Publication

Stress selectively and lastingly promotes learning of context-related high arousing information

Smeets, T., Wolf, O. T., Giesbrecht, T., Sijstermans, K., Telgen, S. & Joels, M., Sep-2009, In : Psychoneuroendocrinology. 34, 8, p. 1152-1161 10 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Smeets, T., Wolf, O. T., Giesbrecht, T., Sijstermans, K., Telgen, S., & Joels, M. (2009). Stress selectively and lastingly promotes learning of context-related high arousing information. Psychoneuroendocrinology, 34(8), 1152-1161. https://doi.org/10.1016/j.psyneuen.2009.03.001

Author

Smeets, Tom ; Wolf, Oliver T. ; Giesbrecht, Timo ; Sijstermans, Kevin ; Telgen, Sebastian ; Joels, Marian. / Stress selectively and lastingly promotes learning of context-related high arousing information. In: Psychoneuroendocrinology. 2009 ; Vol. 34, No. 8. pp. 1152-1161.

Harvard

Smeets, T, Wolf, OT, Giesbrecht, T, Sijstermans, K, Telgen, S & Joels, M 2009, 'Stress selectively and lastingly promotes learning of context-related high arousing information', Psychoneuroendocrinology, vol. 34, no. 8, pp. 1152-1161. https://doi.org/10.1016/j.psyneuen.2009.03.001

Standard

Stress selectively and lastingly promotes learning of context-related high arousing information. / Smeets, Tom; Wolf, Oliver T.; Giesbrecht, Timo; Sijstermans, Kevin; Telgen, Sebastian; Joels, Marian.

In: Psychoneuroendocrinology, Vol. 34, No. 8, 09.2009, p. 1152-1161.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Smeets T, Wolf OT, Giesbrecht T, Sijstermans K, Telgen S, Joels M. Stress selectively and lastingly promotes learning of context-related high arousing information. Psychoneuroendocrinology. 2009 Sep;34(8):1152-1161. https://doi.org/10.1016/j.psyneuen.2009.03.001


BibTeX

@article{5ad7b878a18e4f87af8916f618e84a49,
title = "Stress selectively and lastingly promotes learning of context-related high arousing information",
abstract = "The secretion of adrenal stress hormones in response to acute stress is known to affect learning and memory, particularly for emotionally arousing memory material. Here, we investigated whether stress-induced modulation of [earning and memory performance depends on (i) the conceptual relatedness between the material to be learned/remembered and the stressor and (ii) the timing of stress exposure versus learning phase. Participants (earned stressor-related and stressor-unrelated words of varying arousal 1 h prior to, immediately following, or 2 h after exposure to the Trier Social Stress Test (all groups n = 16). Twenty-four hours later, delayed free recall was assessed. Cortisol and alpha-amylase were sampled to evaluate if concurrent stress-induced raised glucocorticoid levels and high adrenergic activity are implicated in modulating learning performance. Our results demonstrate that immediate and delayed post-stress learning selectively enhanced the learning and delayed recall of stressor-related high arousing words. This enhancing effect was strongly associated with concurrent stress-induced cortisol and sympathetic activity. Our data suggest that when to-be-learned information is conceptually related to a stressor and considered important (i.e., arousing) by the individual, learning under stressful circumstances results in improved memorability afterwards. (C) 2009 Elsevier Ltd. All rights reserved.",
keywords = "Learning, Declarative memory, Trier Social Stress Test (TSST), Cortisol (CORT), Salivary alpha-amylase (sAA), SALIVARY ALPHA-AMYLASE, HEALTHY-YOUNG MEN, MEMORY CONSOLIDATION, SYNAPTIC POTENTIATION, MINERALOCORTICOID RECEPTORS, BASOLATERAL AMYGDALA, PSYCHOSOCIAL STRESS, SEX-DIFFERENCES, CORTISOL, CORTICOSTERONE",
author = "Tom Smeets and Wolf, {Oliver T.} and Timo Giesbrecht and Kevin Sijstermans and Sebastian Telgen and Marian Joels",
year = "2009",
month = sep,
doi = "10.1016/j.psyneuen.2009.03.001",
language = "English",
volume = "34",
pages = "1152--1161",
journal = "Psychoneuroendocrinology",
issn = "0306-4530",
publisher = "PERGAMON-ELSEVIER SCIENCE LTD",
number = "8",

}

RIS

TY - JOUR

T1 - Stress selectively and lastingly promotes learning of context-related high arousing information

AU - Smeets, Tom

AU - Wolf, Oliver T.

