The role of attention and relatedness in emotionally enhanced memory.

Examining the positive and negative pictures separately revealed that emotionally enhanced memory (EEM) for positive pictures was mediated by attention, with no significant influence of emotional arousal, whereas the reverse was true of negative pictures. Consistent with this finding, in Experiment 2 EEM for negative pictures was found even when task emphasis was manipulated so that equivalent attention was allocated to negative and neutral pictures. The results show that attention and semantic relatedness contribute to EEM, with the extent varying with emotional valence. Negative emotion can influence memory independently of these 2 factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Just stop thinking about it": Effects of emotional disengagement on children's memory for educational material.

Children regulate negative emotions in a variety of ways. Emotion education programs typically discourage emotional disengagement and encourage emotional engagement or "working through" negative emotions. The authors examined the effects of emotional disengagement and engagement on children's memory for educational material. Children averaging 7 or 10 years of age (N=200) watched either a sad or an emotionally neutral film and were then instructed to emotionally disengage, instructed to engage in problem solving concerning their emotion, or received no emotion regulation instructions. All children then watched and were asked to recall the details of an emotionally neutral educational film. Children instructed to disengage remembered the educational film better than children instructed to work through their feelings or children who received no emotion regulation instructions. Although past research has indicated that specific forms of emotional disengagement can impair memory for emotionally relevant events, the current findings suggest that disengagement is a useful short-term strategy for regulating mild negative emotion in educational settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Here is looking at you: Emotional faces predominate in binocular rivalry.

Two incompatible pictures compete for perceptual dominance when they are presented to one eye each. This so-called binocular rivalry results in an alternation of dominant and suppressed percepts. In accordance with current theories of emotion processing, the authors' previous research has suggested that emotionally arousing pictures predominate in this perceptual process. Three experiments were run with pictures of emotional facial expressions that are known to induce emotions while being well controlled in terms of physical characteristics. In Experiment 1, photographs of emotional and neutral facial expressions were presented of the same actor to minimize physical differences. In Experiment 2, schematic emotional expressions were presented to further eliminate low-level differences. In Experiment 3, a probe-detection task was conducted to control for possible response-biases. Together, these data clearly demonstrate that emotional facial expressions predominate over neutral expressions; they are more often the first percept and they are perceived for longer durations. This is not caused by physical stimulus properties or by response-biases. This novel approach supports that emotionally significant visual stimuli are preferentially perceived. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The emotional harbinger effect: Poor context memory for cues that previously predicted something arousing.

A key function of memory is to use past experience to predict when something important might happen next. Indeed, cues that previously predicted arousing events (emotional harbingers) garner more attention than other cues. However, the current series of five experiments demonstrates that people have poorer memory for the context of emotional harbinger cues than of neutral harbinger cues. Participants first learned that some harbinger cues (neutral tones or faces) predicted emotionally arousing pictures and others predicted neutral pictures. Then they studied associations between the harbinger cues and new contextual details. They were worse at remembering associations with emotional harbingers than with neutral harbingers. Memory was impaired not only for the association between emotional harbingers and nearby digits, but also for contextual details that overlapped with or were intrinsic to the emotional harbingers. However, new cues that were inherently emotionally arousing did not yield the same memory impairments as the emotional harbingers. Thus, emotional harbinger cues seem to suffer more from proactive interference than do neutral harbinger cues, impairing formation of new associations with cues that previously predicted something arousing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neural response to emotional pictures is unaffected by concurrent task difficulty: An event-related potential study.

The late positive potential (LPP) is an event-related potential that is enhanced when viewing arousing (pleasant and unpleasant) pictures compared to neutral pictures. The affective modulation of the LPP is believed to reflect the increased attention to, and perceptual processing of, emotional stimuli. The present study examined whether concurrent task difficulty (performing mathematics) would modulate the LPP while participants viewed emotionally arousing stimuli. Results indicated that the LPP was larger following pleasant and unpleasant stimuli than it was following neutral stimuli; moreover, the magnitude of this increase was not influenced by concurrent task difficulty. This finding suggests that the affective modulation of neural activity during picture viewing is relatively automatic and is insusceptible to competing task demands. Results are further discussed in terms of the LPP's role in motivated attention and implications for research on emotion regulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Specifying emotional information: Regulation of emotional intensity via executive processes.

