scholarly journals Attention and Emotion-Enhanced Memory: A Systematic Review and Meta-Analysis of Behavioural and Neuroimaging Evidence

2018 ◽  
Author(s):  
Zachariah R. Cross ◽  
Amanda Santamaria ◽  
Mark J. Kohler
Keyword(s):  
Eye Tracking ◽  
Meta Analysis ◽  
Emotional Memory ◽  
Long Term Memory ◽  
Emotional Stimuli ◽  
Emotional Information ◽  
Term Memory ◽  
Mixed Support ◽  
Emotional Memory Enhancement

ABSTRACTThe interaction between attention and emotion is posited to influence long-term memory consolidation. We systematically reviewed experiments investigating the influence of attention on emotional memory to determine: (i) the reported effect of attention on memory for emotional stimuli, and (ii) whether there is homogeneity between behavioural and neuroimaging based effects. Over half of the 47 included experiments found a moderate-to-large effect of attention on emotional memory as measured behaviourally. However, eye-tracking research provide mixed support for the role of attention-related processes in facilitating emotional information into long-term memory. Similarly, modulations in sensory-related components at encoding were not predictive of long-term memory formation, whereas later components appear to differentially reflect the allocation of attention to heterogeneous emotional stimuli. This dissociation in neurophysiology is paralleled by the activation of distinct neural networks under full- and divided-attention conditions. We quantified the effects of the behavioural, eye-tracking and neuroimaging findings via meta-analysis to show that the neural substrates of attention-related emotional memory enhancement may be sensitive to specific methodological parameters.

scholarly journals Beyond Fear

2007 ◽  
Vol 16 (4) ◽  
pp. 173-177 ◽  
Author(s):  
Kevin S. LaBar
Keyword(s):  
Subjective Experience ◽  
Emotional Memory ◽  
Long Term Memory ◽  
Emotional Intensity ◽  
Emotional Information ◽  
Significant Life ◽  
Lasting Impression ◽  
Cortical Regions ◽  
Emotional Events

Neurobiological accounts of emotional memory have been derived largely from animal models investigating the encoding and retention of memories for events that signal threat. This literature has implicated the amygdala, a structure in the brain's temporal lobe, in the learning and consolidation of fear memories. Its role in fear conditioning has been confirmed, but the human amygdala also interacts with cortical regions to mediate other aspects of emotional memory. These include the encoding and consolidation of pleasant and unpleasant arousing events into long-term memory, the narrowing of focus on central emotional information, the retrieval of prior emotional events and contexts, and the subjective experience of recollection and emotional intensity during retrieval. Along with other mechanisms that do not involve the amygdala, these functions ensure that significant life events leave a lasting impression in memory.

Long-Term Memory Performance in Adult ADHD

2016 ◽  
Vol 21 (4) ◽  
pp. 267-283 ◽  
Author(s):  
Timo Skodzik ◽  
Heinz Holling ◽  
Anya Pedersen
Keyword(s):  
Visual Memory ◽  
Adult Adhd ◽  
Memory Performance ◽  
Meta Analysis ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Tests ◽  
Memory Acquisition ◽  
Meta Analyses

Objective: Memory problems are a frequently reported symptom in adult ADHD, and it is well-documented that adults with ADHD perform poorly on long-term memory tests. However, the cause of this effect is still controversial. The present meta-analysis examined underlying mechanisms that may lead to long-term memory impairments in adult ADHD. Method: We performed separate meta-analyses of measures of memory acquisition and long-term memory using both verbal and visual memory tests. In addition, the influence of potential moderator variables was examined. Results: Adults with ADHD performed significantly worse than controls on verbal but not on visual long-term memory and memory acquisition subtests. The long-term memory deficit was strongly statistically related to the memory acquisition deficit. In contrast, no retrieval problems were observable. Conclusion: Our results suggest that memory deficits in adult ADHD reflect a learning deficit induced at the stage of encoding. Implications for clinical and research settings are presented.

The Effect of Prior Tennis Experience on Wheelchair Tennis Players’ Visual Search

2018 ◽  
Vol 35 (4) ◽  
pp. 329-341
Author(s):  
Melissa Hunfalvay ◽  
Nicholas Murray
Keyword(s):  
Visual Search ◽  
Eye Tracking ◽  
Fixation Duration ◽  
Prior Experience ◽  
Long Term Memory ◽  
Term Memory ◽  
Tennis Players ◽  
Fixation Locations ◽  
And Training

The purpose of this study was to examine whether prior biped tennis playing experience results in different visual search strategies compared with no prior biped playing experience. A total of 32 wheelchair (WC) tennis players, 17 males and 15 females, ranked between 1 and 16 on the International Tennis Federation rankings participated in this study. Half the players had prior experience playing tennis as a biped player, and half had no prior experience in biped tennis. The athletes viewed 18 different serves from an expert WC player while their gaze was monitored using eye tracking. Results revealed significant differences between the groups in fixation duration and number of fixations. Differences were also found in fixation locations and durations across biomechanical phases of the serve. The WC only players had more fixations for shorter periods than did WC with biped players in the ritual phase. In the preparatory and execution phases, however, the WC only players had fewer fixations for longer duration than the WC with biped players. Results are discussed in terms of long-term memory structures, learning, and considerations when coaching and training WC tennis players.

