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Stanek ML, Boaz KM, Cordes CN, Niese TD, Long KE, Risner MS, Blasco JG, Suzelis KN, Siereveld KM, Rorabaugh BR, Zoladz PR. Social evaluative stress enhances central detail memory, reduces false memory, and results in intrusive memories that last for days. Neurobiol Learn Mem 2024; 209:107906. [PMID: 38408534 DOI: 10.1016/j.nlm.2024.107906] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Revised: 01/23/2024] [Accepted: 02/21/2024] [Indexed: 02/28/2024]
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.
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Affiliation(s)
- Mercedes L Stanek
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - Kayla M Boaz
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - Chloe N Cordes
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - Taylor D Niese
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - Kristen E Long
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - Matthew S Risner
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - John G Blasco
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - Koen N Suzelis
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - Kelsey M Siereveld
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA
| | - Boyd R Rorabaugh
- Department of Pharmaceutical Sciences, Marshall University School of Pharmacy, Huntington, WV, USA
| | - Phillip R Zoladz
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH, USA.
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2
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Zoladz PR, Cordes CN, Weiser JN, Reneau KE, Boaz KM, Helwig SJ, Virden EM, Thebeault CK, Pfister CL, Getnet BA, Niese TD, Parker SL, Stanek ML, Long KE, Norrholm SD, Rorabaugh BR. Pre-Learning Stress That Is Temporally Removed from Acquisition Impairs Fear Learning. BIOLOGY 2023; 12:775. [PMID: 37372060 DOI: 10.3390/biology12060775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 05/19/2023] [Accepted: 05/23/2023] [Indexed: 06/29/2023]
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 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.
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Affiliation(s)
- Phillip R Zoladz
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Chloe N Cordes
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Jordan N Weiser
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Kassidy E Reneau
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Kayla M Boaz
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Sara J Helwig
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Emma M Virden
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Caitlin K Thebeault
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Cassidy L Pfister
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Bruktawit A Getnet
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Taylor D Niese
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Sydney L Parker
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Mercedes L Stanek
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Kristen E Long
- Psychology Program, The School of Health and Behavioral Sciences, Ohio Northern University, Ada, OH 45810, USA
| | - Seth D Norrholm
- Department of Psychiatry and Behavioral Neurosciences, School of Medicine, Wayne State University, Detroit, MI 48202, USA
| | - Boyd R Rorabaugh
- Department of Pharmaceutical Sciences, School of Pharmacy, Marshall University, Huntington, WV 25755, USA
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Riesthuis P, Otgaar H, Bogaard G, Mangiulli I. Factors affecting the forced confabulation effect: a meta-analysis of laboratory studies. Memory 2023; 31:635-651. [PMID: 37083745 DOI: 10.1080/09658211.2023.2185931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
Abstract
During police investigations, interviewees are sometimes forced to confabulate a response to questions for which they don't know the answer. In this registered report, we conducted a three-level meta-analysis to examine whether forcing people to confabulate an answer to these questions can lead to false memories for the confabulated details and/or events (i.e., forced confabulation effect). Results showed that forced confabulation indeed led to the production of false memories. Qualitative reviews of studies suggested that the forced confabulation effect is enhanced after receiving confirmatory feedback. Moreover, we found evidence that longer delays between the forced confabulation phase and the final memory task are necessary to observe the forced confabulation effect for entire events. However, caution is needed when interpreting the forced confabulation effect. Specifically, our moderator analyses revealed that voluntarily produced confabulation led to more false memories than forced confabulation. Also, our exploratory analysis indicated that the forced confabulation effect was mainly observed in within-subject designs. Taken together, our meta-analysis supports the notion that forcing participants to confabulate can lead them to later report such confabulations as part of the truth. Nonetheless, caution is warranted because this effect might be due to the introduction of misinformation through asking unanswerable questions.
