Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers

Autores
Ruetti, Eliana Martha; Segretin, María Soledad; Ramírez, Verónica Adriana; Lipina, Sebastián Javier
Año de publicación
2019
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Emotional processing and episodic memory are closely related throughout childhood development. With respect to emotional episodic memory, available evidence shows that the consolidation of information is accompanied by an arousal that generates longer duration and persistence of the memory representations. In the case of early stages of development (i.e., first 5 years), it is less clear how these associations emerge and are modulated by individual and environmental factors. In this study, 116 4- to 5-years old Argentinean children from different socio-environmental contexts (i.e., favorable or unfavorable living conditions at home), performed a task of visual emotional memory in which they observed a set of 15 images with variable emotional valences (negative, neutral, and positive). The child’s task was to appraise each image using one of the following three possible valences: (a) drawings of faces with smiles (positive valence), (b) drawings of faces with tears and round mouth with edges down (negative valence), or (c) drawings of faces with horizontal mouth (neutral valence). Five years-old children exhibited greater accuracy appraisal. Individual differences in emotional accuracy appraisal allowed us to observe different performances in free recall of negative visual images. Accuracy appraisal did not vary between children with respect to gender, living conditions at home, or language ability. Seven to ten days after the emotional appraisal children were asked to tell the experimenter all the images they remembered (variables of interest: free recall of negative, positive, or neutral images). Results showed individual (age) differences. Specifically, 5-years-old children evoked more images than 4-years-old children. These findings contribute to the understanding of emotional memory in early developmental stages and raise the need to include emotional appraisal in the assessment of episodic memory.
Fil: Ruetti, Eliana Martha. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Segretin, María Soledad. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Ramírez, Verónica Adriana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Universidad de Buenos Aires; Argentina
Fil: Lipina, Sebastián Javier. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina
Materia
APPRAISAL
EMOTIONS
EPISODIC MEMORY
INDIVIDUAL DIFFERENCES
PRESCHOOLERS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/123935
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean PreschoolersRuetti, Eliana MarthaSegretin, María SoledadRamírez, Verónica AdrianaLipina, Sebastián JavierAPPRAISALEMOTIONSEPISODIC MEMORYINDIVIDUAL DIFFERENCESPRESCHOOLERShttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Emotional processing and episodic memory are closely related throughout childhood development. With respect to emotional episodic memory, available evidence shows that the consolidation of information is accompanied by an arousal that generates longer duration and persistence of the memory representations. In the case of early stages of development (i.e., first 5 years), it is less clear how these associations emerge and are modulated by individual and environmental factors. In this study, 116 4- to 5-years old Argentinean children from different socio-environmental contexts (i.e., favorable or unfavorable living conditions at home), performed a task of visual emotional memory in which they observed a set of 15 images with variable emotional valences (negative, neutral, and positive). The child’s task was to appraise each image using one of the following three possible valences: (a) drawings of faces with smiles (positive valence), (b) drawings of faces with tears and round mouth with edges down (negative valence), or (c) drawings of faces with horizontal mouth (neutral valence). Five years-old children exhibited greater accuracy appraisal. Individual differences in emotional accuracy appraisal allowed us to observe different performances in free recall of negative visual images. Accuracy appraisal did not vary between children with respect to gender, living conditions at home, or language ability. Seven to ten days after the emotional appraisal children were asked to tell the experimenter all the images they remembered (variables of interest: free recall of negative, positive, or neutral images). Results showed individual (age) differences. Specifically, 5-years-old children evoked more images than 4-years-old children. These findings contribute to the understanding of emotional memory in early developmental stages and raise the need to include emotional appraisal in the assessment of episodic memory.Fil: Ruetti, Eliana Martha. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Segretin, María Soledad. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Ramírez, Verónica Adriana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Universidad de Buenos Aires; ArgentinaFil: Lipina, Sebastián Javier. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; ArgentinaFrontiers Media S.A.2019-12-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/123935Ruetti, Eliana Martha; Segretin, María Soledad; Ramírez, Verónica Adriana; Lipina, Sebastián Javier; Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers; Frontiers Media S.A.; Frontiers in Psychology; 10; 2556; 5-12-2019; 1-91664-1078CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/article/10.3389/fpsyg.2019.02556/fullinfo:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2019.02556info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:58:26Zoai:ri.conicet.gov.ar:11336/123935instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:58:26.499CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers
title Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers
spellingShingle Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers
Ruetti, Eliana Martha
APPRAISAL
EMOTIONS
EPISODIC MEMORY
INDIVIDUAL DIFFERENCES
PRESCHOOLERS
title_short Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers
