Stage 2 sleep spindle density decreased across all groups following encoding, and recognition after 6 days was positively correlated with Stage 2 sleep spindle density on both nights. There was no change in REM density in any of the groups. This is the first investigation into phasic sleep microarchitecture changes following emotional and neutral declarative learning. Future investigations may benefit from more salient emotional stimuli.

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Positive and negative sources of emotional arousal enhance long-term word-list retention when induced as long as 30min after learning

Cited by 97 publications

References 28 publications

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

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

After-training emotional interference may modulate sequence awareness in a serial reaction time task

Effect of emotional and neutral declarative memory consolidation on sleep architecture

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