A Memory-Based Theory of Emotional Disorders
A memory-based theory of emotional disorders Rivka T. Cohen University of Pennsylvania Michael J. Kahana University of Pennsylvania Abstract Learning and memory play a central role in emotional disorders, particularly in depression and posttraumatic stress disorder. We present a new, transdi- agnostic theory of how memory and mood interact in emotional disorders. Drawing upon retrieved-context models of episodic memory, we propose that memories form associations with the contexts in which they are encoded, in- cluding emotional valence and arousal. Later, encountering contextual cues retrieves their associated memories, which in turn reactivate the context that was present during encoding. We first show how our retrieved-context model accounts for findings regarding the organization of emotional memories in list-learning experiments. We then show how this model predicts clinical phenomena, including persistent negative mood after chronic stressors, in- trusive memories of painful events, and the efficacy of cognitive-behavioral therapies. Keywords: memory, emotional disorders, depression, posttraumatic stress disorder, PTSD Introduction Over 70% of adults will experience traumatic stress at some point in their lifetime, in- cluding threatened or actual physical assault, sexual violence, motor vehicle accidents, and natural disasters (Benjet et al., 2016). Following trauma exposure, 20-32% of adults suffer distressing, intrusive memories of the event, hyperarousal, avoidance of event reminders, and persistent negative mood (Brewin, Andrews, Rose, & Kirk, 1999). Trauma-exposed National Institutes of Health grant MH55687 to MJK provided support for this research. We thank Ayelet Ruscio, Sudeep Bhatia, Nora Herweg, Dan Schonhaut, Christoph Weidemann, Ethan Solomon, Paul Wanda, David Halpern, Nick Diamond, Noa Hertz, Alice Healy, Katherine Hurley, Jessie Pazdera, Effie Li, Nicole Miller, Anne Park, Dilara Berkay, and Michael Barnett for helpful conversations and comments.
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