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Post-learning stress enhances long-term memory and differentially influences memory in females depending on menstrual stage
Most work has shown that post-learning stress enhances long-term memory; however, there have been recent inconsistencies in this literature. The purpose of the present study was to examine further the effects of post-learning stress on long-term memory and to explore any sex differences that may exist. Male and female participants learned a list of 42 words that varied in emotional valence and arousal level. Following encoding, participants completed a free recall assessment and then submergeddoi:10.1016/j.actpsy.2015.07.008 pmid:26233730 fatcat:wf5mirpexfbanexfps6cxgnnt4