Emotionally arousing events may disrupt the ability to bind together different features of items to their context; this holds true both for spatial binding and temporal binding. Nonetheless, memory for emotional events may be enhanced in certain situations. A key factor that might explain the memory–emotion relation is represented by individual differences in cognition. The present study investigated temporal binding for neutral and negative events in a group of 50 undergraduate students, focusing on the role of individual differences in working (...) memory. Temporal binding was assessed with sorting accuracy of various pictorial scripted events, 24 h after encoding. Results showed that higher backward digit span predicted higher binding accuracy; importantly, this was qualified by the interaction with valence, such that higher backward digit span predicted better performance for negative, but not neutral, events. It is concluded that working memory facilitates binding of emotional events to their temporal context during encoding, creating a strong representation, and favouring later retrieval of such bound representations. (shrink)

Analyzing navigational abilities and related aspects in individuals with Down syndrome is of considerable interest because of its relevance to everyday life. This study investigates path learning, the conditions favoring it, and the cognitive abilities involved. A group of 30 adults with DS and 32 typically-developing children matched on receptive vocabulary were shown a 4 × 4 Floor Matrix and asked to repeat increasingly long sequences of steps by walking on the grid. The sequences were presented under two learning conditions, (...) one called Oral instructions, the other Observation. Participants were also assessed on verbal and visuospatial cognitive measures. The results showed a similarly better performance in both groups when the Floor Matrix task was administered in the Observation as opposed to the Oral instructions condition. As for the relation with cognitive abilities, in the Floor Matrix task in the Oral instructions condition, individuals with DS showed an effect of both verbal and visuospatial abilities, which was only positive for verbal ability. The effect of verbal and visuospatial abilities was negligible in the TD group. In the Observation condition, performance was predicted by sequential working memory in both groups. Overall, these results shed light on path learning in individuals with DS, showing that they benefited from the Observation condition, and that the involvement of their cognitive abilities depended on the learning condition. (shrink)

Emotional content has complex effects on false memory. Under certain circumstances, emotional material may reduce the likelihood of false memory, a phenomenon that some consider related to it being...