Consciousness and Cognition 18 (3):786-793 (2009)
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Abstract |
Moderate physiological or emotional arousal induced after learning modulates memory consolidation, helping to distinguish important memories from trivial ones. Yet, the contribution of subjective awareness or interpretation of arousal to this effect is uncertain. Alexithymia, which is an inability to describe or identify one’s emotional and arousal states even though physiological responses to arousal are intact, provides a tool to evaluate the role of arousal interpretation. Participants scoring high and low on alexithymia learned a list of 30 words, followed by immediate recall. Participants then saw either an arousing or neutral video . Memory was tested 24-h later. Physiological response to arousal was comparable between groups, but subjective response to arousal was impaired in high alexithymia. Yet, delayed word recognition was enhanced by arousal regardless of alexithymia status. Thus, subjective response to arousal, i.e., cognitive appraisal, was not necessary for memory modulation to occur
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DOI | 10.1016/j.concog.2009.06.001 |
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References found in this work BETA
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Citations of this work BETA
The Role of Alexithymia in Memory and Executive Functioning Across the Lifespan.Anthony N. Correro Ii, Elizabeth R. Paitel, Steven J. Byers & Kristy A. Nielson - forthcoming - Cognition and Emotion:1-16.
The Role of Alexithymia in Memory and Executive Functioning Across the Lifespan.Anthony N. Correro, Elizabeth R. Paitel, Steven J. Byers & Kristy A. Nielson - 2021 - Cognition and Emotion 35 (3):524-539.
Memory for Emotionally Provocative Words in Alexithymia: A Role for Stimulus Relevance.Mitchell A. Meltzer & Kristy A. Nielson - 2010 - Consciousness and Cognition 19 (4):1062-1068.
Dynamic Influence of Emotional States on Novel Word Learning.Jingjing Guo, Tiantian Zou & Danling Peng - 2018 - Frontiers in Psychology 9.
Negative Emotion Elicited in High School Students Enhances Consolidation of Item Memory, but Not Source Memory.Bo Wang - 2015 - Consciousness and Cognition 33:185-195.
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