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Author Notes:

Corresponding author at: 36 Eagle Row, Atlanta, GA 30322, UnitedStates. Tel.: +1 404 712 8330. E-mail address: jleven2@emory.edu (J.S. Leventon).

These authors share first authorship: J.S. Leventon and J.S. Stevens.

We thank all of the members of the Memory at Emory Laboratory for their assistance with various aspects of this work.

We extend a special note of appreciation to the children and parents who gave their time to participate in this research.

My coauthors and I have followed APA ethical standards in all aspects of the work, and we do not have any interests that would be interpreted as influencing the research.

Subjects:

Research Funding:

Support for this research was provided by Emory College of Arts and Sciences and the Emory Laney Graduate School.

Keywords:

  • Social Sciences
  • Science & Technology
  • Life Sciences & Biomedicine
  • Psychology, Developmental
  • Neurosciences
  • Psychology
  • Neurosciences & Neurology
  • Emotional memory development
  • ERP
  • Psychophysiology
  • Recognition memory
  • School age children
  • FACIAL EXPRESSIONS
  • DECLARATIVE MEMORY
  • MILD STRESSOR
  • FALSE MEMORY
  • RETRIEVAL
  • AROUSAL
  • BRAIN
  • AMYGDALA
  • RESPONSES
  • PICTURES

Development in the neurophysiology of emotion processing and memory in school-age children

Tools:

Journal Title:

Developmental Cognitive Neuroscience

Volume:

Volume 10

Publisher:

, Pages 21-33

Type of Work:

Article | Final Publisher PDF

Abstract:

In the adult literature, emotional arousal is regarded as a source of the enhancing effect of emotion on subsequent memory. Here, we used behavioral, electrophysiological, and psychophysiological methods to examine the role of emotional arousal on subsequent memory in school-age children. Five- to 8-year-olds, divided into younger and older groups, viewed emotional scenes as EEG, heart rate, and respiration was recorded, and participated in a memory task 24 hours later where EEG and behavioral responses were recorded; participants provided subjective ratings of the scenes after the memory task. All measures indicated emotion responses in both groups, and in ERP measures the effects were stronger for older children. Emotion responses were more consistent across measures for negative than positive stimuli. Behavioral memory performance was strong but did not differ by emotion condition. Emotion influenced the ERP index of recognition memory in the older group only (enhanced recognition of negative scenes). The findings an increasing interaction of emotion and memory during the school years. Further, the findings impress the value of combining multiple methods to assess emotion and memory in development. Development in the neurophysiology of emotion processing and memory in school-age children.

Copyright information:

© 2014 The Authors.

This is an Open Access work distributed under the terms of the Creative Commons Attribution-NonCommerical-NoDerivs 3.0 Unported License (http://creativecommons.org/licenses/by-nc-nd/3.0/).

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