Abstract
This study examined the effects of attentional resources (ARs) and emotional reactivity (ER) on emotional memory enhancement (EME) in adolescents and adults. Experiment 1 examined the effects of AR judgment tasks on EME in adolescents and adults by using the allocation–attention and learning–recognition paradigms. Experiment 2 examined the effects of ER on EME in individuals at different ages by using the learning–recognition paradigm. Age and AR interactions affected EME. EME was higher in the adult group than it was in the adolescent group, and it was higher in the sufficient than it was in the insufficient AR task. Negative emotion was significantly higher than positive and neutral emotions were, and positive emotion was significantly higher than neutral emotion was. ER and age had interaction effects on EME. Both the adolescent and adult groups with high ER showed significantly higher negative emotion than they did positive and neutral emotions. EME was moderated by ARs in the encoding process and ER.
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We declare declare that they have no conflict of interest. Our research approved by the Ethical Committee of Northwest Normal University (granted number: 2022005). All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors. Informed consent was obtained from all individual participants included in the study.
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Zhou, Ab., Yuan, Y., Wang, Hy. et al. Influence of attentional resources and emotional reactivity on emotional memory enhancement in adolescents and adults. Curr Psychol 42, 19767–19774 (2023). https://doi.org/10.1007/s12144-022-03124-9
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DOI: https://doi.org/10.1007/s12144-022-03124-9