Effects of cognitive and emotional stress on working memory

考察了认知压力（时间压力、并发任务、认知冲突）和情绪压力（焦虑）对工作记忆的影响。辨别任务中的时间压力加速了由P300潜伏期测量的刺激评价过程和由LRP潜伏期估计的反应准备过程，这取决于任务要求。侧翼任务中的认知冲突影响反应时。一致性试验中的反应时间随着前一次不一致性试验中冲突量的增加而变长。这表明反应抑制的认知控制机制，其中一部分是由中央执行功能支持的。句子理解中的工作记忆受到时间压力、并发任务和状态焦虑的影响。时间压力干扰了基于文本的图例模型的构建。随机生成作为次要任务延迟了句子验证时间，减弱了N400波幅所反映的语义启动效应，表明中央执行系统的语境形成受到干扰。影响语音回路的次要任务没有引起这些干扰效应。工作记忆容量与阅读策略的关系依赖于情绪状态。补偿策略，如阅读回归更频繁的低跨度比高跨度的读者。然而，阅读成绩负反馈引起的焦虑增加了高广度阅读者对这种补偿策略的使用，可能是为了减轻工作记忆的负担，以应对焦虑引起的工作记忆资源的消耗。焦虑也影响了自我指称的加工。在附带学习任务中，焦虑程度较低的被试表现出自我参照效应。然而，焦虑的增加减少了这种记忆现象。此外，还调查了社会交往中的认知和情感因素以及压力应对行为。

Effects of cognitive stress (time pressure, concurrent tasks, cognitive conflict) and emotional stress (anxiety) on working memory were examined. Time pressure in discrimination tasks accelerated the stimulus evaluation process measured by P300 latency and response preparation process estimated by LRP latency, depending on task requirements. Cognitive conflict in a flanker task affected the response times. The response times in congruent trials became longer as the amount of conflict in the preceding incongruent trial increased. This suggested the cognitive control mechanism of response inhibition, a part of which was supported by central executive function. The working memory in sentence comprehension was affected by time pressure, concurrent tasks, and state anxiety. Time pressure interfered with the construction of text-based model of the legend. The random generation as a secondary task delayed the sentence verification time and attenuated the semantic priming effect reflected in N400 amplitude, suggesting the disturbance of context formation in a central executive. The secondary tasks affecting the phonological loop did not raise these disturbing effects. The relation between capacity of working memory and reading strategy was dependent on emotional states. Compensatory strategies such as a reading regression were more frequent for low-span than for high-span readers. However, anxiety evoked by negative feedback of the reading performance increase the use of this compensatory strategy of high-span readers, probably in order to reduce the load in working memory coping with a consumption of working memory resource caused by anxiety. The anxiety also affected self referent processing. In an incidental learning task, participants with less anxiety showed the self-reference effect. However, increased anxiety diminished this memory phenomenon. Besides, cognitive and affective factors in social communication and stress coping behavior were investigated.