9 results on '"Massol, Sarah"'
Search Results
2. Emotional modulation of episodic memory in children and adolescents with Williams-Beuren syndrome
- Author
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Massol, Sarah, primary, Caron, Cora, additional, Franck, Nicolas, additional, Demily, Caroline, additional, and Chainay, Hanna, additional
- Published
- 2021
- Full Text
- View/download PDF
3. Emotional enhancement of memory in typically developing children and in Williams-Beuren syndrome : behavioral and neurophysiological approach
- Author
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Massol, Sarah, Laboratoire d'Etude des Mécanismes Cognitifs (EMC), Université Lumière - Lyon 2 (UL2), Université de Lyon, Hanna Suchocka-Chainay, Caroline Demily, and STAR, ABES
- Subjects
[SHS.PSY] Humanities and Social Sciences/Psychology ,EEM ,Syndrome de Williams-Beuren ,Episodic memory ,Williams-Beuren syndrome ,Emotions ,Mémoire épisodique ,[SHS.PSY]Humanities and Social Sciences/Psychology ,EEG ,Typical development ,Développement typique ,Émotions - Abstract
In the last few years, emotions and cognition, and in particular the link between the two, have fascinated scientists around the world, giving rise to a large body of research in psychology, cognitive science and neuroscience. One of the cognitive functions that has drawn the attention of researchers, in line with its emotional modulation, is episodic memory. Thus, research work carried out in humans has largely agreed on one point: emotions improve episodic memory, a phenomenon which is called Emotional Enhancement of Memory (EEM). While the EEM has been extensively investigated in the adult population, the nature of the interaction between memory and emotions remains largely unexplored during development. However, childhood is a critical period during which major changes emerge in brain function, underpinning the cognitive and emotional development of children until adulthood. This thesis work therefore focused, primarily, on the study of the EEM in typically developing (TD) children in order to highlight potential developmental modulations compared to the adult population. Secondly, in order to broaden our knowledge of the EEM during development, this thesis work adopted a neuropsychological approach with the study of this phenomenon in children and adolescents with a neurodevelopmental disorder called Williams-Beuren syndrome (WBS). Thus, several experimental studies were conducted in order to evaluate the EEM in TD children and individuals with WBS, both with behavioral assessments, including encoding and retrieval tasks of emotional (negative and positive) and neutral stimuli, as well as with neurophysiological measures using electroencephalography (EEG). In particular, the behavioral evaluations examined episodic memory as a whole, taking into account its two main components, i.e. item memory and associative memory. The results obtained in this research work highlighted, for the first time, the emergence of an EEM in both item and associative memory in TD children aged 8 to 11 years, which is similar to that of young adults. First clues of the modulation of neural responses during the encoding of emotional stimuli that can predict behavioral memory performance were also shown in TD children. In addition, this research work provided the first evidence of the emergence of an EEM in children and adolescents with WBS aged 8 to 18 years, which appeared similarly to a group of young TD children. Overall, this thesis work helped to demonstrate that EEM is a robust phenomenon, established early in development and which does not seem to be affected by the immaturity of certain memory processes in TD children, nor by the alteration of these processes in the case of WBS., Ces dernières années, les émotions et la cognition, et en particulier le lien entre ces deux domaines, ont fasciné les scientifiques du monde entier, donnant naissance à de nombreux travaux de recherche en psychologie, sciences cognitives et neurosciences. L’une des fonctions cognitives qui a éminemment attirée l’attention des chercheurs, en lien avec la modulation émotionnelle à laquelle elle est assujettie, est la mémoire épisodique. Aussi, les travaux de recherche réalisés chez l’Homme se sont largement accordés sur un point : les émotions participent à l’amélioration de la mémoire épisodique, un phénomène qui, dans la littérature, porte le nom de Emotional Enhancement of Memory (EEM). Si ce phénomène a amplement été étudié dans la population adulte, la nature de l’interaction entre mémoire et émotions reste largement inexplorée au cours du développement ontogénétique. Or, l’enfance est une période charnière durant laquelle des modifications majeures émergent au niveau du fonctionnement cérébral, sous-tendant le développement cognitif et émotionnel de l’enfant jusqu’à l’âge adulte. Ce travail de thèse s’est donc centré, dans un premier temps, sur l’étude de l’EEM chez l’enfant au développement typique (DT) afin de mettre en exergue de potentielles modulations développementales comparativement à la population adulte. Dans un deuxième temps, afin d’élargir nos connaissances sur l’EEM au cours du développement, ce travail de thèse a adopté une approche neuropsychologique avec l’étude de ce phénomène auprès d’enfants et d’adolescents porteurs d’un trouble neuro-développemental appelé syndrome de Williams-Beuren (SWB). Ainsi, plusieurs études expérimentales ont été conduites afin d’évaluer l’EEM chez l’enfant au DT et dans le SWB, à la fois avec des évaluations comportementales, comprenant des tâches d’encodage et de récupération en mémoire de stimuli émotionnels (négatifs et positifs) et neutres, ainsi qu’avec des mesures neurophysiologiques grâce à l’électro-encéphalographie (EEG). En particulier, les évaluations comportementales se sont intéressées à l’analyse de la mémoire épisodique dans sa globalité, c’est-à-dire en tenant compte de ses deux composants principaux qui sont la mémoire de l’item et la mémoire associative. Les résultats obtenus dans ce travail de recherche ont permis, pour la première fois, de mettre en évidence l’émergence d’un EEM à la fois en mémoire de l’item et en mémoire associative chez les enfants au DT âgés de 8 à 11 ans, et ceci de façon similaire à des jeunes adultes. Des premiers indices de la modulation des réponses neuronales lors de l’encodage de stimuli émotionnels pouvant prédire les performances comportementales en mémoire, ont également été apportés chez les enfants au DT. Par ailleurs, ce travail de recherche a contribué à fournir des premières preuves de l’émergence d’un EEM chez les enfants et adolescents porteurs du SWB âgés de 8 à 18 ans, qui apparaissait de façon similaire à un groupe de jeunes enfants au DT. Dans l’ensemble, ce travail de thèse a permis de démontrer que l’EEM est un phénomène robuste, qui se mettrait en place précocement au cours du développement et qui ne semblerait pas être affecté par l’immaturité de certains processus mnésiques observée chez les enfants au DT, ni par l’altération de ces processus dans le cas du SWB.
