Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test

Stress can modulate the balance between explicit (hippocampal‐dependent) and implicit (striatal‐dependent) memory systems, yet the impact of stress experienced after learning, particularly on implicit memory, remains largely unexplored. We examined whether acute stress administered after incidental...

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Detalhes bibliográficos
Autores: Tamayo, Ricardo M., Rueda-Pérez, Carolina
Formato: artículo
Estado:Versión enviada para evaluación y publicación
Fecha de publicación:2025
País:España
Recursos:Consejo Superior de Investigaciones Científicas (CSIC)
Repositorio:DIGITAL.CSIC. Repositorio Institucional del CSIC
OAI Identifier:oai:digital.csic.es:10261/394923
Acesso em linha:http://hdl.handle.net/10261/394923
https://doi.org/10.20350/digitalCSIC/17814
Access Level:acceso abierto
Palavra-chave:Stress and memory
Implicit learning
Recognition memory
Serial reaction-time task
Acute stress
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spelling Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor TestTamayo, Ricardo M.Rueda-Pérez, CarolinaStress and memoryImplicit learningRecognition memorySerial reaction-time taskAcute stressStress can modulate the balance between explicit (hippocampal‐dependent) and implicit (striatal‐dependent) memory systems, yet the impact of stress experienced after learning, particularly on implicit memory, remains largely unexplored. We examined whether acute stress administered after incidental sequence learning alters subsequent retrieval of implicit and explicit knowledge. Sixty‑seven university students first completed 12 blocks of a serial reaction‑time task (SRTT) embedding a second‑order conditional sequence. Immediately afterward, they underwent either the socially evaluated cold‑pressor test (SECPT; 3 °C, 3 min; n = 34) or a warm‑water control (36 °C; n = 33). During the test phase, participants typed short “old” (trained) and “new” (untrained) subsequences and then judged each fragment as old/new with a 6‑point confidence rating. A 2 (stress) × 2 (sequence type) mixed ANOVA on reaction times (RTs) showed faster responses to old than new fragments (p = .048, η²p = .06), but the stress main effect and the interaction were not significant, indicating a comparable old–new advantage in both groups. Recognition scores likewise revealed a main effect of sequence type (p < .001, η²p = .20), with no stress effect or interaction, confirming that explicit discrimination was equally strong in stressed and control participants. Acute stress applied immediately after learning neither impaired nor enhanced retrieval of procedural nor declarative knowledge. Implicit and explicit measures evolved similarly, consistent with a parallel-or at least non‑competitive- relationship between memory systems under these timing conditions. Our findings establish a baseline for acute stress administered immediately after learning, against which future studies can compare stress applied at other stages: before encoding, during consolidation, or after variable delays preceding retrieval.Peer reviewed471Tamayo, Ricardo M.202520252025info:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_8042PreprintPublisher's versioninfo:eu-repo/semantics/submittedVersioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/workingPaperhttp://hdl.handle.net/10261/394923https://doi.org/10.20350/digitalCSIC/17814reponame:DIGITAL.CSIC. Repositorio Institucional del CSICinstname:Consejo Superior de Investigaciones Científicas (CSIC)InglésNohttps://digital.csic.es/handle/10261/412679https://digital.csic.es/handle/10261/412686info:eu-repo/semantics/openAccessoai:digital.csic.es:10261/3949232026-05-22T06:33:51Z
dc.title.none.fl_str_mv Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test
title Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test
spellingShingle Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test
Tamayo, Ricardo M.
Stress and memory
Implicit learning
Recognition memory
Serial reaction-time task
Acute stress
title_short Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test
title_full Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test
title_fullStr Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test
title_full_unstemmed Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test
title_sort Does Stress After Learning Dissociate Memory Systems? Implicit Sequence Learning and Explicit Recognition after the Socially Evaluated Cold-Pressor Test
dc.creator.none.fl_str_mv Tamayo, Ricardo M.
Rueda-Pérez, Carolina
author Tamayo, Ricardo M.
author_facet Tamayo, Ricardo M.
Rueda-Pérez, Carolina
author_role author
author2 Rueda-Pérez, Carolina
author2_role author
dc.contributor.none.fl_str_mv Tamayo, Ricardo M.
dc.subject.none.fl_str_mv Stress and memory
Implicit learning
Recognition memory
Serial reaction-time task
Acute stress
topic Stress and memory
Implicit learning
Recognition memory
Serial reaction-time task
Acute stress
description Stress can modulate the balance between explicit (hippocampal‐dependent) and implicit (striatal‐dependent) memory systems, yet the impact of stress experienced after learning, particularly on implicit memory, remains largely unexplored. We examined whether acute stress administered after incidental sequence learning alters subsequent retrieval of implicit and explicit knowledge. Sixty‑seven university students first completed 12 blocks of a serial reaction‑time task (SRTT) embedding a second‑order conditional sequence. Immediately afterward, they underwent either the socially evaluated cold‑pressor test (SECPT; 3 °C, 3 min; n = 34) or a warm‑water control (36 °C; n = 33). During the test phase, participants typed short “old” (trained) and “new” (untrained) subsequences and then judged each fragment as old/new with a 6‑point confidence rating. A 2 (stress) × 2 (sequence type) mixed ANOVA on reaction times (RTs) showed faster responses to old than new fragments (p = .048, η²p = .06), but the stress main effect and the interaction were not significant, indicating a comparable old–new advantage in both groups. Recognition scores likewise revealed a main effect of sequence type (p < .001, η²p = .20), with no stress effect or interaction, confirming that explicit discrimination was equally strong in stressed and control participants. Acute stress applied immediately after learning neither impaired nor enhanced retrieval of procedural nor declarative knowledge. Implicit and explicit measures evolved similarly, consistent with a parallel-or at least non‑competitive- relationship between memory systems under these timing conditions. Our findings establish a baseline for acute stress administered immediately after learning, against which future studies can compare stress applied at other stages: before encoding, during consolidation, or after variable delays preceding retrieval.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
http://purl.org/coar/resource_type/c_8042
Preprint
Publisher's version
info:eu-repo/semantics/submittedVersion
info:eu-repo/semantics/publishedVersion
dc.type.openaire.fl_str_mv info:eu-repo/semantics/workingPaper
format article
status_str submittedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10261/394923
https://doi.org/10.20350/digitalCSIC/17814
url http://hdl.handle.net/10261/394923
https://doi.org/10.20350/digitalCSIC/17814
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv No
https://digital.csic.es/handle/10261/412679
https://digital.csic.es/handle/10261/412686
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:DIGITAL.CSIC. Repositorio Institucional del CSIC
instname:Consejo Superior de Investigaciones Científicas (CSIC)
instname_str Consejo Superior de Investigaciones Científicas (CSIC)
reponame_str DIGITAL.CSIC. Repositorio Institucional del CSIC
collection DIGITAL.CSIC. Repositorio Institucional del CSIC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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