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Impairing and Enhancing Effects of Psychosocial Stress on Episodic Memory and Eyewitness Report Impairing and enhancing effects of psychosocial stress on episodic memory and eyewitness report Item Type text; Electronic Dissertation Authors Hoscheidt, Siobhan M. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 30/09/2021 19:47:55 Link to Item http://hdl.handle.net/10150/202762 IMPAIRING AND ENHANCING EFFECTS OF PSYCHOSOCIAL STRESS ON EPISODIC MEMORY AND EYEWITNESS REPORT by Siobhan Marie Hoscheidt _____________________ Copyright © Siobhan Marie Hoscheidt 2011 A Dissertation Submitted to the Faculty of the Department of Psychology In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2011 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Siobhan Marie Hoscheidt entitled IMPAIRING AND ENHANCING EFFECTS OF PSYCHOSOCIAL STRESS ON EPISODIC MEMORY AND EYEWITNESS REPORT and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy ________________________________________________ Date: 6/1/2011 Lynn Nadel, Ph.D. ________________________________________________ Date: 6/1/2011 Lee Ryan, Ph.D. ________________________________________________ Date: 6/1/2011 Jake Jacobs, Ph.D. ________________________________________________ Date: 6/1/2011 Katalin Gothard, Ph.D. Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: 6/1/2011 Dissertation Director: Lynn Nadel 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Siobhan Marie Hoscheidt 4 ACKNOWLEDGEMENTS I want to thank my major advisor Dr. Lynn Nadel for supporting my research endeavors financially and intellectually, the opportunities he has bestowed upon me, and his confidence in my abilities during my graduate school career. I want to thank Dr. Lee Ryan for her generous financial support and for fostering my intellectual abilities and research integrity. I want to give a special thanks to Dr. Jake Jacobs for being an inspirational researcher and teacher, and for being a lifelong mentor and dear friend. I want to thank Dr. Katalin Gothard for her intellectual contributions to my research on stress and for being an excellent role model for females in the world of science and academia. Last but not least, I want to thank Dr. Jessica Payne for having provided me with the opportunity to become a significant part of the research community at such as young age and for her guidance as a graduate student and friend. Also, I would like to acknowledge my brother Ryan Hoscheidt and dear friends Chad Goebel, Bhaktee Dongaonkar and Elsa Baena for their emotional support, unabashed confidence in me, and contagious positive energy during the most challenging times of my graduate school career. 5 DEDICATION To my parents who fostered in me the ambition to pursue my passions, the creativity to always find a way, the courage to forge ahead, the clarity to know the difference between impossible and improbable and the power of faith and humility. 6 TABLE OF CONTENTS LIST OF FIGURES……………………………………………………………………….8 ABSTRACT……………………………………………………………………………...10 I. INTRODUCTION……………………………………………………………………..12 1.1 General Introduction………………………………………………………………12 1.2 The Physiological Stress Response………………………………………………..13 1.3 Cortisol Modulation of Amygdala and Hippocampal Plasticity…………………..15 1.4 Stress Modulation of Encoding Processes………………………………………...19 1.5 Stress Modulation of Retrieval Processes…………………………………………24 1.6 Basal Cortisol Levels, Emotional Memory, & Time of Day……………………...26 1.7 The Misinformation Effect………………………………………………………..27 II. RELEVENT RESEARCH……………………………………………………….…...31 2.1 Summary………………………………………………………………………......31 III. METHODOLOGICL ASPECTS OF CURRENT RESEARCH…………………….32 3.1 The Trier Social Stress Test……………………………………………………….32 3.1.1 Trier Social Stress Tests (TSST) Methodology………………………………32 3.2 Salivary Cortisol…………………………………………………………………..33 3.2.1 Saliva Sampling Device and Methods………………………………………..35 3.2.1.1 Sampling Device…………………………………………………………35 3.2.1.2 Sampling Methods……………………………………………………….35 3.2.2 Serum and Salivary Cortisol Correlations…………...