The Effect of Induced Stress on the Number of Mistakes in Visual Working Memory for Emotional & None Emotional Stimuli
Subject Areas : EducationalZahra Khayyer 1 , Vahid Nejati 2 , Jalil Fathabadi 3
1 - دانشجوی دکتری تخصصی روانشناسی دانشگاه اصفهان
2 - دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی
3 - دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی
Keywords: amp, , , none-emotional stimulus, stress, visual working memory, mistakes rate, emotional &,
Abstract :
The purpose of the study was to evaluate the effect of induced stress on the number of students’ visual working memory mistakes for emotional & none motional stimuli. This experimental study used a post-test with control group design. 60 students were selected through available sampling and randomly assigned into experimental and control groups. Through Socially Evaluated Cold-Pressor Test, stress was induced and perceived stress was measured by using a scale consisted of 100 points and then the level of Physiological signs of participants were checked. Afterward, an n-back task (Kirchner, 1958) was used to evaluate the visual working memory. Finally, the participants’ mental attempts were evaluated by another scale (Zijlstra, 1993). Each participant, through a between groups design, completed different stages of the study. Mixed-model ANOVA and Paired t-test were used to analyze the data. According to the results, the number of omission errors in emotional stimuli were significantly more than none emotional stimuli, in which negative stimuli (P=0.01) were wrongly selected more than positive ones significantly (P=0.001). Also, males (M=10) made more omission mistakes than females (M=9.23). It seems that the function of visual working memory under stress is not as normal condition, especially for negative stimuli. Generally, by impairing the function of visual working memory, stress increases the rate of mistakes in remembering the presented stimulus.
Baddeley, A.D. (2000). The episodic buffer: A new component of working memory, Trend Cognitive Science, 4, 417-230.
Bakvis, P., Spinboven, Ph., Putman, P., Zitman, G.F., & Roelof, K. (2010). The effect of stress induction on working memory in paitient with psychogenic nonepileptic seizures. Epilepsy & behavior, Available at Sience Direct.
Barrouillet, P., & Gaillard, V. (2010). Cognitive development and working memory a dialogue between neo-Piagetian theories and cognitive approaches, Columbia, Missouri: Psychology Press–312 pages.
Berenbaum, S.A., Baxter, L., Serdenberg, M., & Hermann, B. (1997). Role of the hippocamous in sex differences in verbal memory: memory outcome following left anterior temporal lobectomy, Neuropsychology, 11(4), 585-591.
Buchanan, T.W., & Tranel, D. (2008). Stress and emotional memory retrieval: Effects of sex and cortisol response. Neurobiology of Learning and Memory, 89,134-141.
Buchanan, T.W., Lovallo, W.R. (2001). Enhanced memory for emotional material following stress-level cortisol treatment in humans. Psychoneuroendocrinology, 26, 307-317.
Bush, S.I., & Geer, J.H. (2001). Implicit and explicit memory of neutral, negative emotional, and sexual information. Archives of Sexual Behavior, 30, 615-631.
Cahill, L., Gorski, L., & Le, K. (2003). Enhanced human memory consolidation with post-learning stress. Interaction with the degree of arousal at encoding. Learning and Memory, 10, 270-274.
Cohen, Sh., & Janicki-Deverts, D. (2012). Who’s stressed? Distributions of psychological stress in the United Ststes in probability samples from 1983, 2006, & 2009. Journal of Applied Social Psychology, 42(6), 1320-1334.
Corbetta, M., & Shulman, G.L. (2002). Control of goal-directed and stimulus-driven attention in the brain. Nature Reviews Neuroscience, 3, 201-215.
Coren, S., Ward, L.M., & Enns, J.T. (2004). Sensation & Perception (6th Edition). New York: Wiley.
Cornelisse, S., Van Stegeren, A.H., Joels, M. (2010). Implications of psychological stress on memory formation in a typical male versus female students sample. Psychoneuroendocrinology, 36, 569-578.
