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Planned contrasts revealed the impairment in general recognition for backgrounds which had been displayed with an emotional than neutral object was approaching significance [F(1,17) = 3.85, p = .07] and there was significantly worse general recognition for backgrounds with a negative than positive object (F(1,17) = 5.82, p < .05). 227
Figure 5.5. Specific and General Recognition to Negative, Neutral or Positive objects presented with Neutral Backgrounds and Neutral Backgrounds presented with Negative, Neutral or Positive objects Results of Eye Movement Analysis Data were extracted and analysed in exactly the same way as for experiments 7, 8, and 9. Repeated measures ANOVAs were used to examine whether the emotion of the object (negative, neutral, positive) and scene 228
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THE EMOTIONAL ENHANCEMENT OF MEMORY
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the memory effects. Surprisingly, t
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and motivation was waning. Most imp
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Meta-analysis: Experiments 6-10…
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negative, neutral or positive objec
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Figure 6.2. Summary of findings fro
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Table 3.5. Criteria for giving resp
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avoidance task ………………
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loved one could block their ability
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eport, physiological response and c
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Section 1.2. What effects do emotio
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due to external influences. In cont
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of naturally occurring emotions or
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ecause mood inductions generally re
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(e.g. Conway et al., 1994). Memory
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alternatives (Lockhart, 2000). The
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equired participants to distinguish
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een found when memory is assessed b
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peripheral elements of emotional an
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processing of the specific content
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failure to retrieve episodic memori
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effects on cognitive processes, eve
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ecollection and familiarity within
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emotional influence on memory. In t
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year (Dolcos et al., 2005). There a
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e suitable for investigating memory
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possible that having to distinguish
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of photographs of people, animals a
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Retrieval phase: Participants then
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y the ANOVA’s. These are only rep
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Table 2.1: Experiments 1 and 2: Res
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In these experiments the influence
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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
Page 182 and 183: independent of attention, which is
Page 184 and 185: lack of a central-peripheral trade-
Page 186 and 187: to a detriment in memory for periph
Page 188 and 189: Alternative measures of memory: Ass
Page 190 and 191: associative binding (Touryan et al,
Page 192 and 193: greatly diminish or disappear with
Page 194 and 195: Factors unrelated to intrinsic emot
Page 196 and 197: faces or places (Puri & Wojciulik,
Page 198 and 199: We predict that the pattern of memo
Page 200 and 201: ackground they had seen in the stud
Page 202 and 203: component (F(2,34) = 5.45, MSe = 0.
Page 204 and 205: Associative Memory In the associati
Page 206 and 207: The number of fixations made were a
Page 208 and 209: longer total gaze duration on the e
Page 210 and 211: .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
Page 216 and 217: were then shown, preceded by a 20 s
Page 218 and 219: 2.56, p < .001, partial eta 2 = .71
Page 220 and 221: (negative, neutral, positive) and s
Page 222 and 223: object in a scene. There was no sig
Page 224 and 225: eradication of any emotional enhanc
Page 226 and 227: possible that the emotional stimuli
Page 228 and 229: central-peripheral trade off in the
Page 230 and 231: Section 3.3. Results Results of the
Page 234 and 235: component (object, background) inte
Page 236 and 237: 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
Page 252 and 253: Section 5.3. Eye movement results T
Page 254 and 255: .01). Post-hoc Tukey’s HSD were u
Page 256 and 257: The number of fixations made on dif
Page 258 and 259: (F(1.79,5.37) = 7.12, MSe = 232535.
Page 260 and 261: emotional and neutral object [F(1,6
Page 262 and 263: Figure 5.16. Experiments 7 - 10: Av
Page 264 and 265: may be that the scenes were easier
Page 266 and 267: Chapter 6. Discussion In the final
Page 268 and 269: In chapter 4 I extended the experim
Page 270 and 271: Figure 6.3 Summary of findings from
Page 272 and 273: alternative measures of attention h
Page 274 and 275: distribution of visual attention re
Page 276 and 277: designing and conducting experiment
Page 278 and 279: contributed to the difficulty in cr
Page 280 and 281: 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,
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Gardiner, J. M., Ramponi, C., & Ric
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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
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Tukey’s post hocs: For objects Sa
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esponse F(1,17) = 1.95, Similar res
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