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  1. Artikel ; Online: Social evaluative stress enhances central detail memory, reduces false memory, and results in intrusive memories that last for days.

    Stanek, Mercedes L / Boaz, Kayla M / Cordes, Chloe N / Niese, Taylor D / Long, Kristen E / Risner, Matthew S / Blasco, John G / Suzelis, Koen N / Siereveld, Kelsey M / Rorabaugh, Boyd R / Zoladz, Phillip R

    Neurobiology of learning and memory

    2024  Band 209, Seite(n) 107906

    Abstract: Few studies have quantified what an individual remembers about a laboratory-controlled stressor. Here, we aimed to replicate previous work by using a modified version of the Trier Social Stress Test (TSST) to quantify participant memory for a stressful ... ...

    Abstract Few studies have quantified what an individual remembers about a laboratory-controlled stressor. Here, we aimed to replicate previous work by using a modified version of the Trier Social Stress Test (TSST) to quantify participant memory for a stressful experience. We also aimed to extend this work by quantifying false and intrusive memories that ensued. One hundred and seven participants were exposed to the TSST (stress) or the friendly TSST (f-TSST; no stress). The TSST required participants to deliver a ten-minute speech in front of two laboratory panel members as part of a mock job interview; the f-TSST required participants to casually converse with the panel members about their interests. In both conditions, the panel members interacted with (central) or did not interact with (peripheral) several objects sitting on a desk in front of them. The next day, participants' memory for the objects was assessed with recall and recognition tests. We also quantified participants' intrusive memories on Days 2, 4, 6, and 8. Stressed participants recalled more central objects and exhibited greater recognition memory, particularly for central objects, than controls. Stress also led to less false recall and more intrusive memories on Days 2 and 4. Consistent with previous work, these findings suggest that participants exhibit enhanced memory for the central details of a stressful experience; they also extend prior work by showing that participants exposed to a stressor have less false memories and experience intrusive memories for several days following the event. The modified TSST paradigm used here may be useful for researchers studying not only what participants remember about a stressful event but also their susceptibility to intrusive memory formation.
    Mesh-Begriff(e) Humans ; Hydrocortisone ; Saliva ; Memory ; Stress, Psychological ; Mental Recall
    Chemische Substanzen Hydrocortisone (WI4X0X7BPJ)
    Sprache Englisch
    Erscheinungsdatum 2024-02-24
    Erscheinungsland United States
    Dokumenttyp Journal Article
    ZDB-ID 1223366-3
    ISSN 1095-9564 ; 1074-7427
    ISSN (online) 1095-9564
    ISSN 1074-7427
    DOI 10.1016/j.nlm.2024.107906
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  2. Artikel: Pre-Learning Stress That Is Temporally Removed from Acquisition Impairs Fear Learning.

    Zoladz, Phillip R / Cordes, Chloe N / Weiser, Jordan N / Reneau, Kassidy E / Boaz, Kayla M / Helwig, Sara J / Virden, Emma M / Thebeault, Caitlin K / Pfister, Cassidy L / Getnet, Bruktawit A / Niese, Taylor D / Parker, Sydney L / Stanek, Mercedes L / Long, Kristen E / Norrholm, Seth D / Rorabaugh, Boyd R

    Biology

    2023  Band 12, Heft 6

    Abstract: Few studies have examined the time-dependent effects of stress on fear learning. Previously, we found that stress immediately before fear conditioning enhanced fear learning. Here, we aimed to extend these findings by assessing the effects of stress 30 ... ...

    Abstract Few studies have examined the time-dependent effects of stress on fear learning. Previously, we found that stress immediately before fear conditioning enhanced fear learning. Here, we aimed to extend these findings by assessing the effects of stress 30 min prior to fear conditioning on fear learning and fear generalization. Two hundred and twenty-one healthy adults underwent stress (socially evaluated cold pressor test) or a control manipulation 30 min before completing differential fear conditioning in a fear-potentiated startle paradigm. One visual stimulus (CS+), but not another (CS-), was associated with an aversive airblast to the throat (US) during acquisition. The next day, participants were tested for their fear responses to the CS+, CS-, and several generalization stimuli. Stress impaired the acquisition of fear on Day 1 but had no significant impact on fear generalization. The stress-induced impairment of fear learning was particularly evident in participants who exhibited a robust cortisol response to the stressor. These findings are consistent with the notion that stress administered 30 min before learning impairs memory formation via corticosteroid-related mechanisms and may help us understand how fear memories are altered in stress-related psychological disorders.
    Sprache Englisch
    Erscheinungsdatum 2023-05-26
    Erscheinungsland Switzerland
    Dokumenttyp Journal Article
    ZDB-ID 2661517-4
    ISSN 2079-7737
    ISSN 2079-7737
    DOI 10.3390/biology12060775
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  3. Artikel ; Online: Pre-Learning Stress That Is Temporally Removed from Acquisition Impairs Fear Learning

    Zoladz, Phillip R. / Cordes, Chloe N. / Weiser, Jordan N. / Reneau, Kassidy E. / Boaz, Kayla M. / Helwig, Sara J. / Virden, Emma M. / Thebeault, Caitlin K. / Pfister, Cassidy L. / Getnet, Bruktawit A. / Niese, Taylor D. / Parker, Sydney L. / Stanek, Mercedes L. / Long, Kristen E. / Norrholm, Seth D. / Rorabaugh, Boyd R.

    Biology (Basel). 2023 May 26, v. 12, no. 6

    2023  

    Abstract: Few studies have examined the time-dependent effects of stress on fear learning. Previously, we found that stress immediately before fear conditioning enhanced fear learning. Here, we aimed to extend these findings by assessing the effects of stress 30 ... ...

    Abstract Few studies have examined the time-dependent effects of stress on fear learning. Previously, we found that stress immediately before fear conditioning enhanced fear learning. Here, we aimed to extend these findings by assessing the effects of stress 30 min prior to fear conditioning on fear learning and fear generalization. Two hundred and twenty-one healthy adults underwent stress (socially evaluated cold pressor test) or a control manipulation 30 min before completing differential fear conditioning in a fear-potentiated startle paradigm. One visual stimulus (CS+), but not another (CS−), was associated with an aversive airblast to the throat (US) during acquisition. The next day, participants were tested for their fear responses to the CS+, CS−, and several generalization stimuli. Stress impaired the acquisition of fear on Day 1 but had no significant impact on fear generalization. The stress-induced impairment of fear learning was particularly evident in participants who exhibited a robust cortisol response to the stressor. These findings are consistent with the notion that stress administered 30 min before learning impairs memory formation via corticosteroid-related mechanisms and may help us understand how fear memories are altered in stress-related psychological disorders.
    Schlagwörter cold ; cortisol ; fearfulness ; memory ; throat
    Sprache Englisch
    Erscheinungsverlauf 2023-0526
    Erscheinungsort Multidisciplinary Digital Publishing Institute
    Dokumenttyp Artikel ; Online
    ZDB-ID 2661517-4
    ISSN 2079-7737
    ISSN 2079-7737
    DOI 10.3390/biology12060775
    Datenquelle NAL Katalog (AGRICOLA)

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