Zoladz Phillip R, Cadle Chelsea E, Dailey Alison M, Fiely Miranda K, Peters David M, Nagle Hannah E, Mosley Brianne E, Scharf Amanda R, Brown Callie M, Duffy Tessa J, Earley McKenna B, Rorabaugh Boyd R, Payment Kristie E
Department of Psychology, Sociology, & Criminal Justice, Ohio Northern University, Ada, OH 45810, USA.
Department of Psychology, Sociology, & Criminal Justice, Ohio Northern University, Ada, OH 45810, USA.
Horm Behav. 2017 Jul;93:1-8. doi: 10.1016/j.yhbeh.2017.04.003. Epub 2017 Apr 22.
Research examining the effects of stress on false memory formation has been equivocal, partly because of the complex nature of stress-memory interactions. A major factor influencing stress effects on learning is the timing of stress relative to encoding. Previous work has shown that brief stressors administered immediately before learning enhance long-term memory. Thus, we predicted that brief stress immediately before learning would decrease participants' susceptibility to subsequent misinformation and reduce false memory formation. Eighty-four male and female participants submerged their hand in ice cold (stress) or warm (no stress) water for 3min. Immediately afterwards, they viewed an 8-min excerpt from the Disney movie Looking for Miracles. The next day, participants were interviewed and asked several questions about the video, some of which forced them to confabulate responses. Three days and three weeks later, respectively, participants completed a recognition test in the lab and a free recall test via email. Our results revealed a robust misinformation effect, overall, as participants falsely recognized a significant amount of information that they had confabulated during the interview as having occurred in the original video. Stress, overall, did not significantly influence this misinformation effect. However, the misinformation effect was completely absent in stressed participants who exhibited a blunted cortisol response to the stress, for both recognition and recall tests. The complete absence of a misinformation effect in non-responders may lend insight into the interactive roles of autonomic arousal and corticosteroid levels in false memory development.
研究压力对错误记忆形成的影响一直存在争议，部分原因是压力与记忆相互作用的复杂性质。影响压力对学习效果的一个主要因素是压力相对于编码的时间。先前的研究表明，在学习前立即施加的短暂压力会增强长期记忆。因此，我们预测在学习前立即施加的短暂压力会降低参与者对后续错误信息的易感性，并减少错误记忆的形成。84名男性和女性参与者将手浸泡在冰冷（有压力）或温暖（无压力）的水中3分钟。之后，他们观看了迪士尼电影《寻找奇迹》的一段8分钟的节选。第二天，对参与者进行访谈，并问他们几个关于视频的问题，其中一些问题迫使他们虚构答案。分别在三天和三周后，参与者在实验室完成了一项识别测试，并通过电子邮件完成了一项自由回忆测试。总体而言，我们的结果显示出强烈的错误信息效应，因为参与者错误地将他们在访谈中虚构的大量信息识别为在原始视频中出现过。总体而言，压力并没有显著影响这种错误信息效应。然而，在对压力表现出皮质醇反应迟钝的有压力的参与者中，无论是识别测试还是回忆测试，错误信息效应都完全不存在。无反应者中完全不存在错误信息效应，这可能有助于深入了解自主唤醒和皮质类固醇水平在错误记忆发展中的交互作用。