DeQuervain, D.J., Roozendaal, B., Nitsch, R.M., McGaugh, J.L., & Hock, C. (2000). Acute cortisone administration impairs retrieval of long-term declarative memory in humans. Naurer Neuroscience, 3, 313-314.
Duncko, R., Cornwell, B., Cui, L., Merikangas, K.R., & Grillon, C. (2007). Acute exposure to stress improves performance in trace eye blink conditioning and spatial learning tasks in healthy men. Learning & Memory, 14, 329-335.
Duncko, R., Johnson, L., Merikangas, K., and Grillon, Ch. (2009).Working memory performance after acute exposure to the Cold Pressor Stress in healthy volunteers. Neurobiology of Learning and Memory, 91, 377-381.
Eldar, S., Ricon, T., & Bar-Haim, Y. (2008). Plasticity in attention: Implications for stress response in children. Behavior Research and Therapy, 46, 450-461.
Elzinga, B.M., & Roelofs, K. (2005). Cortisol-induced impairments of working memory require acute sympathetic activation. Behavioral and Neuroscience, 119, 98-103.
Epel, E., McEwen, B.S., & Lupien, S.J. (2000). Cortisol reactivity to repeated stress as a function of fat distribution: Effects on cognition. Psychoneuroendocrinology, 25(1), 32.
Eysenck, M.W., & Keane, M. (2000). Cognitive psychology: A Student’s Handbook. (4th ed.) Hove: Psychology Press. Fan, J., Byrne
Eysenck, M.W., Derakshan, N., Santos, R., & Calvo, M.G. (2007). Anxiety and Cognitive Performance: Attentional control Theory. Emotion, 7(2), 336-335.
Eysenck, M.W., Payne, Derakhshan, N. (2005). Trait anxiety, visospatial processing, and working. Cognition & Emotion, 19(8),1214-1228.
Friedman, N.P., Miyake, A., Corley, R.P., Young, S.E., Defries, J.C., & Hewitt, J.K. (2006). Not all executive functions are related to intelligence. Psychological Science, 17(2), 172-179.
Hermans, D., Vansteenwegen, D., Crombez, G., Baeyens, F., & Eelen, P. (2002). Expectancy-learning and evaluative learning in human classical conditioning: affective priming as an indirect and unobtrusive measure of conditioned stimulus valence. Behaviour experimental Psychology: Learning, Memory, and Cognition, 26, 336-358.
Humphries, Ch., & Carver, Ch.S., & Neumann, P.G. (1983). Cognitive characteristics of the Type A coronary-prone behavior pattern. Journal of Personality and Social Psychology, 44(1), 177-187.
Kane, M.J., & Engle, R.W. (2000). Working-memory capacity, proactive interference, and divided attention: limits on long-term memory retrieval. Journal of
Kennedy, Q., Mather, M., & Carstensen, L.L. (2004). The role of motivation in the age-related positivity effect in autobiographical memory. Psychological Science, 15, 208-214.
Kim, J.J., Lee, H.J., Han, J.S., & Packard, M.G. (2001). Amygdala is critical for stress-induced modulation of hippocampal long-term potentiation and learning. Journal of Neurosience, 21(14), 5222-8.
Kimball, D.R., Bjork, E.L., & Bjork, R.A. (2001). Part-list cuing and false memories: Effects of cue recall, cue serial position, and cue associative strength, Manuscript in preparation.
Kirchner, W.K. (1958), Age differences in short-term retention of rapidly changing information. Journal of Experimental Psychology, 55(4), 352-358.
Knight, D.C., Waters, N.S., King, M.K., & Bandettini, P.A. (2010). Learning-related diminution of unconditioned SCR and fMRI signal responses. Neuroimage, 49(1), 843-848 .
Kreyer, I. (2003). Endocrine stress responses in critical care nurses: a possible relation to job turnover? PhD Thesis, university of Zurich.
Kuhlman, S., & Wolf, O.T. (2005). Cortisol and memory retrieval in women. influence of menstrual cycle and oral contraceptives. Psychopharmacology, 183, 65-71.
