Study reveals an inversely proportional association between stress and working memory, showing that low levels can be beneficial
In the complex landscape of neuroscience, studying the interactions between stress and cognition is crucial for understanding the human mind. Recently, researchers from the Human Connectome Project, an initiative launched in 2010 by the United States National Institutes of Health (NIH) with the purpose of mapping the brain, conducted an in-depth investigation into how different levels of stress influence working memory, a cognitive function essential for processing information in complex tasks.
As demonstrated by the results published in the scientific journal Neuropsychologia, study subjects showed an inversely proportional association between stress and working memory performance. In situations involving low to moderate stress, participants achieved greater success while performing working memory tasks, as well as heightened neural activation related to this cognitive function.
It’s widely recognized that psychosocial stress arises from an individual’s interactions with their social environment and how they perceive these interactions. That stress can be triggered by various factors, such as relationship problems, work issues, financial difficulties, or major life changes. This form of stress involves both external stimuli and the individual’s internal response to them, including emotions, thoughts, and observable behaviors.
This phenomenon is subjective and varies considerably from person to person, depending on their coping mechanisms, resilience, and social support. When stress becomes chronic or intense, it can lead to negative consequences related to health, including mental disorders such as anxiety and depression, as well as physical problems such as cardiovascular diseases.
Studies show that psychosocial stress has an adverse impact on numerous cognitive functions throughout life, with working memory being one of the most affected. That poses a problem, as this cognitive system is responsible for temporarily holding and processing information necessary for complex cognitive tasks, namely learning, reasoning, and problem-solving.
