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Chapter 2 List of Tables Table 2.1. Experiments 1 and 2: Results of ANOVA analysis across Page condition…………………………………………………………………….. 57 Table 2.2. Experiment 2: Results of separate ANOVA analysis on Remember/Know/Guess responses…………………………………………. 71 Table 2.3. Experiment 2: Probabilities of Hits or False Alarms to a Remember / Know / Guess judgement, Recollection and Familiarity in a two alternative forced-choice test (by number of training presentations)…... 72 Table 2.4. Experiment 2: Probabilities of Hits or False Alarms to a Remember / Know / Guess judgement, Recollection and Familiarity in a two alternative forced-choice test (by emotion block)……………………… 72 Table 2.5. Experiment 2: Separate ANOVA analysis on Recollection and Familiarity…………………………………………………………………... 74 Chapter 3 Table 3.1. Low-level visual properties of photographic stimuli in Negative, Neutral and Positive Emotion Blocks………………………………………. 88 Table 3.2. Proportion of each emotion block given RKG responses by accuracy……………………………………………………………………... 94 Table 3.3. Average proportion of Remember, Know or Guess responses given after correct recognition of item by emotion…………………………. 94 Table 3.4. Average confidence ratings by accuracy and emotion block……. 96 7
Table 3.5. Criteria for giving responses to same items in the Same, Similar, New task and Remember, Know, New task………………………………… 106 Table 3.6. Mean average proportion (SE) of Same, Similar, New items given Same/Similar/New responses for Negative and Neutral items………. 118 Table 3.7. Same/Similar/New task: Same items. Repeated measures ANOVA to examine influence of emotion on confidence ratings………….. 119 Table 3.8. Same/Similar/New task: Similar items. Repeated measures ANOVA to examine influence of emotion on confidence ratings………….. 120 Table 3.9. Same/Similar/New task: New items. Repeated measures ANOVA to examine influence of emotion on confidence ratings………….. 121 Table 3.10. Mean average proportion of Targets (same items) and Distractors (similar + new items) given Remember/Know/New responses for Negative and Neutral items…………………………………………… 123 Table 3.11. Remember/Know/New task: Same items. Repeated measures ANOVA to examine influence of emotion on confidence ratings………….. 125 Table 3.12. Remember/Know/New task: Distractors (Similar and New items). Repeated measures ANOVA to examine influence of emotion on confidence ratings…………………………………………………………... 126 Chapter 4 Table 4.1. Experiment 5: Proportion of same/similar/new items given ‘same’/‘similar’/‘new’ responses for negative, neutral and positive objects.. 141 Table 4.2. Mean responses for objects and backgrounds as a function of item type (same, similar or new) & emotion (negative, neutral or positive).. 152 8
Page 1 and 2: THE EMOTIONAL ENHANCEMENT OF MEMORY
Page 3 and 4: the memory effects. Surprisingly, t
Page 5 and 6: and motivation was waning. Most imp
Page 7 and 8: Meta-analysis: Experiments 6-10…
Page 9 and 10: negative, neutral or positive objec
Page 11: Figure 6.2. Summary of findings fro
Page 15 and 16: avoidance task ………………
Page 17 and 18: loved one could block their ability
Page 19 and 20: eport, physiological response and c
Page 21 and 22: Section 1.2. What effects do emotio
Page 23 and 24: due to external influences. In cont
Page 25 and 26: of naturally occurring emotions or
Page 27 and 28: ecause mood inductions generally re
Page 29 and 30: (e.g. Conway et al., 1994). Memory
Page 31 and 32: alternatives (Lockhart, 2000). The
Page 33 and 34: equired participants to distinguish
Page 35 and 36: een found when memory is assessed b
Page 37 and 38: peripheral elements of emotional an
Page 39 and 40: processing of the specific content
Page 41 and 42: failure to retrieve episodic memori
Page 43 and 44: effects on cognitive processes, eve
Page 45 and 46: ecollection and familiarity within
Page 47 and 48: emotional influence on memory. In t
Page 49 and 50: year (Dolcos et al., 2005). There a
Page 51 and 52: e suitable for investigating memory
Page 53 and 54: possible that having to distinguish
Page 55 and 56: of photographs of people, animals a
Page 57 and 58: Retrieval phase: Participants then
Page 59: y the ANOVA’s. These are only rep
Page 62 and 63:
Table 2.1: Experiments 1 and 2: Res
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In these experiments the influence
Page 66 and 67:
We found evidence of recognition me
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For the recognition test, which was
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Section 5. Experiments 2A and 2B: P
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items that had been seen previously
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Section 7. Experiment 2E: Recogniti
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Table 2.2. Experiment 2: Results of
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For the ‘know’ responses the ma
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Section 8. Experiment 2 - General D
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Presentation of stimuli in blocked
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It is possible that the act of maki
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enhancement can be influenced by re
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levels of memory between the positi
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the performance of any subsequent t
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experiment to provide a set of targ
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Experimental stimuli were presented
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Recognition performance in all thre
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Analysis of RKG responses We analys
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Further signal detection analysis o
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stimuli, which corresponded with mo
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could be generalised to the real-wo
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paradigm was first introduced by Tu
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The nature of recognition memory an
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The relation between Remember/Know/
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We proposed that a Remember respons
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to either the RKN or SSN memory tas
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change in a dimension (e.g., a ligh
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were prompted to indicate by key pr
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When you think the picture was not
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conducted to further analyse the ma
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interactions in the ANOVAs were fou
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Table 3.9. Same/Similar/New task: N
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Orthogonal contrasts revealed that
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Table 3.11. Remember/Know/New task:
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suitable responses were not equable
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We found that more ‘remember’ r
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say that context is easier to remem
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Levine & Bluck, 2004; Storbeck & Cl
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Figure 4.1. Examples of pairs of ne
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Familiarity i) Word frequency and w
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were not sure if there was going to
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Table 4.1. Experiment 5: Proportion
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memory for positive stimuli. These
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whether visual specificity for posi