The degree of specificity at which emotional information is activated might determine evoked emotional intensity. However, the nature of this effect remains unclear. Four studies tested (a) whether people hold the na?ve theory that activating specific details of emotional information arouses acute feelings; (b) whether an emotionally distressed population (social phobics) also holds that theory; and (c) whether voluntarily focusing on specific aspects of a distressing situation reduces its emotional impact. Results indicate that control as well as emotionally distressed people hold a na?ve theory that specifying emotion increases its intensity. However, Studies 3 and 4 showed that voluntarily elaborating specific aspects of a distressing situation reduces distress. Results are discussed in terms of voluntary versus automatic processing of emotional information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

True memory, false memory, and subjective recollection deficits after focal parietal lobe lesions.

Objective: There is mounting evidence that the posterior parietal cortex (PPC) plays an important role in episodic memory. We previously found that patients with PPC damage exhibit retrieval-related episodic memory deficits. Here we assess whether parietal lobe damage affects episodic memory on a different task: the Deese–Roediger–McDermott (DRM) false-memory paradigm. Methods: Two patients with bilateral PPC damage and a group of matched controls were tested. In Experiment 1, the task was to remember words; in Experiment 2 the task was to remember pictures of common objects. Prior studies have shown that normal participants have high levels of false memory to words, low levels to pictures. Results: The patients exhibited significantly lower levels of false memory to words. One patient showed significantly elevated levels of false memory to pictures. The patients' false memories were accompanied by reduced levels of recollection, as tested by a Remember/Know procedure. Conclusions: PPC damage causes decreased levels of false memories and an abnormal Remember/Know profile. Their false memory rate is similar to the rate exhibited by patients with medial temporal lobe damage. These results support the view that portions of the PPC play a critical role in objective and subjective aspects of recollection. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotion in psychotherapy.

The therapeutic process involves many different types of affective phenomena. No single therapeutic perspective has been able to encompass within its own theoretical framework all the ways in which emotion plays a role in therapeutic change. A comprehensive, constructive theory of emotion helps transcend the differences in the therapeutic schools by viewing emotion as a complex synthesis of expressive motor, schematic, and conceptual information that provides organisms with information about their responses to situations that helps them orient adaptively in the environment. In addition to improved theory, increased precision in the assessment of affective functioning in therapy, as well as greater specification of different emotional change processes and means of facilitating these, will allow the role of emotion in change to be studied more effectively. Change processes involving emotion are discussed, as well as principles of emotionally focused intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Viewing instructions impact emotional memory differently in older and young adults.

The current study examines how the instructions given during picture viewing impact age differences in incidental emotional memory. Previous research has suggested that older adults' memory may be better when they make emotional rather than perceptual evaluations of stimuli and that their memory may show a positivity bias in tasks with open-ended viewing instructions. Across two experiments, participants viewing photographs either received open-ended instructions or were asked to make emotionally focused (Experiment 1) or perceptually focused (Experiment 2) evaluations. Emotional evaluations had no impact on older adults' memory, whereas perceptual evaluations reduced older adults' recall of emotional, but not of neutral, pictures. Evidence for the positivity effect was sporadic and was not easier to detect with open-ended viewing instructions. These results suggest that older adults' memory is best when the material to be remembered is emotionally evocative and they are allowed to process it as such. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotion perception in Alzheimer’s disease and mood disorder in old age.

Difficulties in understanding emotional signals might have important implications for social interactions in old age. In this study we investigated emotion perception skills involved in decoding facial expressions of emotion in healthy older adults, compared with those with Alzheimer’s disease (AD) or late-life mood disorder (MD). Although those with MD were mildly impaired in identifying emotional expressions, this was not caused by negative biases in choosing labels. Emotion decoding performance in AD was much more impaired, particularly when relatively subtle expressions were presented. Difficulties in choosing between labels to describe an emotional face were predicted by executive dysfunction, whereas impaired ability to match 2 emotional faces was related to general difficulties with face perception. Across all 3 groups, problems with emotion perception predicted quality of life independently of variance predicted by cognitive function and mood, indicating the potential importance of emotion decoding skills in the well-being of older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotion deficits in schizophrenia: Timing matters.

