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This review summarises the current state of knowledge on the impact of (acute) stress on memory and derives implications for educational settings from these laboratory findings. Because our focus is on memory processes most relevant in the classroom, we will concentrate mainly on the effects of (moderate) stress (induced in laboratory settings) on episodic and semantic memory, as well as the engagement of multiple memory systems in healthy humans (for reviews on the influence of stress on other forms of memory or other cognitive processes, see e.g. Arnsten5 and Sandi6). As the influence of stress on learning and memory is intimately linked to the physiological and endocrine changes initiated on a stressful encounter, we will cover these changes first. Next, we will provide a concise overview of how stress, through the action of major stress mediators, induces time-dependent changes in how much information is learned, consolidated and retrieved (i.e., memory quantity). In the third part of this review, we will discuss recent findings on how stress may change the dynamics of memories, their updating in the face of novel information, and the integration of new knowledge into existing memories, all key processes in educational settings. We will then highlight the impact of stress on the engagement of different memory systems, arguing that stress effects are not limited to how much we learn or remember but that stress also changes the nature (or quality) of memories, for instance, the strategies that are used during learning. Based on these empirical findings, we will finally discuss the implications of stress effects on learning and memory processes for the classroom.
School children often encounter stressful events inside and outside of their school environment102 and nearly 70% of primary school children report symptoms of stress such as worries, anxiety or sadness.103 In the preceding chapters, we argued that situations appraised as stressful have strong and diverse effects on human memory. While learning during or immediately after stress is often enhanced, stress disrupts memory retrieval and updating, and these effects are most pronounced for emotionally arousing material. Finally, we argued that stress shifts the balance between multiple systems underlying memories and instrumental behaviours towards the formation and recall of rather rigid habit-like memories. Together, these findings highlight that stress may critically shape our memories, which is of utmost importance in all educational contexts.
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