…………………….....36 3.2.3 Salivary Cortisol Analysis……………………………………………………37 3.2.3.1 Preparation and Quality Control…………………………………………38 3.2.3.2 Materials and Equipment………………………………………………...39 3.2.3.3 Analysis Protocol………………………………………………………...40 IV. EXPERMENT I: MORNING STRESS SIGNIFICANLTY REDUCED THE EMOTIONAL MEMORY ENAHCNEMENT EFFECT WHEN INDUCED AT ENCODING……………………………………………………………………………...42 4.1 Research Aims & Hypotheses…………………………………………………….42 4.1.1 Method……………………………………………………………………..…43 4.1.1.1 Participants…………………………………………………………….…43 4.1.1.2 Stimulus Materials…………………………………………………….…43 4.1.1.3 Procedure………………………………………………………………...44 4.1.2 Results………………………………………………………………………...46 4.1.2.1 Subjective Anxiety Scores……………………………………………….47 4.1.2.2 Salivary Cortisol…………………………………………………………48 4.1.2.3 Recognition Memory…………………………………………………….50 6 7 TABLE OF CONTENTS- Continued 4.1.3 Discussion………………………………………………………………….……53 V. EXPERMENT II: THE SUSCEPTIBIITY OF EPISODIC MEMORY TO MISINFOMRATION WHEN ENCODED UNDER STRESS……………………….…58 5.1 Research Aims & Hypotheses………………………………………………….…58 5.1.1 Method……………………………………………………………………..…59 5.1.1.1 Participants…………………………………………………………….…59 5.1.1.2 Stimulus Materials………………………………………………….……59 5.1.1.3 Procedure……………………………………………………………...…59 5.1.2 Results…………………………………………………………………...……62 5.1.2.1 Subjective Anxiety Scores………………………………………….……62 5.1.2.2 Salivary Cortisol…………………………………………………………64 5.1.2.3 Recognition Memory……………………………………………….……66 5.1.3 Discussion……………………………………………………….……………74 VI. GENRAL DISCUSSION……………………………………………………………77 REFERENCES…………………………………………………………………………..80 8 LIST OF FIGURES Figure 1. Mean subjective anxiety ratings for visit one.................................................... 48 Figure 2. Mean subjective anxiety ratings for visit two………………………..………...48 Figure 3. Mean salivary cortisol for visit one……………………………………………49 Figure 4. Mean salivary cortisol for visit two…………………………………...….……49 Figure 5. Mean baseline salivary cortisol for early and late morning groups……………50 Figure 6. Mean corrected recognition scores across groups for neutral and emotional phases of slideshow……………………………..………………………………………..51 Figure 7. Mean corrected recognition scores for emotional and neutral phases of the neutral and emotional slideshows for early morning participants…………………….…52 Figure 8. Mean corrected recognition scores for emotional and neutral phases of the neutral and emotional slideshows for late morning participants………………………...52 Figure 9. Mean subjective anxiety ratings across experimental time points for stress and control groups for session one…………………………………………………………...62 Figure 10. Mean subjective anxiety ratings across experimental time points for stress and control groups for session two…………………………………………………………...63 Figure 11. Mean subjective anxiety ratings across experimental time points for stress and control groups for session three………………………………………………………….63 Figure 12. Mean salivary cortisol for visit one………………………………………..…64 Figure 13. Mean salivary cortisol for visit two……………………………………..……65 Figure 14. Mean salivary cortisol for visit three……........................................................65 Figure 15. Negative correlation between subjective anxiety ratings during slideshow presentation (minus baseline) and misinformation hits for the emotional phase of the emotional narration slideshow…………………………………………………………...66 Figure 16. Positive correlation between subjective anxiety ratings during slideshow presentation (minus baseline) and correct hits for misinformed items for the emotional phase of the emotional narration slideshow……………………………………………...67 8 9 LIST OF FIGURES- Continued Figure 17. Mean hits across the three phases of the slideshow for stress and control, no misinformation, emotional narration groups…………………………………………......70 Figure 18. Mean hits across the three phases of the slideshow for stress and control, misinformation, emotional narration groups………………………………………...…...70 Figure 19. Mean hits across the three phases of the slideshow for stress and control, no misinformation, neutral narration groups………………………………………………..71 Figure 20. Mean hits across the three phases of the slideshow for stress and control, misinformation, neutral narration groups………………………………………………..71 Figure 21. Narration
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