- Published
- 2021
4. Emotional modulation of episodic memory in children and adolescents with Williams-Beuren syndrome.
- Author
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Massol, Sarah, Caron, Cora, Franck, Nicolas, Demily, Caroline, and Chainay, Hanna
- Subjects
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WILLIAMS syndrome , *VISUAL memory , *TEENAGERS , *EVOKED potentials (Electrophysiology) , *ASSOCIATIVE memory (Psychology) , *EPISODIC memory - Abstract
Children and adolescents with Williams-Beuren syndrome (WBS) have been described as having specific memory abilities and emotional reactivity. Although it is well established in the literature that emotion can enhance memory, no such studies have been undertaken in individuals with WBS. In three experiments, the present study tested whether the negative or positive emotional valence of stimuli can influence verbal, visual and visuo-spatial memory by specifically evaluating two memory components: item and associative memory. Sixteen 8- to 18-year-old individuals with WBS performed the first two experiments and, among them, twelve participated in the third. They were compared to equivalent groups of typically developing control children. Participants completed intentional-encoding tasks followed by immediate item recognition, associative recall or item recall tasks. Event-related potential measures during encoding and recognition of pictures were also added in the third experiment. Results demonstrated, for the first time, effects of emotions on visual item memory and visuo-spatial associative memory in individuals with WBS, that were similar to those observed in typically developing children. By combining behavioral and neural measures, our study provides new knowledge of the interaction between emotion and memory in WBS individuals, which seems to be unaffected by their atypical development. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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5. Emotional modulation of episodic memory in school-age childern: emotional items and their associated contextual details
- Author
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Massol, Sarah, S, Vantaggio, Chainay, Hanna, Laboratoire d'Etude des Mécanismes Cognitifs (EMC), Université Lumière - Lyon 2 (UL2), and Chainay, Hanna
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[SCCO]Cognitive science ,[SCCO] Cognitive science ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2020
6. Emotional modulation of episodic memory in school-age children and adults: Emotional items and their associated contextual details.
- Author
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Massol, Sarah, primary, Vantaggio, Sophie, additional, and Chainay, Hanna, additional
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- 2020
- Full Text
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7. Effect of negative emotional content on attentional maintenance in working memory
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Plancher, Gaën, primary, Massol, Sarah, additional, Dorel, Tiphaine, additional, and Chainay, Hanna, additional
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- 2018
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8. Emotional modulation of episodic memory in school-age children and adults: Emotional items and their associated contextual details.
- Author
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Massol, Sarah, Vantaggio, Sophie, and Chainay, Hanna
- Abstract
It is well established that emotional events are better remembered than neutral events. However, little is known about emotional enhancement of memory (EEM) in children. This is particularly the case when the main components of episodic memory are considered: core information (item memory) and its associated contextual details (associative memory). In 2 experiments, the present study tested whether the negative or positive emotional valence of words and pictures can influence item and associative memory. The contextual information to be associated with items was the gender of the voice pronouncing words and the type of frame in which pictures were displayed in Experiment 1, and the spatial location of stimuli in Experiment 2. Two groups of 8- to 11-year-old children (Experiment 1 n = 32 and Experiment 2 n = 36) performed the experiments and were compared to two groups of equivalent numbers of young adults. Participants completed an intentional-encoding task followed by immediate item recognition, associative recall and item recall tasks. Over the two experiments and in both groups, the results revealed (a) no EEM for words and pictures in recognition tasks, (b) EEM for words in item recall and associative recall tasks, and (c) mixed results for pictures, with an EEM being observed in item recall tasks but not systematically in associative recall tasks. By extending the results over two types of stimuli and their associated contextual information, our study provides new knowledge concerning the effect of emotions on episodic memory in children, which seems to be similar to that observed in young adults. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
9. Effect of negative emotional content on attentional maintenance in working memory.
- Author
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Plancher, Gaën, Massol, Sarah, Dorel, Tiphaine, and Chainay, Hanna
- Subjects
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SHORT-term memory - Abstract
Previous research has shown that emotional stimuli may interfere with working memory (WM) processes, but little is known about the process affected. Using a complex span task, the present study investigated the influence of processing negative emotional content on attentional maintenance in WM. In two experiments conducted under articulatory suppression, participants were asked to remember a series of five letters, each of which was followed by an image to be categorised. In half of the trials, the images were negative and in the other half, they were neutral. In both experiments, our results showed longer processing times for emotional stimuli than neutral stimuli, and lower memory performance when participants processed negative stimuli. We propose that emotional stimuli direct more attentional resources towards the processing component of the WM task, thereby reducing the storage capacity available for the items that are to be remembered. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
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