Stress and schema-based inference learning

• Applicant: Professor Dr. Lars Schwabe
• Subject Area: General, Cognitive and Mathematical Psychology
• Term: from 2016 to 2020
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 290755200

Existing networks of knowledge (schemas) provide organizing structures that influence memory formation and retrieval. In particular, existing knowledge facilitates the encoding of related information. This so-called schema-based memory is of particular interest as it provides insights into the integration of new information and existing memories. Converging lines of evidence from rodent and human studies identified the medial prefrontal cortex as a critical locus of schema-based memory. Stressful encounters are known to affect memory processes and the medial prefrontal cortex is among the brain areas that are most sensitive to stress. However, whether stress may change schema-based memory and thus the integration of existing memories and new information is unknown. The present project will address this question and examine if and how stress influences schema-based memory. To this end, healthy participants will first acquire knowledge about a hierarchical structure. Twenty-four hours later, they will undergo a psychosocial stressor (or a control manipulation) before they acquire a two new hierarchies: one that is entirely novel and one that is related to the hierarchy learned on the previous day. In order to examine the brain processes involved in the impact of stress on schema-based memory, behavioral testing on this second day will take place in the scanner. We predict that stress will reduce the beneficial effect of prior knowledge on the encoding of related information. At the neural level, we expect that the putative stress effect will be paralleled by reduced activity of the medial prefrontal cortex and altered connectivity of this area with medial-temporal and parietal areas. The findings of this project will not only enhance our understanding of how stress shapes memory processes but may also have considerable implications for educational and clinical settings.

• DFG Programme: Research Grants