The past two decades of research on emotional response in schizophrenia has demonstrated that people with schizophrenia do not have a marked deficit in reported emotional experience in the presence of emotionally evocative stimuli. However, the extent to which people with schizophrenia maintain their emotional state to guide future behavior remains a largely unexplored area of investigation. In the present study, we tested hypotheses about whether people with schizophrenia maintained their emotional state in the absence of emotionally evocative stimuli. In addition to reported emotional experience, we measured startle response magnitude both during the viewing and after the offset of emotional pictures to assess whether people with schizophrenia (n = 31) and without schizophrenia (n = 28) differ in their patterns of immediate response to emotional pictures and in their patterns of maintenance of these responses. Our findings indicated that people with and without schizophrenia did not differ in their self-report or startle response magnitude during presentation of emotional pictures. However, healthy controls maintained these responses after the stimuli were removed from view, but people with schizophrenia did not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knowledge of the link between emotion and memory among normal and maladjusted boys.

In 4 experiments, 48 normal and 48 emotionally maladjusted boys in 2 age groups (7–8 and 10–11 yrs) were questioned about the link between emotion and memory, using facial drawings depicting emotional expressions. Ss in all 4 groups knew (a) that emotion gradually declines in intensity once the episode provoking the emotion is over, (b) that variation between people in the intensity of their emotional reaction to an episode will persist despite any decline in intensity over time, and (c) that an episode will be more or less memorable depending on whether or not it arouses emotion. The relative sophistication of Ss' knowledge about links between emotion and memory is contrasted with their ignorance regarding the voluntary control strategies that can be brought to bear on the display and experience of emotion. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional salience, emotional awareness, peculiar beliefs, and magical thinking.

Two studies with college student participants (Ns = 271 and 185) tested whether peculiar beliefs and magical thinking were associated with (a) the emotional salience of the stimuli about which individuals may have peculiar beliefs or magical thinking, (b) attention to emotion, and (c) clarity of emotion. Study 1 examined belief that a baseball team was cursed. Study 2 measured magical thinking using a procedure developed by P. Rozin and C. Nemeroff (2002). In both studies, peculiar beliefs and magical thinking were associated with Salience × Attention × Clarity interactions. Among individuals for whom the objects of the belief–magical thinking were highly emotionally salient and who had high levels of attention to emotion, higher levels of emotional clarity were associated with increased peculiar beliefs–magical thinking. In contrast, among individuals for whom the objects of the belief–magical thinking were not emotionally salient and who had high levels of attention to emotion, higher levels of emotional clarity were associated with diminished peculiar beliefs–magical thinking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotion enhanced retention of cognitive skill learning.

Ample evidence suggests that emotional arousal enhances declarative/episodic memory. By contrast, there is little evidence that emotional enhancement of memory (EEM) extends to procedural skill based memory. We examined remote EEM (1.5-month delay) for cognitive skill learning using the weather prediction (WP) probabilistic classification task. Participants viewed interleaved emotionally arousing or neutral pictures during WP acquisition. Arousal retarded initial WP acquisition. While participants in the neutral condition showed substantial forgetting of WP learning across the 1.5-month delay interval, the arousal condition showed no evidence of forgetting across the same time period. Thus, arousal during encoding determined the mnemonic fate of cognitive skill learning. Emotional enhancement of WP retention was independent of verbally stated knowledge of WP learning and EEM for the picture contexts in which learning took place. These results reveal a novel demonstration of EEM for cognitive skill learning, and suggest that emotional arousal may in parallel enhance the neural systems that support procedural learning and its declarative context. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Response bias in "remembering" emotional stimuli: A new perspective on age differences.

Older adults sometimes show a recall advantage for emotionally positive, rather than neutral or negative, stimuli (S. T. Charles, M. Mather, & L. L. Carstensen, 2003). In contrast, younger adults respond "old" and "remember" more often to negative materials in recognition tests. For younger adults, both effects are due to response bias changes rather than to enhanced memory accuracy (S. Dougal & C. M. Rotello, 2007). We presented older and younger adults with emotional and neutral stimuli in a remember-know paradigm. Signal-detection and model-based analyses showed that memory accuracy did not differ for the neutral, negative, and positive stimuli, and that "remember" responses did not reflect the use of recollection. However, both age groups showed large and significant response bias effects of emotion: Younger adults tended to say "old" and "remember" more often in response to negative words than to positive and neutral words, whereas older adults responded "old" and "remember" more often to both positive and negative words than to neutral stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conjoint recognition and phantom recollection.

