تفاوت های جنسیتی در اثر احساسات پس از یادگیری در تثبیت حافظه موردی و حافظه مبدأ
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|71087||2010||9 صفحه PDF||سفارش دهید||8791 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Neurobiology of Learning and Memory, Volume 93, Issue 4, May 2010, Pages 572–580
Item memory and source memory are two integral elements of episodic memory. Although many studies have examined the effect of emotion on item memory, little research has simultaneously taken into account item memory and source memory. In addition, in the majority of previous studies, learning stimuli are used as the source of emotion, making it difficult to understand whether emotion has an effect on encoding or on consolidation of episodic memory. Furthermore, although gender differences exist in neurophysiological responses to emotional stimuli, in many studies gender differences were neglected and this leaves the picture incomplete regarding the effect of emotion on episodic memory. In this study, we examined gender differences in the effects of post-learning emotion on consolidation of item memory and source memory. Participants learned neutral Chinese nouns, took a memory pretest, and were then randomly assigned to three conditions, in which they either watched a 3-min negative video clip, or watched a 3-min positive video clip, or remained calm and relaxed for 3 min. Thirty minutes after the initial learning, participants took a memory posttest. We found that: (1) For females, post-learning negative emotion enhanced consolidation of item memory; however, neither negative emotion nor positive emotion had a significant effect on consolidation of source memory; (2) For males, neither negative nor positive emotion after learning had a significant effect on either item memory or source memory. Possible reasons for the gender differences, as well as the theoretical significance and practical implications of this study were discussed.