'affective memory' is correct and usable in written English.
You can use it when referring to a type of memory that is associated with or influenced by emotion. For example, "PTSD can lead to an impaired affective memory, making it difficult to remember details of a traumatic experience."
Affective memory works in a different way.
Conversely, the affective memory is immediate and very powerful, often overwhelming.
Affective memory assails you when you least expect it and is felt more profoundly than conventional memory.
Indeed, Duse seems to have pioneered one of the Method's prime techniques, "affective memory," imaginatively drawing on her own uglier, more humiliating experiences to portray ugliness and humiliation.
In the famous passage where he writes about the small scalloped cake named madeleine, Proust in his "Remembrance of Things Past" develops his theory of "affective memory". The affective memory, or memory of the senses — smell, taste, touch, hearing and eyesight — is different from conventional memory.
Our theory predicts that the process of savoring an upcoming experience creates affective memory traces that are reactivated and integrated into the actual and remembered consumption experience.
Using a nap paradigm, here we explore the consolidation of neutral and negative emotional memories, and test the hypothesis that affective memories are selectively facilitated by REM sleep, and specifically oscillations in the theta frequency range.
Considering the known importance of ACh in the long-term consolidation of emotional learning (McGaugh 2004), this procholinergic REM state may result in a selective memory facilitation of affective memories, similar to that reported using experimental manipulations of ACh (Power 2004).
The scores of the BAC-A were combined in eight summary scores: visuomotor, immediate affective and non-affective memory, verbal fluency, delayed affective and non-affective memory, inhibition, and problem solving.
RESULTS Compared to HC, BD patients showed a significant impairment in short-term non-affective memory and verbal fluency.
Such learning involves convergence of multimodal sensory inputs with circuits involved in affective and memory processes.
