A-147: Differences in Memory Performance Based on Emotional and Mental State Using the Computerized Picture Memory Interference Test

Abstract

Objective: Existing research shows that emotional state influences cognition and memory, though its impact on specific neuropsychological processes varies across tasks and domains. This study examined whether self-reported emotional and mental states influence performance accuracy and response time on the computerized Picture Memory Interference Test (PMIT), a measure of memory interference and inhibitory control that was originally created by the World Health Organization (WHO) to assess cognitive decline in HIV patients. Method/Data Selection: Participants were UCLA undergraduate and graduate students (ages 19-27) from diverse racial and ethnic backgrounds. Students completed the computerized PMIT, which requires identifying target images while inhibiting interference from prior sets, and a demographic questionnaire including self-reported mental and emotional state. Group differences were analyzed using bootstrapped t-tests (10,000 iterations). Results/Data Synthesis: Students who reported “very good” emotional state (n = 1580) demonstrated higher accuracy on the PMIT (p = 0.0019) than students who reported “very bad” emotional state (n = 225). Students who reported “very good” mental state (n = 1097) performed more accurately (p = 0.0085) than students who reported “very bad” mental state (n = 157). No statistically significant differences were observed in response time between groups. Conclusions: These findings suggest that self-reported negative mood is associated with worse performance on a test of memory interference. This is particularly relevant in college populations, where stress and depression are common alongside high cognitive demands. These individuals may be more susceptible to potential cognitive deficits involving memory and inhibitory control that result from negative mood. Future directions include administering the computerized PMIT and psychological assessments to additional clinical populations.