title_full Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers
title_fullStr Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers
title_full_unstemmed Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers
title_sort Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers
dc.creator.none.fl_str_mv Ruetti, Eliana Martha
Segretin, María Soledad
Ramírez, Verónica Adriana
Lipina, Sebastián Javier
author Ruetti, Eliana Martha
author_facet Ruetti, Eliana Martha
Segretin, María Soledad
Ramírez, Verónica Adriana
Lipina, Sebastián Javier
author_role author
author2 Segretin, María Soledad
Ramírez, Verónica Adriana
Lipina, Sebastián Javier
author2_role author
author
author
dc.subject.none.fl_str_mv APPRAISAL
EMOTIONS
EPISODIC MEMORY
INDIVIDUAL DIFFERENCES
PRESCHOOLERS
topic APPRAISAL
EMOTIONS
EPISODIC MEMORY
INDIVIDUAL DIFFERENCES
PRESCHOOLERS
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Emotional processing and episodic memory are closely related throughout childhood development. With respect to emotional episodic memory, available evidence shows that the consolidation of information is accompanied by an arousal that generates longer duration and persistence of the memory representations. In the case of early stages of development (i.e., first 5 years), it is less clear how these associations emerge and are modulated by individual and environmental factors. In this study, 116 4- to 5-years old Argentinean children from different socio-environmental contexts (i.e., favorable or unfavorable living conditions at home), performed a task of visual emotional memory in which they observed a set of 15 images with variable emotional valences (negative, neutral, and positive). The child’s task was to appraise each image using one of the following three possible valences: (a) drawings of faces with smiles (positive valence), (b) drawings of faces with tears and round mouth with edges down (negative valence), or (c) drawings of faces with horizontal mouth (neutral valence). Five years-old children exhibited greater accuracy appraisal. Individual differences in emotional accuracy appraisal allowed us to observe different performances in free recall of negative visual images. Accuracy appraisal did not vary between children with respect to gender, living conditions at home, or language ability. Seven to ten days after the emotional appraisal children were asked to tell the experimenter all the images they remembered (variables of interest: free recall of negative, positive, or neutral images). Results showed individual (age) differences. Specifically, 5-years-old children evoked more images than 4-years-old children. These findings contribute to the understanding of emotional memory in early developmental stages and raise the need to include emotional appraisal in the assessment of episodic memory.
Fil: Ruetti, Eliana Martha. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Segretin, María Soledad. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Ramírez, Verónica Adriana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Universidad de Buenos Aires; Argentina
Fil: Lipina, Sebastián Javier. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina
description Emotional processing and episodic memory are closely related throughout childhood development. With respect to emotional episodic memory, available evidence shows that the consolidation of information is accompanied by an arousal that generates longer duration and persistence of the memory representations. In the case of early stages of development (i.e., first 5 years), it is less clear how these associations emerge and are modulated by individual and environmental factors. In this study, 116 4- to 5-years old Argentinean children from different socio-environmental contexts (i.e., favorable or unfavorable living conditions at home), performed a task of visual emotional memory in which they observed a set of 15 images with variable emotional valences (negative, neutral, and positive). The child’s task was to appraise each image using one of the following three possible valences: (a) drawings of faces with smiles (positive valence), (b) drawings of faces with tears and round mouth with edges down (negative valence), or (c) drawings of faces with horizontal mouth (neutral valence). Five years-old children exhibited greater accuracy appraisal. Individual differences in emotional accuracy appraisal allowed us to observe different performances in free recall of negative visual images. Accuracy appraisal did not vary between children with respect to gender, living conditions at home, or language ability. Seven to ten days after the emotional appraisal children were asked to tell the experimenter all the images they remembered (variables of interest: free recall of negative, positive, or neutral images). Results showed individual (age) differences. Specifically, 5-years-old children evoked more images than 4-years-old children. These findings contribute to the understanding of emotional memory in early developmental stages and raise the need to include emotional appraisal in the assessment of episodic memory.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-05
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/123935
Ruetti, Eliana Martha; Segretin, María Soledad; Ramírez, Verónica Adriana; Lipina, Sebastián Javier; Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers; Frontiers Media S.A.; Frontiers in Psychology; 10; 2556; 5-12-2019; 1-9
1664-1078
CONICET Digital
CONICET
url http://hdl.handle.net/11336/123935
identifier_str_mv Ruetti, Eliana Martha; Segretin, María Soledad; Ramírez, Verónica Adriana; Lipina, Sebastián Javier; Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers; Frontiers Media S.A.; Frontiers in Psychology; 10; 2556; 5-12-2019; 1-9
1664-1078
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/article/10.3389/fpsyg.2019.02556/full
info:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2019.02556
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers Media S.A.
publisher.none.fl_str_mv Frontiers Media S.A.
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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