Stress effects on emotional memory in middle childhood

Abstract

False recognition results from the interplay of multiple cognitive processes, including verbatim memory, gist memory, phantom recollection, and response bias. In the current study, we modified the simplified Conjoint Recognition (CR) paradigm to investigate the way in which the valence of emotional stimuli affects the cognitive process and behavioral outcome of false recognition. In Study 1, we examined the applicability of the modification to the simplified CR paradigm and model. Twenty-six undergraduate students (13 females, aged 21.00 ± 2.30 years) learned and recognized both the large and small categories of photo objects. The applicability of the paradigm and model was confirmed by a fair goodness-of-fit of the model to the observational data and by their competence in detecting the memory differences between the large- and small-category conditions. In Study 2, we recruited another sample of 29 undergraduate students (14 females, aged 22.60 ± 2.74 years) to learn and recognize the categories of photo objects that were emotionally provocative. The results showed that negative valence increased false recognition, particularly the rate of false “remember” responses, by facilitating phantom recollection; positive valence did not influence false recognition significantly though enhanced gist processing.