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COMPARING THE SHORT AND LONG-TERM EFFECTS OF ACUTE MODERATE-INTENSITY EXERCISE ON MNEMONIC SIMILARITY AND RMOTIONAL MEMORY TASKS

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Acevedo-Triana C. , Cordoba-Patiño D. , Muñoz J. F. , Cifuentes J. , Melgarejo Pinto V. , Rodriguez W O. , Hurtado-Parrado C.

Acta Neuropsychologica

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2021

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tom 19(1)

33-61

EN

Mounting research has linked acute moderate-intensity exercise with changes indiscrimination of similar events – i.e., mnemonic memory. Conversely, few studies have compared performance in tasks associated to each type of memory(mnemonic similarity and emotional) and less have evaluated performance several days after exercise sessions. Thirty-five undergraduate students were randomly distributed in three groups that differed in the assigned duration of the moderate-intensity ex- ercise session. We established first the moderate-intensity exercise program by calculating the VO2max 50%. Two-to-five days later, participants engaged in the exercise condition to which they were assigned, followed by a five-minute rest period. Immediately after, all participants were ex posed to the training phase of both memory tasks. The first retrieval phase was tested 45 minutes after encoding phase was completed. Subsequent retrieval phases were conducted 24, 48, and 168 hours post-training. Exercise of long duration increased discrimination performance in images of low similarity. Comparison of the effects of exercise on discrimination of the three types of images that the emotional-memory task entails showed improved performance only for aversive and neutral images. Exercise improves discrimination of low similarity images, with better overall perform- ance after a longer exercise session. This finding adds to previous reports that have found analogous effects using other memory tasks. It also supports the notion that acute effects due to exercise are specifically related to hippocampal functionality and its ability to separate patterns. Finally, maintenance of emotional informa- tion across time suggest a different mechanism, independent of pattern- separation processing. ----------------------------------------------------------------------------------------------------------------------------

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ŚMIERĆ W (JEGO) ŻYCIU W SZTUCE (Z BIOGRAFII STANISŁAWSKIEGO I DOŚWIADCZENIA SZKOŁY TWÓRCY GRAMATYKI SZTUKI DRAMATYCZNEJ)

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Zaorska M.

Acta Neophilologica

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2013

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tom XV/1

361-372

EN

The leading theme of the author’s considerations is the motif of death found in the biography of Stanislavski’s and its role in the process of rearing of the actor. In the text a range of acting exercises based on students’ emotional memory have been named. Students’ autobiographical memories and testimony of death bequeathed on the cards of world literature play a key role in acting tasks. In the final part of the article the author mentions the etude about death prepared by the students of the Acting Studio named after Aleksander Sewruk of the Stefan Jaracz State Theatre in Olsztyn.

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Methodological approaches in the research of emotional memory

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Skalníková P. , Juríčková V. , Plechatá A. , Fajnerová I. , Nekovářová T.

Československá psychologie (Czechoslovak Psychology)

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2022

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tom 66

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nr 4

349-364

EN

Emotion has an essential effect on various cognitive processes in humans including attention, perception, learning, and memory. Long-term memories are affected not only by the emotion experienced during learning but also by the emotional state during retrieval. The term “emotional memory” is often associated with episodic memory and mental time-travel; however, emotion influences every aspect of memory (e.g., both declarative memory and non-declarative memory). Here the authors discuss the methodological advantages and limitations across the current methods in emotional memory research. Traditional neuropsychological methods use emotionally arousing stimuli; however, such stimuli are often reduced to a simple list of words or pictures. In comparison to these methods, virtual reality (VR) is a relatively new tool, but with growing importance in neuroscience research and clinical practice. VR allows to study human behavior, cognitive functions, and brain activity in ecologically valid situations even under laboratory conditions. Future directions and potential use of virtual reality in emotional memory testing are discussed.

CS

Emoce mají zásadní vliv na různé kognitivní procesy u lidí, včetně pozornosti, vnímání, uče-ní a paměti. Dlouhodobé vzpomínky jsou ovliv-něny nejen emocemi prožitými při jejich učení, ale také emočním stavem při jejich vybavová-ní. Termín „emoční paměť“ je často spojován s epizodickou pamětí a s mentálním cestováním v čase, emoce však ovlivňují každý aspekt paměti (např. jak deklarativní paměť, tak nedeklarativ-ní paměť). V této přehledové studii autoři dis-kutují metodologické výhody a omezení napříč současnými metodami výzkumu emoční paměti. Tradiční neuropsychologické metody využívají podněty vzbuzující emoce; takové podněty se však často redukují na jednoduchý seznam slov nebo obrázků. Ve srovnání s těmito metodami je virtuální realita (VR) relativně novým nástro-jem s rostoucím významem v neurovědním vý-zkumu a klinické praxi. VR umožňuje studovat lidské chování, kognitivní funkce a mozkovou aktivitu v ekologicky validních situacích i v la-boratorních podmínkách. Ve studii jsou shrnuty budoucí cíle a potenciální využití virtuální reali-ty při testování emoční paměti.

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Stanisławski i jego system aktorski – próba psychologicznej weryfikacji

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Dziegieć A. , Barzykowski K.

