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Table 4.3. Mean responses for objects and backgrounds as a function of item type (same, similar or new) & emotion (negative, neutral or positive).. 165 Table 4.4. Mean average number of fixations, gaze duration and fixation duration made on object or background scene components for scenes with a neutral background and a negative, neutral or positive object……………… 169 Chapter 5 Table 5.1. Mean proportion of responses for objects and backgrounds as a function of item type (same, similar or new) & emotion (negative, neutral or positive)………………………………………………………………….. 196 Table 5.2. Eye measurements on object or background scene components for scenes with a neutral background and negative, neutral or positive object……………………………………………………………………….. 202 Table 5.3. Mean responses for objects and backgrounds as a function of item type (same, similar or new) & emotion (negative, neutral or positive).. 212 Table 5.4. Eye measurements on object or background scene components for stimuli of negative, neutral or positive emotions……………………….. 215 Table 5.5. Mean responses for objects and backgrounds as a function of item type (same, similar or new) & emotion (negative, neutral or positive).. 225 Table 5.6. Eye measurements on object or background scene components for stimuli of negative, neutral or positive emotions……………………….. 230 Table 5.7. Average ratings on approach/avoidance task for scenes with a negative, neutral or positive object…………………………………………. 237 Table 5.8. ANOVA analyses and planned comparisons on approach / 9
avoidance task ……………………………………………………………… 237 Table 5.9. Results of paired samples t-tests to compare recognition across emotions for specific and general recognition……………………………… 243 10
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 and 12: Figure 6.2. Summary of findings fro
Page 13: Table 3.5. Criteria for giving resp
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
Page 64 and 65:
In these experiments the influence
Page 66 and 67:
We found evidence of recognition me
Page 68 and 69:
For the recognition test, which was
Page 70 and 71:
Section 5. Experiments 2A and 2B: P
Page 72 and 73:
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
Page 78 and 79:
For the ‘know’ responses the ma
Page 80 and 81:
Section 8. Experiment 2 - General D
Page 82 and 83:
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
Page 88 and 89:
levels of memory between the positi
Page 90 and 91:
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
Page 96 and 97:
Recognition performance in all thre
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Analysis of RKG responses We analys
Page 100 and 101:
Further signal detection analysis o
Page 102 and 103:
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
Page 110 and 111:
The relation between Remember/Know/
Page 112 and 113:
We proposed that a Remember respons
Page 114 and 115:
to either the RKN or SSN memory tas
Page 116 and 117:
change in a dimension (e.g., a ligh
Page 118 and 119:
were prompted to indicate by key pr
Page 120 and 121:
When you think the picture was not
Page 122 and 123:
conducted to further analyse the ma
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interactions in the ANOVAs were fou
Page 126 and 127:
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
Page 148 and 149:
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
Page 162 and 163:
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
Page 170 and 171:
Table 4.3. Mean responses (SE) for
Page 172 and 173:
greater recognition for the objects
Page 174 and 175:
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
Page 180 and 181:
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,
Page 192 and 193:
greatly diminish or disappear with
Page 194 and 195:
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
Page 200 and 201:
ackground they had seen in the stud
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component (F(2,34) = 5.45, MSe = 0.
Page 204 and 205:
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
Page 212 and 213:
the background when presented later
Page 214 and 215:
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
Page 228 and 229:
central-peripheral trade off in the
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Section 3.3. Results Results of the
Page 232 and 233:
Planned contrasts revealed the impa
Page 234 and 235:
component (object, background) inte
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ackground of the scene. There was n
Page 238 and 239:
Section 3.4. Discussion There was e
Page 240 and 241:
identify with eye movement recordin
Page 242 and 243:
Table 5.7. Average ratings (standar
Page 244 and 245:
emotional influence on the results
Page 246 and 247:
Figure 5.7. Specific and general re
Page 248 and 249:
ecognition of positive and negative
Page 250 and 251:
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
Page 272 and 273:
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
Page 292 and 293:
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
Page 298 and 299:
Levine, L. J., & Bluck, S. (2004).
Page 300 and 301:
components. Journal of Experimental
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Rowe, G., Hirsh, J. B., & Anderson,
Page 304 and 305:
Talmi, D., Schimmack, U., Paterson,
Page 306 and 307:
Zajonc, R. B. (1968). Attitudinal e
Page 308 and 309:
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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