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Affiliation(s)
- Paul Riesthuis
- Faculty of Law and Criminology, KU Leuven, Leuven, Belgium
- Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Henry Otgaar
- Faculty of Law and Criminology, KU Leuven, Leuven, Belgium
- Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Glynis Bogaard
- Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Ivan Mangiulli
- Faculty of Law and Criminology, KU Leuven, Leuven, Belgium
- Department of Education, Psychology, Communication Sciences, University of Bari, Bari, Italy
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Sharma PR, Wade KA, Jobson L. A systematic review of the relationship between emotion and susceptibility to misinformation. Memory 2023; 31:1-21. [PMID: 36093958 DOI: 10.1080/09658211.2022.2120623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Inaccurate memory reports can have serious consequences within forensic and clinical settings, where emotion and misinformation are two common sources of memory distortion. Many studies have investigated how these factors are related; does emotion protect memory or leave it more vulnerable to the distorting effects of misinformation? The findings remain diffused. Thus, the present review aimed to clarify the relationship between emotion and susceptibility to misinformation. 39 eligible studies were reviewed. Results varied according to the type and dimension of emotion measured. Level of arousal may be unrelated to susceptibility to misinformation when retrieval occurs without delay; studies including delayed retrieval were limited. Stimuli valence may be associated with increased susceptibility to peripheral misinformation but unrelated to other misinformation. The following results were reported by limited studies: short-term distress and moderate levels of stress may decrease susceptibility, while anger and greater cortisol response to stress may increase susceptibility to misinformation. Source memory may also be unaffected by emotion. The results have important potential implications for forensic and clinical practice, for example by highlighting the value of enquiring witnesses' source memory. Methodological recommendations for future studies are made.
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Affiliation(s)
- Prerika R Sharma
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Australia
| | - Kimberley A Wade
- Department of Psychology, University of Warwick, Warwick, United Kingdom
| | - Laura Jobson
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Australia
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Brown J, Jonason A, Asp E, McGinn V, Carter MN, Spiller V, Jozan A. Fetal alcohol spectrum disorder and confabulation in psycholegal settings: A beginner's guide for criminal justice, forensic mental health, and legal interviewers. BEHAVIORAL SCIENCES & THE LAW 2022; 40:46-86. [PMID: 34689366 DOI: 10.1002/bsl.2540] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 09/30/2021] [Accepted: 10/03/2021] [Indexed: 06/13/2023]
Abstract
Fetal alcohol spectrum disorders (FASD) are neurodevelopmental/neurobehavioral conditions caused by prenatal alcohol exposure (PAE). Impairments caused by PAE contribute to the over-representation of individuals with FASD in the United States juvenile and adult criminal justice systems. These same impairments can equally impact on individuals with FASD who are witnesses to or victims of crime who also have to navigate the complexities of the criminal justice system. Difficulties include increased susceptibility to confabulation throughout the legal process that, in turn, can contribute to increased rates of poor outcomes including false confessions and wrongful convictions. Individuals with FASD are particularity at risk of confabulation when they are subjected to tactics, such as stressful and anxiety-provoking situations, threats, and leading, suggestive, or coercive questioning. Many professionals in the forensic context are unfamiliar with FASD or related confabulation risk and may unintentionally utilize tactics that intensify impacts of pre-existing impairment. This article serves as a beginner's guide for professionals working in criminal justice settings by (a) providing research-based overviews of FASD and confabulation, (b) describing how FASD may lead to confabulation, and (c) suggesting ways that professionals can modify protocols when interacting with individuals with FASD. Suggestions in this article hold the potential to decrease the risk of confabulation in the criminal justice system and decrease problematic outcomes, such as false confessions and wrongful convictions among individuals with FASD.
