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References Adolphs, R. (2002). Recognizing emotion from facial expressions: Psychological and neurological mechanisms. Behavioral and Cognitive Neuroscience Reviews, 1(1), 21-62. Adolphs, R., Tranel, D., & Buchanan, T. W. (2005). Amygdala damage impairs emotional memory for gist but not details of complex stimuli. Nature Neuroscience, 8(4), 512-518. Arnold, M. B. (1960). Emotion and Personality. New York: Columbia University Press. Aupee, A. M. (2007). A detrimental effect of emotion on picture recollection. Scandinavian Journal of Psychology, 48(1), 7-11. Bar-Haim, Y., Lamy, D., Pergamin, L., Bakermans-Kranenburg, M. J., & van Ijendoorn, M. H. (2007). Threat-related attentional bias in anxious and nonanxious individuals: A meta-analytic study. Psychological Bulletin, 133(1), 1-24. Barry, E. S., Naus, M. J., & Rehm, L. P. (2004). Depression and implicit memory: Understanding mood congruent memory bias. Cognitive Therapy and Research, 28(3), 387-414. Bastin, C., & Van der Linden, M. (2003). The contribution of recollection and familiarity to recognition memory: A study of the effects of test format and aging. Neuropsychology, 17(1), 14-24. Beck, A. T., Ward, C. H., Mendelson, M., Mock, J., & Erbaugh, J. (1961). An inventory for measuring depression. Archives of General Psychiatry, 4, 561-571. 283
Berntsen, D. (2002). Tunnel memories for autobiographical events: Central details are remembered more frequently from shocking than from happy experiences. Memory & Cognition, 30(7), 1010-1020. Bless, H., Schwarz, N., Clore, G. L., Golisano, V., & Rabe, C. (1996). Mood and the use of scripts: Does a happy mood really lead to mindlessness? Journal of Personality and Social Psychology, 71(4), 665-679. Bocanegra, B. R., & Zeelenberg, R. (2009). Emotion improves and impairs early vision. Psychological Science 20(6), 707-713. Bodenhausen, G. V., Kramer, G. P., & Susser, K. (1994). Happiness and Stereotypic Thinking in Social Judgment. Journal of Personality and Social Psychology, 66(4), 621-632. Bower, G. H. (1981). Mood and Memory. American Psychologist, 36(2), 129- 148. Bowler, D. M., Gardiner, J. M., & Grice, S. J. (2000). Episodic memory and remembering in adults with Asperger syndrome. Journal of Autism and Developmental Disorders, 30(4), 295-304. Bradley, M. M., Greenwald, M. K., Petry, M. C., & Lang, P. J. (1992). Remembering Pictures - Pleasure and Arousal in Memory. Journal of Experimental Psychology-Learning Memory and Cognition, 18(2), 379- 390. Brandstatter, H. (2007). The Time Sampling Diary (TSD) of Emotional Experience in Everyday Life Situations. In J. A. Coan & J. J. B. Allen (Eds.), Handbook of Emotion Elicitation and Assessment (pp. 318-331). New York: Oxford University Press. Brown, R., & Kulik, J. (1977). Flashbulb Memories. Cognition, 5(1), 73-99. 284
Page 1 and 2:
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
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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
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
Page 282 and 283: Richardson-Klavehn, 2005) with the
Page 284 and 285: High Threshold Theory (Macmillan &
Page 286 and 287: participant and the artificial prod
Page 290 and 291: 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
Page 302 and 303: 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
Page 310 and 311: Table 2.2.4. Experiment 1: Separate
Page 312 and 313: Appendix 3.2. Contamination of Retr
Page 314 and 315: Appendix 4.1 Analysis of Same, Simi
Page 316 and 317: Scene component* emotion* response
Page 318 and 319: Section 4.1.2 Analysis for Experime
Page 320 and 321: Emotion* Response type F(4,68) = 0.
Page 322 and 323: esponse F(1,17) = 0.25, New respons
Page 324 and 325: Scene component* Response type Tuke
Page 326 and 327: Same response Similar response New
Page 328 and 329: Effect ANOVA result Response type F
Page 330 and 331: 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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