Didaskalia. Gazeta Teatralna

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2024

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nr 181-182

64-93

EN

The creator and reformer of the turn-of-the-century theatre, Konstantin Stanislavsky, created one of the most famous acting systems still in use today. In An Actor’s Work: A Student’s Diary, Stanislavski presented a comprehensive set of recommended practices for stage creation, which he developed based on years of observations. The artist also showed that in order to better understand how one should act on stage, it would be good to make use of psychological knowledge, which was not widely available to him at the time, also due to the fact that psychology as a scientific discipline was only just being formed at the time. This paper is an effort to integrate selected aspects of Stanislavski’s system with contemporary psychological research. The paper focuses primarily on introducing the issues of memory together with the most important classifications thereof. It also develops the issue of ‘emotional memory’, which Stanislavski wrote about, in an attempt to interpret the category of memory created by the artist in the light of available terminology and psychological research.

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МУЗИЧНА ПАМ’ЯТЬ ТА ШЛЯХИ ЇЇ ВДОСКОНАЛЕННЯ

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Матвійчук К.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 9(53)

341-348

EN

Memory is a mental process that reflects human experience through memorizing, storage and subsequent reproduction of information received. It is one of the necessary conditions for harmonious mental development of a person, with the new data layers based on previous experience gained and recorded before. Memory takes an important part in the formation of identical personality is awareness of its unity and integrity, and the person acquires competence that is required for the activity. Depending on the analyzer, which prevails in the operation of memory, we allocated motor, visual, auditory, emotional and other types of memory. Music identification is required on conscious perception of music. The high level of musical ear is a prerequisite musical memory. While music is an important use of motor, visual and verbal-logical memory. Visual perception is the result of highly developed inner ear, thus there is a musical interpretation of the text through the auditory sense and transformation in visual and auditory perception. Visual perception is predominant in the perception of the professional musician. Visual memory is directly related with imagination and promotes relative facilitation of memorization, storage and playback. Emotional memory is the so-called “memory of sensations”. The peculiarity of this type of memory in the ability to memorize and reproduce experienced feelings and sensations. With emotion we regulate the relationship with the environment. The mechanism of emotional memory consists of signals sent or restrained from actions that had past negative. Emotional memory is quite strong, and durable. The image memory – memorizing, identification and playback of images of the previously unseen objects and phenomena based on associative thinking associated with early lessons learned at level with similar fragments of other music. Analysis helps in the knowledge subtleties of the work. When using shaped memory there are used random associations that are not always associated with music. Auditory memory – remembering a great level followed by an exact reproduction of music or speech sounds. Among the varieties of language memory there are verbal and logical, which is a synthesis of speech, thought and logic.The choice of methods of memorization depends on the individual artist and the kind of musical memory that requires training.

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Emotional memory and religious identity in the Saxon Marches (10th-11th centuries)

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Dragnea M.

Český časopis historický (The Czech Historical Review)

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2024

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tom 122

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nr 2

227-249

EN

This paper examines the connection of memories to emotions as they were transmitted by chroniclers through narratives. Emotional memories played a significant role in the recollection of some brutal events connected to ecclesiastical policies in eastern Saxony and across the Elbe, where the socalled Wends lived. The paper focuses on the interactions of cognition and emotion. It shows that emotional memories were not only rhetorical devices, but also didactic tools in the process of creation of Wendish idolatry as a Christian construct of a socioreligious identity. Certain negative events from the past placed within theological frameworks were intended to provoke hostile emotional responses towards the Wends. Preserving memory on ecclesiastical matters, with faith and obedience as central elements of identification, was an ethical mission of all those in charge of writing history, usually clergymen.

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Systém a metody: některé aspekty přenosu Stanislavského systému do Spojených států

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Hančil J.

Theatralia: Revue současného myšlení o divadelní kultuře (Theatralia: The revue of contemporary thought on theatre culture)

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2023

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tom 26

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nr 2

30-58

EN

This paper focuses on bringing of the Stanislavsky system to the United States by emigrants, who belonged to various troupes, in three different waves of emigration, as well as on the work of the first generation of American teachers of acting inspired by the practices that the aforementioned emigrants passed on to American students in the first half of the 20th century. In this study, the author summarises both well-known facts (such as the work of the American Laboratory Theatre and Group Theatre) and lesser-known paths of transmission through the acting studios or schools founded and owned by individual educators. The article stresses the influence of Vakhtangov, especially the late phase of his theatre research, and points out to the main problem with the American tradition of the reception of Stanislavsky's teachings, that is the emphasis on the use of emotional memory, which was mainly promoted by Lee Strasberg as a specific kind of exercise.

CS

Studie se zaměřuje na přenesení Stanislavského systému do Spojených států prostřednictvím emigrantů z různých souborů a tří emigračních vln a na působení první generace amerických hereckých pedagogů inspirovaných postupy, které emigranti v první polovině 20. století americkým studentům předávali. Autor ve studii shrnuje jak fakta, která jsou dobře známa (například působení American Laboratory Theatre či Group Theatre), tak méně známé linie přenosu formou působení jednotlivých pedagogů, kteří zakládali vlastní herecká studia či školy. Akcentuje vliv Vachtangova, především pozdní fáze jeho divadelních výzkumů, a hlavní problematický moment americké tradice v linii Stanislavského, a sice důraz na užívání emocionální paměti, kterou jako zvláštní druh cvičení prosazoval hlavně Lee Strasberg.