AU - Giesbrecht, Timo

AU - Sijstermans, Kevin

AU - Telgen, Sebastian

AU - Joels, Marian

PY - 2009/9

Y1 - 2009/9

N2 - The secretion of adrenal stress hormones in response to acute stress is known to affect learning and memory, particularly for emotionally arousing memory material. Here, we investigated whether stress-induced modulation of [earning and memory performance depends on (i) the conceptual relatedness between the material to be learned/remembered and the stressor and (ii) the timing of stress exposure versus learning phase. Participants (earned stressor-related and stressor-unrelated words of varying arousal 1 h prior to, immediately following, or 2 h after exposure to the Trier Social Stress Test (all groups n = 16). Twenty-four hours later, delayed free recall was assessed. Cortisol and alpha-amylase were sampled to evaluate if concurrent stress-induced raised glucocorticoid levels and high adrenergic activity are implicated in modulating learning performance. Our results demonstrate that immediate and delayed post-stress learning selectively enhanced the learning and delayed recall of stressor-related high arousing words. This enhancing effect was strongly associated with concurrent stress-induced cortisol and sympathetic activity. Our data suggest that when to-be-learned information is conceptually related to a stressor and considered important (i.e., arousing) by the individual, learning under stressful circumstances results in improved memorability afterwards. (C) 2009 Elsevier Ltd. All rights reserved.

AB - The secretion of adrenal stress hormones in response to acute stress is known to affect learning and memory, particularly for emotionally arousing memory material. Here, we investigated whether stress-induced modulation of [earning and memory performance depends on (i) the conceptual relatedness between the material to be learned/remembered and the stressor and (ii) the timing of stress exposure versus learning phase. Participants (earned stressor-related and stressor-unrelated words of varying arousal 1 h prior to, immediately following, or 2 h after exposure to the Trier Social Stress Test (all groups n = 16). Twenty-four hours later, delayed free recall was assessed. Cortisol and alpha-amylase were sampled to evaluate if concurrent stress-induced raised glucocorticoid levels and high adrenergic activity are implicated in modulating learning performance. Our results demonstrate that immediate and delayed post-stress learning selectively enhanced the learning and delayed recall of stressor-related high arousing words. This enhancing effect was strongly associated with concurrent stress-induced cortisol and sympathetic activity. Our data suggest that when to-be-learned information is conceptually related to a stressor and considered important (i.e., arousing) by the individual, learning under stressful circumstances results in improved memorability afterwards. (C) 2009 Elsevier Ltd. All rights reserved.

KW - Learning

KW - Declarative memory

KW - Trier Social Stress Test (TSST)

KW - Cortisol (CORT)

KW - Salivary alpha-amylase (sAA)

KW - SALIVARY ALPHA-AMYLASE

KW - HEALTHY-YOUNG MEN

KW - MEMORY CONSOLIDATION

KW - SYNAPTIC POTENTIATION

KW - MINERALOCORTICOID RECEPTORS

KW - BASOLATERAL AMYGDALA

KW - PSYCHOSOCIAL STRESS

KW - SEX-DIFFERENCES

KW - CORTISOL

KW - CORTICOSTERONE

U2 - 10.1016/j.psyneuen.2009.03.001

DO - 10.1016/j.psyneuen.2009.03.001

M3 - Article

VL - 34

SP - 1152

EP - 1161

JO - Psychoneuroendocrinology

JF - Psychoneuroendocrinology

SN - 0306-4530

IS - 8

ER -

ID: 65908293