The DOI matches its Crossref record; 111 of the 111 references it cites were found in a registry or an index.
Learning and memory under stress: implications for the classroom
Open accessAbstract
Exams, tight deadlines and interpersonal conflicts are just a few examples of the many events that may result in high levels of stress in both students and teachers. Research over the past two decades identified stress and the hormones and neurotransmitters released during and after a stressful event as major modulators of human learning and memory processes, with critical implications for educational contexts. While stress around the time of learning is thought to enhance memory formation, thus leading to robust memories, stress markedly impairs memory retrieval, bearing, for instance, the risk of underachieving at exams. Recent evidence further indicates that stress may hamper the updating of memories in the light of new information and induce a shift from a flexible, ‘cognitive’ form of learning towards rather rigid, ‘habit’-like behaviour. Together, these stress-induced changes may explain some of the difficulties of learning and remembering under stress in the classroom. Taking these insights from psychology and neuroscience into account could bear the potential to facilitate processes of education for both students and teachers.
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The Influences of Emotion on Learning and Memory
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Metadata
- Authors
- Vogel, S., & Schwabe, L.
- Venue
- npj Science of Learning
- Published
- 2016-06-29
- Volume
- 1
- Issue
- 1
- Pages
- 16011-16011
- ISSN
- 2056-7936 (ISSN-L)
- OpenAlex
- W2467868540
- Cited by
- 494
- References
- 111
- FWCI
- 15.08
- Type
- journal article
- Language
- en
- Open access
- gold
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