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Affiliation(s)
- Jerrod Brown
- Pathways Counseling Center, Inc., St. Paul, Minnesota, USA
- Concordia University, St. Paul, Minnesota, USA
- American Institute for the Advancement of Forensic Studies, St. Paul, Minnesota, USA
| | - Alec Jonason
- Department of Psychology, Hamline University, St. Paul, Minnesota, USA
- Wesley & Lorene Artz Cognitive Neuroscience Research Center, Hamline University, St. Paul, Minnesota, USA
| | - Erik Asp
- Department of Psychology, Hamline University, St. Paul, Minnesota, USA
- Wesley & Lorene Artz Cognitive Neuroscience Research Center, Hamline University, St. Paul, Minnesota, USA
- Department of Neurology, University of Iowa, Iowa City, Iowa, USA
| | - Valerie McGinn
- The FASD Centre, Auckland, New Zealand
- School of Population Health, The University of Auckland, Auckland, New Zealand
| | - Megan N Carter
- University of Washington, Seattle, Washington, USA
- Department of Social and Health Services, Special Commitment Center, Steilacoom, Washington, USA
| | | | - Amy Jozan
- American Institute for the Advancement of Forensic Studies, St. Paul, Minnesota, USA
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Zoladz PR, Duffy TJ, Mosley BE, Fiely MK, Nagle HE, Scharf AR, Brown CM, Earley MB, Rorabaugh BR, Dailey AM. Interactive influence of sex, stressor timing, and the BclI glucocorticoid receptor polymorphism on stress-induced alterations of long-term memory. Brain Cogn 2019; 133:72-83. [DOI: 10.1016/j.bandc.2018.05.012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2018] [Revised: 05/23/2018] [Accepted: 05/29/2018] [Indexed: 10/14/2022]
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Nitschke JP, Chu S, Pruessner JC, Bartz JA, Sheldon S. Post-learning stress reduces the misinformation effect: effects of psychosocial stress on memory updating. Psychoneuroendocrinology 2019; 102:164-171. [PMID: 30562688 DOI: 10.1016/j.psyneuen.2018.12.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/13/2018] [Revised: 12/06/2018] [Accepted: 12/07/2018] [Indexed: 12/19/2022]
Abstract
Episodic memories can be modified when exposed to new and related information. This phenomenon, known as memory updating, is generally thought to be adaptive but can also lead to incorporating false information into a memory trace. Given the well-known effects of stress on episodic memory, we used a false information paradigm to investigate if acute stress during memory updating (i.e., post-learning stage) affected false memory formation. In a between-subject design, young healthy participants completed the initial phases of the misinformation experiment - they studied an event via a slideshow and then were exposed a related narrative that contained misleading information about that event. After, half of the participants were exposed to acute psychosocial stress and the other half completed a control task. Once stress levels returned to baseline, all of the participants completed the final phase of the experiment, which was a memory test for slideshow that included items containing true facts and misinformation. Participants in the stress condition showed a reduced misinformation effect and were better able to discriminate true from false information compared to control participants. This pattern of results held even when participants were tested on the same memory test after a multiple day delay, illustrating the long-lasting effects of stress on false memory formation specifically, and memory updating generally. We discuss how our results add to the understanding of the time-dependent factors that moderate stress effects on memory, and speculate how stress effects on memory updating can be positive, by limiting intrusions into encoded events, but also negative, by limiting the ability to integrate information with other concepts, harming memory generalization.
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Affiliation(s)
- Jonas P Nitschke
- Department of Psychology, McGill University, Avenue McGill College 2001, H3A 1G1 Montreal, Canada.
| | - Sonja Chu
- Department of Psychology, McGill University, Avenue McGill College 2001, H3A 1G1 Montreal, Canada
| | - Jens C Pruessner
- Department of Psychology, University of Konstanz, 78457 Konstanz, Germany
| | - Jennifer A Bartz
- Department of Psychology, McGill University, Avenue McGill College 2001, H3A 1G1 Montreal, Canada
| | - Signy Sheldon
- Department of Psychology, McGill University, Avenue McGill College 2001, H3A 1G1 Montreal, Canada
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Smith AM, Dijkstra K, Gordon LT, Romero LM, Thomas AK. An investigation into the impact of acute stress on encoding in older adults. AGING NEUROPSYCHOLOGY AND COGNITION 2018; 26:749-766. [DOI: 10.1080/13825585.2018.1524438] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Affiliation(s)
- Amy M. Smith
- Center for Applied Brain and Cognitive Sciences, Tufts University, Medford, MA, USA
| | - Katinka Dijkstra
- Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
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