The Influence of Emotion On Learning and Memory

Recently in a paper presentation by Dr. Jary Delgado of Loyola University Chicago, one aspect of the molecular mechanism for Long Term Potentiation was presented. Dr. Delgado focused on a protein located on the Post Synaptic Density of neurons called PSD95. PSD95 is considered a scaffolding protein that aids in the localization of other important components of the molecular mechanism of Long Term Potentiation. Specifically, Dr. Delgado analyzed the role of another regulatory protein called Pin1. Pin1 has the ability to bind to PSD95 and act as a modifier to prevent or affect its localization in the neuron. Other scientific literature has postulated that localization of AMPA receptors to the membrane of the neuron and their phosphorylation are hallmark mechanisms of Long Term Potentiation. While I have seen extensive literature on the molecular mechanism of learning on memory, specifically the events leading to Long term potentiation, I wanted to investigate the cognitive side to the massive topic of learning. 

In a review article released in 2017 by Malik et al. titled “The Influence of Emotion on Learning and Memory,” researchers sought to investigate the current knowledge in academia that pertains to the process of learning and memory. The paper begins by citing Vuilleumier, 2005, Um et al. 2012, and Jung et al. 2014, in describing the evidence that emotion does affect learning and memory and other human cognitive processes. The article aims to take an evolutionary approach to understand the emotional consequences on learning and memory. 

Researchers brought up a paper from Um et al. 2012 which describes the facilitation of learning and memory when positive emotions are evoked. However, a study done in 2014 by D’Mello et al. describes how negative emotions can also facilitate greater outcomes in learning and memory. In 2016 a study by Vogel and Schwabe describes how stress and negative emotion in moderation aid in cognitive learning and memory ability while chronic negative emotion leads to impaired learning. Interaction between the hippocampus and the amygdala has proven to be a significant point of study for the interaction between emotion and the process of learning in the brain. We know that the hippocampus is implicated in almost all functions of learning and most of the studies which focus on the cellular and molecular aspect of learning and memory focus on neurons and tissue in the hippocampus. Functional Neuroimaging techniques are important to further understanding the relationship between the hippocampus and amygdala, but such techniques limit researchers to laboratory settings. Based on the published literature, there is a significant lack of studies produced in educational contexts where learning and memory is the natural goal of test subjects. While we see evidence for both positive emotions encouraging consolidation of memory and negative emotions possibly deconstructing one’s learning ability in academic settings, the research is still unclear. The review article states that more research needs to be done on the emotional impact on semantic knowledge. Furthermore, we need to understand the physiological changes when learning and memory processes are occurring.

Tyng, Chai M., et al. “The Influences of Emotion on Learning and Memory.” Frontiers, Frontiers, 1 Jan. 1AD, https://doi.org/10.3389/fpsyg.2017.01454. 

Um, E., Plass, J. L., Hayward, E. O., and Homer, B. D. (2012). Emotional design in multimedia learning. J. Educ. Psychol. 104, 485–498. doi: 10.1037/a0026609

Vuilleumier, P. (2005). How brains beware: neural mechanisms of emotional attention. Trends Cogn. Sci. 9, 585–594. doi: 10.1016/j.tics.2005.10.011