CCNCS Seminar Details
Associative-Learning and the Emotional Stroop Test: The effects from study-test manipulations
|Date/Time:||Wednesday 21 October 2009, 4.15pm|
|Location:||SB110B, Computing Laboratory, Cornwallis|
In five experiments we investigated whether implicit remembering (as shown in a modified Stroop task) was affected by emotion, association, repetition-priming and study-test intervals. Nonwords were conditioned with emotional and neutral sounds and pictures (CS+) or were presented alone (CS-) in the learning-phase. Conditioned nonwords were then presented along with unstudied nonwords in a modified Stroop test. Our results showed that when explicit learning was used emotion took time to emerge but when it did it was robust. Under conditions of passive-learning, emotion appeared relatively quickly but did not last long. We also found that repetition priming effects of studied nonwords resulted in colour-naming interference, and that CS- produced significantly more priming than CS+. In addition, we found a generic slowdown effect for studied nonwords that unlike previous research, was independent of emotion. The findings reported in this series of experiments provide the earliest instance of a delayed memory effect to date.