Learning under stress: how does it work?
Abstract
The effects of stress on learning and memory are not always clear: both facilitating and impairing influences are described in the literature. Here we propose a unifying theory, which states that stress will only facilitate learning and memory processes: (i) when stress is experienced in the context and around the time of the event that needs to be remembered, and (ii) when the hormones and transmitters released in response to stress exert their actions on the same circuits as those activated by the situation, that is, when convergence in time and space takes place. The mechanism of action of stress hormones, particularly corticosteroids, can explain how stress within the context of a learning experience induces focused attention and improves memory of relevant information.
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The temporal dynamics model is consistent with and extends recent theorizing by Joëls et al. on the time-dependent effects of stress and corticosterone on memory and LTP, and the 'emotional tagging' hypothesis of Richter-Levin and Akirav.
“This model is consistent with and extends recent theorizing by Joëls et al. [241] on the time-dependent effects of stress and corticosterone on memory and LTP, and the “emotional tagging” hypothesis of Richter-Levin and Akirav [19, 20], which states that there is a time-dependent activation, followed by inhibition, of neuroplasticity in the hippocampus in response to stimulation of the amygdala.”
From The Temporal Dynamics Model of Emotional Memory Processing: A Synthesis on the Neurobiological Basis of Stress-Induced Amnesia, Flashbulb and Traumatic Memories, and the Yerkes-Dodson Law (2007) · cites this paper as Joëls et al. [241]
This finding does not support the theorizing of Joëls et al. that memory will be facilitated only for cues occurring in both the time and space in which stress occurs.
“This finding does not support the theorizing of Joëls et al. [241], who stated that memory will be facilitated only for cues occurring in both the time and space in which stress occurs.”
From The Temporal Dynamics Model of Emotional Memory Processing: A Synthesis on the Neurobiological Basis of Stress-Induced Amnesia, Flashbulb and Traumatic Memories, and the Yerkes-Dodson Law (2007) · cites this paper as Joëls et al. [241]
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- Authors
- Joëls, M., Pu, Z., Wiegert, O., Oitzl, M. S., & Krugers, H. J.
- Affiliations
- University of Amsterdam (NL)
- Leiden University (NL)
- Venue
- Trends in Cognitive Sciences
- Publisher
- Elsevier BV
- Published
- 2006-04
- Volume
- 10
- Issue
- 4
- Pages
- 152-158
- ISSN
- 1364-6613 (ISSN-L)
- OpenAlex
- W2035598192
- Cited by
- 947
- References
- 8
- Citations by year
- 2026: 21 · 2025: 34 · 2024: 34 · 2023: 42 · 2022: 42 · 2021: 48 · 2020: 47 · 2019: 40 · 2018: 49 · 2017: 67 · 2016: 60 · 2015: 40 · 2014: 50 · 2013: 62 · 2012: 57
- FWCI
- 3.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Trends in Cognitive Sciences (publishedVersion)
- PubMed (publishedVersion)
- UvA-DARE (University of Amsterdam) (publishedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Funders
- Nederlandse Organisatie voor Wetenschappelijk Onderzoek
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Life Sciences › Neuroscience › Behavioral Neuroscience › Stress Responses and Cortisol
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- stress, learning, memory, stress hormones, corticosteroids, memory consolidation, attention, neural circuits, unifying theory
- MeSH terms
- Animals, Brain Chemistry, Corticotropin-Releasing Hormone, Humans, Learning, Models, Biological, Stress, Physiological, Time Factors, Neurotransmitter Agents
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