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Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Prior research demonstrated that learning information via retrieval practice, which entails studying and taking practice tests, resulted in less memory ...

Tufts University

U.S. Army Combat Capabilities Development Command (CCDC) Soldier Center

Individuals with stressful occupations, such as law enforcement and military personnel, are required to operate in high stakes environments that can be simultaneously physically and emotionally demanding. These individuals are tasked with maintaining peak performance under stressful and often unpredictable conditions, exerting high levels of cognitive control to sustain attention and suppress task-irrelevant actions. Previous research has shown that physical and emotional stressors differentially influence such cognitive control processes. For example, physical stress impairs while emotional stress facilitates the ability to inhibit a prepotent response, yet, interactions between the two remain poorly understood. Here we examined whether emotional stress induced by threat of unpredictable electric shock mitigates the effects of physical stress on response inhibition. Participants performed an auditory Go/NoGo task under safe versus threat conditions while cycling at high intensity (84% HRmax) for 50 min. In threat conditions, participants were told they would receive mild electric shocks that were unpredictable and unrelated to task performance. Self-reported anxiety increased under threat versus safe conditions, and perceived exertion increased with exercise duration. As predicted, we observed decrements in response inhibition (increased false alarms) as exertion increased under safe conditions, but improved response inhibition as exertion increased under threat conditions. These findings are consistent with previous work showing that anxiety induced by unpredictable threat promotes adaptive survival mechanisms, such as improved vigilance, threat detection, cautious behavior, and harm avoidance. Here, we suggest that emotional stress induced by unpredictable threat can also mitigate decrements in cognitive performance experienced under physically demanding conditions. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Exerting cognitive control under threat: Interactive effects of physical and emotional stress.

Smith, Floerke, and Thomas (2016) demonstrated that learning by repeated testing, or retrieval practice, reduced stress-related memory impairment when compared to learning by repeatedly studying material. In the present experiment, we tested whether, relative to study practice, retrieval practice would improve post-stress memory by increasing access to both item and source information. Participants learned two wordlists, which were temporally segregated to facilitate distinction between the two lists. Participants returned one week later for stress induction and two memory tests. Each test featured a recognition test that was given to assess item memory accessibility, and a list-discrimination task that was given to assess source memory. Relative to study practice, successful retrieval practice during learning reduced false alarms but did not improve source memory on the post-stress test. Results are discussed as they relate to current theories surrounding stress effects and retrieval practice effects.

Retrieval practice improves item memory but not source memory in the context of stress.

Acute psychological stress consistently impairs episodic memory, which consists of memory for events that are associated with a specific context. However, researchers have not yet established how stress influences semantic memory, which consists of general knowledge that is devoid of context. In the present study, participants either underwent stress induction or a control task prior to taking a trivia test that was designed to measure semantic memory. In contrast to the wealth of prior research on episodic memory, we found that stress enhanced semantic-memory retrieval. Supporting this finding, higher cortisol reactivity to stress was associated with better performance on the trivia test. Together with the results from previous studies of episodic memory, our findings suggest that stress differentially influences memory retrieval, depending on the degree to which the retrieval of a given memory relies on medial-temporal, neocortical, and striatal brain regions.

F. Caroline Davis

Center for Applied Brain and Cognitive Sciences

Tufts University

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

F. Caroline Davis

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Tufts University

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Center for Applied Brain and Cognitive Sciences