A new methodology for measuring illusory conscious experience of the "presentation" of unstudied material (phantom recollection) is evaluated that extracts measurements directly from recognition responses, rather than indirectly from introspective reports. Application of this methodology in the Deese–Roediger–McDermott (DRM) paradigm (Experiments 1 and 2) and in a more conventional paradigm Experiment 3) showed that 2 processes (phantom recollection and familiarity) contribute to false recognition of semantically related distractors. Phantom recollection was the larger contributor to false recognition of critical distractors in the DRM paradigm, but surprisingly, it was also the larger contributor to false recognition of other types of distractors. Variability in false recognition was tied to variability in phantom recollection. Experimental control of phantom recollection was achieved with manipulations that were motivated by fuzzy-trace theory's hypothesis that the phenomenon is gist-based. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional stimuli and context moderate effects of nicotine on specific but not global affects.

The authors tested the hypothesis that the effects of nicotine on affect are moderated by the presence or absence of emotionally positive and negative stimuli and by attentional choice to avoid attending to emotionally negative stimuli. Thirty-two habitual smokers were assigned to tasks allowing attentional freedom to look back and forth at 2 simultaneously presented pictures, whereas another 32 habitual smokers viewed single pictures without attentional choice. Picture contents in both tasks were 1 of 4 combinations: emotionally negative + neutral, negative + positive, positive + neutral, or neutral + neutral. Participants wore a nicotine patch on 1 day and placebo patch on another day. Nicotine reduced anxiety most when negative pictures were presented in combination with neutral pictures, but it had no effect on anxiety when negative pictures were presented in combination with positive pictures and when negative pictures were not presented. In contrast, nicotine only reduced depressive affect when the participant had attentional choice between positive and negative pictures. Nicotine also enhanced positive affect and reduced negative affect as measured by the Positive and Negative Affect Schedule, but these effects were not moderated by task manipulations. Overall, the findings support the view that nicotine's ability to reduce specific negative affects is moderated by emotional context and attentional freedom. Nicotine tended to enhance eye-gaze orientation to emotional pictures versus neutral pictures in women, but it had no significant effect on eye-gaze in men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How does context affect assessments of facial emotion? The role of culture and age.

People from Asian cultures are more influenced by context in their visual processing than people from Western cultures. In this study, we examined how these cultural differences in context processing affect how people interpret facial emotions. We found that younger Koreans were more influenced than younger Americans by emotional background pictures when rating the emotion of a central face, especially those younger Koreans with low self-rated stress. In contrast, among older adults, neither Koreans nor Americans showed significant influences of context in their face emotion ratings. These findings suggest that cultural differences in reliance on context to interpret others' emotions depend on perceptual integration processes that decline with age, leading to fewer cultural differences in perception among older adults than among younger adults. Furthermore, when asked to recall the background pictures, younger participants recalled more negative pictures than positive pictures, whereas older participants recalled similar numbers of positive and negative pictures. These age differences in the valence of memory were consistent across culture. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Longitudinal effects of emotional labour on emotional exhaustion and dedication of teachers.

A great number of teachers find teaching fulfilling and are dedicated to it, but others feel emotionally exhausted, indicating that the interaction with pupils can be emotionally demanding. Emotional labor was shown to play an important role for the health of teachers. In a full two-wave longitudinal study over the period of 1 year, the effect of emotional labor on emotional exhaustion and dedication of 102 teachers was investigated. Teachers who were able to influence their emotions to feel the emotion appropriate in a situation (so called deep acting) felt significantly less emotionally exhausted after 1 year. From this result, deep acting can, thus, be characterized as health-beneficial. Once teachers felt emotionally exhausted, they used more surface acting. More dedicated teachers, on the contrary, did neither engage more in deep acting nor in surface acting at Time 2. This indicates that those teachers who are dedicated to teaching seem less likely to act. To prevent emotional exhaustion of teachers, the development of interventions to promote health-beneficial emotional labor is necessary. This can be achieved by fostering deep acting, which reduces emotional exhaustion over longer periods of time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preferences for emotional information in older and younger adults: A meta-analysis of memory and attention tasks.

The authors conducted a meta-analysis to determine the magnitude of older and younger adults' preferences for emotional stimuli in studies of attention and memory. Analyses involved 1,085 older adults from 37 independent samples and 3,150 younger adults from 86 independent samples. Both age groups exhibited small to medium emotion salience effects (i.e., preference for emotionally valenced stimuli over neutral stimuli) as well as positivity preferences (i.e., preference for positively valenced stimuli over neutral stimuli) and negativity preferences (i.e., preference for negatively valenced stimuli to neutral stimuli). There were few age differences overall. Type of measurement appeared to influence the magnitude of effects; recognition studies indicated significant age effects, where older adults showed smaller effects for emotion salience and negativity preferences than younger adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)