AN EYE FOR WORDS

2013 ◽  
Vol 35 (3) ◽  
pp. 483-517 ◽  
Author(s):  
Aline Godfroid ◽  
Frank Boers ◽  
Alex Housen
Keyword(s):  
Eye Tracking ◽  
Long Term Memory ◽  
Advanced Learners ◽  
Term Memory ◽  
Time Processing ◽  
Eye Fixation ◽  
Fixation Durations ◽  
Initial Representation ◽  
Incidental Word Learning

This eye-tracking study tests the hypothesis that more attention leads to more learning, following claims that attention to new language elements in the input results in their initial representation in long-term memory (i.e., intake; Robinson, 2003; Schmidt, 1990, 2001).Twenty-eight advanced learners of English read English texts that contained 12 targets for incidental word learning. The target was a known word (control condition), a matched pseudoword, or that pseudoword preceded or followed by the known word (with the latter being a cue to the pseudoword’s meaning). Participants’ eye-fixation durations on the targets during reading served as a measure of the amount of attention paid (see Rayner, 2009).Results indicate that participants spent more time processing the unknown pseudowords than their matched controls. The longer participants looked at a pseudoword during reading, the more likely they were to recognize that word in an unannounced vocabulary posttest. Finally, the known, appositive cues were fixated longer when they followed the pseudowords than when they preceded them; however, their presence did not lead to higher retention of the pseudowords.We discuss how eye-tracking may add to existing methodologies for studying attention and noticing (Schmidt, 1990) in SLA.

Individual Differences in Emotional Memory: Adult Attachment and Long-Term Memory for Child Sexual Abuse

2005 ◽  
Vol 31 (11) ◽  
pp. 1537-1548 ◽  
Author(s):  
Robin S. Edelstein ◽  
Simona Ghetti ◽  
Jodi A. Quas ◽  
Gail S. Goodman ◽  
Kristen Weede Alexander ◽  
...  
Keyword(s):  
Sexual Abuse ◽  
Individual Differences ◽  
Child Sexual Abuse ◽  
Adult Attachment ◽  
Emotional Memory ◽  
Long Term Memory ◽  
Term Memory

scholarly journals Toxic effect of khat (Catha edulis) on memory: Systematic review and meta-analysis

2017 ◽  
Vol 08 (01) ◽  
pp. 030-037 ◽  
Author(s):  
Birhane Alem Berihu ◽  
Gebrekidan Gebregzabher Asfeha ◽  
Abadi Leul Welderufael ◽  
Yared Godefa Debeb ◽  
Yibrah Berhe Zelelow ◽  
...  
Keyword(s):  
Systematic Review ◽  
Short Term Memory ◽  
Meta Analysis ◽  
Cochrane Library ◽  
Long Term Memory ◽  
Short Term ◽  
Level Of Evidence ◽  
Catha Edulis ◽  
Term Memory

ABSTRACT Background: People use khat (Catha edulis) for its pleasant stimulant effect of physical activity, consciousness, motor, and mental functions. Although there are reports assessing the effect of khat on memory, there was no study based on formal systematic review and meta-analysis. Objective: We have therefore conducted this meta-analysis to determine the level of evidence for the effect of khat (C. edulis Forsk) on memory discrepancy. Methods: MEDLINE, Cochrane Library, PubMed, Academic Search Complete, SPORTDiscus, ScienceDirect, Scopus, Web of Science, and Google Scholar were searched to retrieve the papers for this review. Keywords utilized across database search were khat, cat, chat, long-term memory, short-term memory, memory deficit, randomized control trial, and cross-sectional survey. The search was limited to studies in humans and rodents; published in English language. Result: Finding of various studies included in our meta-analysis showed that the effect of acute, and subchronic exposure to khat showed that short-term memory appears to be affected depending on the duration of exposure. However, does not have any effect on long-term memory. Conclusion: Although a number of studies regarding the current topic are limited, the evidenced showed that khat (C. edulis) induced memory discrepancy.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

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