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Figure 4.3. Examples of stimuli. St
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0.59 (-1.65 to 2.55; 0.98) respecti
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Section 3.3. Results The data for t
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Figure 4.4. Mean average specific a
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The possibility of a response bias
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Section 4. Experiment 7: Biases in
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of an attentional encoding explanat
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esults will be found as for Experim
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of one second was displayed before
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Table 4.3. Mean responses (SE) for
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greater recognition for the objects
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Table 4.4. Mean average (SE) number
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eveal a significantly longer total
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difference between scenes with a ne
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of memory for positive objects was
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independent of attention, which is
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lack of a central-peripheral trade-
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to a detriment in memory for periph
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Alternative measures of memory: Ass
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associative binding (Touryan et al,
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greatly diminish or disappear with
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Factors unrelated to intrinsic emot
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faces or places (Puri & Wojciulik,
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We predict that the pattern of memo
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ackground they had seen in the stud
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component (F(2,34) = 5.45, MSe = 0.
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Associative Memory In the associati
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The number of fixations made were a
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longer total gaze duration on the e
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.54], nor on backgrounds of scenes
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the background when presented later
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Section 3.1. Introduction Section 3
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were then shown, preceded by a 20 s
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2.56, p < .001, partial eta 2 = .71
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(negative, neutral, positive) and s
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object in a scene. There was no sig
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eradication of any emotional enhanc
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possible that the emotional stimuli
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central-peripheral trade off in the
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Section 3.3. Results Results of the
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Planned contrasts revealed the impa
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component (object, background) inte
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ackground of the scene. There was n
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Section 3.4. Discussion There was e
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identify with eye movement recordin
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Table 5.7. Average ratings (standar
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emotional influence on the results
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Figure 5.7. Specific and general re
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ecognition of positive and negative
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Figure 5.9. Specific and General Re
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Section 5.3. Eye movement results T
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.01). Post-hoc Tukey’s HSD were u
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The number of fixations made on dif
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(F(1.79,5.37) = 7.12, MSe = 232535.
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emotional and neutral object [F(1,6
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Figure 5.16. Experiments 7 - 10: Av
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may be that the scenes were easier
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Chapter 6. Discussion In the final
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In chapter 4 I extended the experim
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Figure 6.3 Summary of findings from
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alternative measures of attention h
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distribution of visual attention re
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designing and conducting experiment
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contributed to the difficulty in cr
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whether these perceptual difference
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Richardson-Klavehn, 2005) with the
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High Threshold Theory (Macmillan &
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participant and the artificial prod
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References Adolphs, R. (2002). Reco
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Buchanan, T. W. (2007). Retrieval o
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Davidson, R. J. (1994). On emotion,
Page 294 and 295:
Gardiner, J. M., Ramponi, C., & Ric
Page 296 and 297:
James, W. (1884). What is an emotio
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Levine, L. J., & Bluck, S. (2004).
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components. Journal of Experimental
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Rowe, G., Hirsh, J. B., & Anderson,
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Talmi, D., Schimmack, U., Paterson,
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Zajonc, R. B. (1968). Attitudinal e
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Appendix 2.2. ANOVA Analyses for Ex
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Table 2.2.4. Experiment 1: Separate
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Appendix 3.2. Contamination of Retr
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Appendix 4.1 Analysis of Same, Simi
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Scene component* emotion* response
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Section 4.1.2 Analysis for Experime
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Emotion* Response type F(4,68) = 0.
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esponse F(1,17) = 0.25, New respons
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Scene component* Response type Tuke
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Same response Similar response New
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Effect ANOVA result Response type F
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Similar response New response Same
Page 332 and 333:
Tukey’s post hocs: For objects Sa
Page 334 and 335:
esponse F(1,17) = 1.95, Similar res
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