Memory consolidation refers to the process through memory, after being reactivated via retrieval, is again consolidated. Studies have shown that emotion elicited after learning can affect memory consolidation. However, many prior studies were based on animal studies. Furthermore, it is unclear whether the effect of emotion can extend to reconsolidation of different aspects of memory for an event. This study therefore examined the effect of post-learning emotion, elicited by video clips, on reconsolidation of memory for item memory and source memory for Chinese words. On day 1 participant learned a list of neutral, positive and negative Chinese words, and took immediate test of free recall. On day 2 (24 hours after the session in day 1) they returned to the laboratory, took a test of free recall for memory reactivation, and then watched a 3-min neutral, positive, or negative video clips for emotion elicitation. On day 3 (24 hours after the session in day 2), they returned to the laboratory and took a test of cued-recall. The results showed that whether negative nor positive, that was elicited after reactivation of memory through the paradigm of recalling, could affect the reconsolidation of both item memory and source memory. However, that item memory for emotional words were significantly better than for neutral words, whereas source memory for emotional words did not significantly differ from that for neutral words. This finding indicating that emotion has differential effects on item memory and source memory.
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