Kuhlmann, S., Piel, M., & Wolf, O.T. (2005).Impaired memory retrieval after psychosocial stress in healthy youngmen. Journal of Neuroscience, 25, 2977-2982.
Luethi, M., Meier, B., & Sandi, C. (2009). Stress effects on working memory, explicit memory, and implicit memory for neutral and emotional stimuli in healthy men. Frontiers in Behavioral Neuroscience, 2(5), 1-9.
Mayne, J.T., & Bonanno, A.G. (2001). Emotions: current issues & future directions, New York: Gilford Press.
McRae, A.L., Saladin, M.E., Brady, K.T., Upadhyaya, H., Back, S.E., Timmerman, M.A. (2006). Stress reactivity: biological and subjective responses to the cold pressor and Trier Social stressors. Hum. Psychopharmacol. 21, 377-385.
Morin, A.M., Geldner, G., Schwarz, U., Khl, M., Adams, H.A., Wulf, H., & etal. (2004). Factors influencing preoperative stress response in coronary artery bypass graft patients. Anesthesiol, 4(1), 7.
Nater, U.M., Moor, C., Okere, U., Stallkamp, R., Martin, M., Ehlert, U., et al. (2007). Performance on a declarative memory task is better in high than low cortisol responders to psychosocial stress. Psychoneuroendocrinology, 32, 758-763.
Oei, N.Y., Everaerd, W.T., Elzinga, B.M., van Well, S., & Bermond, B. (2006). Psychosocial stress impairs working memory at high loads: An association with cortisol levels and memory retrieval. Stress, 9, 133-141.
Pauli, W.M., & Röder, B. (2008). Emotional salience changes the focus of spatial attention. Brain Research, 1214, 94-104.
Payen, J.D., Jackson, E.D., Hoscheidt, S., Ryan, L., Jacobs, W.J., & Nadel, L. (2007). Stress administered prior to encoding impairs neutral but enhances emotional long-term episodic memories, Learning and Memory, 14, 861-868.
Reason, J. (2002). Combating omission errors through task analysis and good reminders. Qual Saf Health Care, 11, 40-44. Research and Therapy, 40(3), 217-234.
Reul, J.M., Gesing, A., Droste, S., Stec, I.S., Weber, A., Bachmann, C., Bilang- Bleuel, A., Holsboer, F., & Linthorst, A.C. (2000). The brain mineralocorticoid receptor: greedy for ligand, mysterious in function. European Journal of Pharmacology, 405(1-3),
Romer, D., Betancourt, L.M., Brodsky, N.L., Giannetta, J.M., Yang, W., & Hurt, H. (2011). Does adolescent risk taking imply weak executive function? A prospective study of relations between working memory performance, impulsivity, and risk taking in early adolescence. Dev Sci, 1-15.
Roozendaal, B., Okuda, S., de Quervain, D.J & McGaugh, J.L. (2006). Glucocorticoids interact with emotion-induced noradrenergic activation in influencing different memory functions. Neuroscience, 138(3), 901-10.
Sandi, G., & Pinelo- Nava, M.T. (2007). Stress and memory: Behavioral effects and neurobiological mechanisms, Neutral Plasticity, 78970, 20 pages.
Sapolsky, R.M., Romero, L.M., & Munck, A.U. (2000). How do glucocorticoids influence stress responses? Integrating permissive, suppressive, stimulatory, and preparative actions. Endocrine Reviews, 21(1), 55-89.
Schoofs, D., Wolf, O.T., Smeets, T. (2009). Cold pressor stress impairs performance on working memory tasks requiring executive functions in healthy young men. Behavioral and Neuroscience, 123, 1066-1075.
Schwabe, L., Bohringer, A., chatterjee, & M., Schachinger, H. (2007). Effects of pre- learning stress on memory for neutral, positive, and negative words. Different roles of cortisol and autonomic arousal. Neurobiology of Learning and Memory, 90, 44-53.
