Post-encoding positive emotion impairs associative memory for English vocabulary

• Published in: PloS one Vol. 15; no. 4; p. e0228614
• Main Authors: Li, Chengchen, Fan, Lin, Wang, Bo
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 06.04.2020; Public Library of Science (PLoS)
• Subjects: Adolescent; Affect - physiology; Arousal - physiology; Associative memory; Biology and Life Sciences; Child; College students; Elementary school students; Emotions; Emotions - physiology; English (Second language); Experiments; Female; Foreign languages; High school students; High schools; Humans; Language; Learning; Male; Medicine and Health Sciences; Memory; Memory - physiology; Photic Stimulation; Pictures; Recall; Social Sciences; Students; Studies; Vocabulary; Words (language); United Kingdom; China; Beijing China
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0228614

There is evidence that emotion induced during encoding impairs associative memory (e.g., Bisby, Horner, Bush, & Burgess, 2018), yet the effect of post-encoding emotion (particularly positive emotion) on associative memory remains largely unclear. Two experiments were conducted to examine the effect of post-encoding positive emotion on associative memory for English vocabulary. In Experiment 1, high school students memorized Chinese definitions of a list of English words, immediately recalled the Chinese definitions, watched a neutral or comic video, and took a delayed memory test 25 minutes after encoding. The result showed a significant impairing effect of post-encoding positive emotion on memory for Chinese definitions. In Experiment 2, primary school students encoded English words with their associative pictures, took an immediate test where, on each trial, they were asked to choose the correct English word that matches a picture. Following the test, they watched a neutral or comic video, and took a memory test 10 minutes after encoding. Consistent with Experiment 1, Experiment 2 showed an impairing effect of positive emotion. Taken together, these findings support the hypothesis that post-encoding positive emotion can impair associative memory, providing important implications for acquisition of vocabulary of English as a foreign language.