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Acknowledgements Completing the research in this PhD and writing this thesis has been the most challenging and rewarding experience of my academic life. There are several people whom I wish to thank for their help and support throughout the three years in which I completed my PhD. Firstly, thank you to Dr Peter Chapman who supervised my work throughout this lengthy process and whose guidance and support helped me successfully develop a disjointed collection of ideas into a cohesive programme of research. Thank you to the School of Psychology, University of Nottingham for providing the resources which enabled me to conduct this research. Thank you to Dr Richard Tunney and Dr David Clarke for providing feedback on the first two years of my PhD work and asking challenging questions in my progression vivas which helped prepare me for the final viva voce. Thank you to members of the Cognition and Language Research Group for providing support on the technicalities of eye-tracking and listened supportively to several presentations on my work in progress. Thank you to Dr Dana Samson and Dr Dinkar Sharma for examining my PhD, making the viva voce an enjoyable experience and for providing me with insightful and constructive comments on how to successfully publish and continue the research in this thesis. Finally, thank you to my family for supporting me and enduring the stress and challenges of life with a PhD student. Thank you to Otto for his bounding enthusiasm for the simple joys in life which was renewed afresh each morning and was often the kick-start needed on mornings when my confidence
and motivation was waning. Most importantly, thank you to Fenja who kept the rest of my world turning even when that of my PhD had stalled, and without whose love, support, humour and endless patience I would not have had the courage to embark upon a PhD nor the fortitude to complete it.
Page 1 and 2: THE EMOTIONAL ENHANCEMENT OF MEMORY
Page 3: the memory effects. Surprisingly, t
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 and 14: Table 3.5. Criteria for giving resp
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
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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
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
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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
Page 118 and 119:
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.
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
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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
Page 246 and 247:
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
Page 256 and 257:
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
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
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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 288 and 289:
References Adolphs, R. (2002). Reco
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
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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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