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Related Concept Videos

Psychological Responses to Stress01:20

Psychological Responses to Stress

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Psychological responses to stress encompass the various cognitive and emotional reactions individuals experience when faced with challenging or threatening situations, such as a job loss. Prolonged exposure to stressors can disturb emotional balance, increasing negative emotions (e.g., anxiety and sadness) and diminishing positive emotions (e.g., joy and satisfaction). These persistent emotional shifts are associated with an increased risk of both physical illness and mental health issues, such...
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Stress triggers a coordinated physiological response involving the sympathetic nervous system (SNS) and the hypothalamic-pituitary-adrenal (HPA) axis. This dual activation ensures that the body is prepared for both immediate and prolonged stress management. The process begins with the perception of a stressor. This initial phase activates the SNS, leading to the rapid release of adrenaline (epinephrine) from the adrenal glands.
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The amygdala is a small, almond-shaped structure responsible for processing and storing memories, particularly those linked to emotions like fear and stress. It plays an essential role in the brain's response to emotionally significant events and often enhances memory formation by triggering stress hormone release. The amygdala is vital for encoding and retrieving memories associated with fear or stress, a process that is adaptive by helping organisms avoid dangerous situations.
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Related Experiment Video

Updated: Feb 23, 2026

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm
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Acute psychophysiological stress impairs human associative learning.

M R Ehlers1, R M Todd2

  • 1Department of Psychology, University of British Columbia, V6T 1Z4, Canada.

Neurobiology of Learning and Memory
|September 13, 2017
PubMed
Summary

Acute stress differentially impacts associative learning. Delayed stress reduced operant conditioning, while classical conditioning showed altered explicit knowledge, affecting early habit formation.

Keywords:
Associative learningClassical conditioningInstrumental learningOperant conditioningReward learningStress

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Area of Science:

  • Neuroscience
  • Psychology
  • Behavioral Science

Background:

  • Addiction is linked to associative learning, involving operant and classical conditioning.
  • Stress promotes drug use and habitual behavior, but its effect on early learning is unclear.

Purpose of the Study:

  • Investigate how acute stress influences simple associative learning before habit formation.
  • Examine the differential effects of stress on classical and operant conditioning.

Main Methods:

  • Healthy young adults underwent acute stress or a control condition.
  • Participants performed classical and operant conditioning tasks post-stress induction.
  • Psychophysiological measures confirmed stress induction.

Main Results:

  • Delayed acute stress reduced instrumental responding in operant conditioning, mimicking responses to lower rewards.
  • Classical conditioning occurred in both groups, but stress altered explicit knowledge of conditioning.
  • Operant and classical conditioning were differentially affected by delayed acute stress.

Conclusions:

  • Acute stress differentially impacts operant and classical conditioning processes.
  • Findings offer insights into how new habitual behaviors are initially established under stress.
  • Understanding these early learning effects is crucial for addiction research.