Stress effects on memory: an update and integration

• Published in: Neuroscience and biobehavioral reviews Vol. 36; no. 7; pp. 1740 - 1749
• Main Authors: Schwabe, Lars, Joëls, Marian, Roozendaal, Benno, Wolf, Oliver T, Oitzl, Melly S
• Format: Journal Article
• Language: English
• Published: United States 01.08.2012
• Subjects: Amygdala; Amygdala - physiology; Animals; Brain; Catecholamines; Cognitive ability; Critical period; genomics; Glucocorticoids; Glucocorticoids - metabolism; Hippocampus; Hippocampus - physiology; Hormones; Humans; Integration; Learning; Long term memory; Memory, Long-Term - physiology; Nervous system; Neuronal Plasticity - physiology; Stress; Stress, Psychological
• ISSN: 0149-7634; 1873-7528
• DOI: 10.1016/j.neubiorev.2011.07.002

It is well known that stressful experiences may affect learning and memory processes. Less clear is the exact nature of these stress effects on memory: both enhancing and impairing effects have been reported. These opposite effects may be explained if the different time courses of stress hormone, in particular catecholamine and glucocorticoid, actions are taken into account. Integrating two popular models, we argue here that rapid catecholamine and non-genomic glucocorticoid actions interact in the basolateral amygdala to shift the organism into a 'memory formation mode' that facilitates the consolidation of stressful experiences into long-term memory. The undisturbed consolidation of these experiences is then promoted by genomic glucocorticoid actions that induce a 'memory storage mode', which suppresses competing cognitive processes and thus reduces interference by unrelated material. Highlighting some current trends in the field, we further argue that stress affects learning and memory processes beyond the basolateral amygdala and hippocampus and that stress may pre-program subsequent memory performance when it is experienced during critical periods of brain development.