Learning under stress impairs memory formation

  title={Learning under stress impairs memory formation},
  author={Lars Schwabe and Oliver Tobias Wolf},
  journal={Neurobiology of Learning and Memory},
  • L. Schwabe, O. Wolf
  • Published 1 February 2010
  • Psychology
  • Neurobiology of Learning and Memory

Learning and memory under stress: implications for the classroom

Evidence indicates that stress may hamper the updating of memories in the light of new information and induce a shift from a flexible, ‘cognitive’ form of learning towards rather rigid, 'habit’-like behaviour, which may explain some of the difficulties of learning and remembering under stress in the classroom.

The Influence of Stress on Human Memory: Differences among Subjected Timing of Acute Stress

In this study, we compared the differences in influence of three stress subjection timings on memory using words stimuli with three valences, positive, negative, and neutral. Sixty-three participants

Stress effects on memory: An update and integration

Brain and Cognition Stress impacts the fi delity but not strength of emotional memories

Psychological stress during memory encoding in fl uences resulting memory representations. However, open questions remain regarding how stress interacts with emotional memory. This interaction has

The effect of stress on memory for temporal context: an exploratory study

The results do not show a discernible impact of stress on memory for temporal context, in terms of both sequence memory and more fine-grained representations of time, as time estimations were overall quite poor.

The Effects of Acute Stress on Episodic Memory: A Meta-Analysis and Integrative Review

The analyses indicate that stress disrupts some episodic memory processes while enhancing others, and that the effects of stress are modulated by a number of critical factors.

The key to superior memory encoding under stress: the relationship between cortisol response and mnemonic discrimination.

It is suggested that increased hormonal response to acute stress has a beneficial impact on the formation of distinct, nonoverlapping, unique memory representations, and consequently, on episodic memory encoding processes.

The effects of the cold pressor task on memory recall

Memory recall impairment was shown after participants received stress induced from the cold pressor task only during learning, and after a short delay consisting of a short distracter math test.



Impaired Memory Retrieval after Psychosocial Stress in Healthy Young Men

It is demonstrated that psychosocial stress impairs memory retrieval in humans and suggests that emotionally arousing material is especially sensitive to this effect.

The context counts: Congruent learning and testing environments prevent memory retrieval impairment following stress

  • L. SchwabeO. Wolf
  • Psychology, Biology
    Cognitive, affective & behavioral neuroscience
  • 2009
The results suggest that the detrimental effects of stress on memory retrieval can be abolished when a distinct learning context is reinstated at test.

Learning under stress: how does it work?

Enhanced human memory consolidation with post-learning stress: interaction with the degree of arousal at encoding.

Cold pressor stress, which significantly elevated salivary cortisol levels, enhanced memory for emotionally arousing slides compared with the controls, but did not affect memory for relatively neutral slides, which further support the view that post-learning stress hormone-related activity interacts with arousal at initial encoding to modulate memory consolidation.

Stress disrupts context-dependent memory.

Stress administered prior to encoding abolished the context-dependent memory enhancement found in the control group, representing the first demonstration of impaired context- dependent memory following stress.

Stress and glucocorticoids impair retrieval of long-term spatial memory

It is shown that rats have impaired performance in a water-maze spatial task after being given footshock 30 min before retention testing but are not impaired when footshock is given 2’min or 4 h before testing, which suggests that the retention impairment is directly related to increased adrenocortical function.