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Mills C, Southwell R, D'Mello SK. Sadness facilitates "deeper" reading comprehension: a behavioural and eye tracking study. Cogn Emot 2024; 38:171-179. [PMID: 37787521 DOI: 10.1080/02699931.2023.2258589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Accepted: 06/27/2023] [Indexed: 10/04/2023]
Abstract
Reading is one of the most common everyday activities, yet research elucidating how affective influence reading processes and outcomes is sparse with inconsistent results. To investigate this question, we randomly assigned participants (N = 136) to happiness (positive affect), sadness (negative affect), and neutral video-induction conditions prior to engaging in self-paced reading of a long, complex science text. Participants completed assessments targeting multiple levels of comprehension (e.g. recognising factual information, integrating different textual components, and open-ended responses of concepts from memory) after reading and after a week-long delay. Results indicated that the Sadness (vs. Happiness) condition had higher comprehension scores, with the largest effects emerging for assessments targeting deeper levels comprehension immediately after reading. Eye-tracking analyses revealed that such benefits may be partly driven by sustained attentional focus over the 20-minute reading session. We discuss results with respect to theories on affect, cognition, and text comprehension.
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Affiliation(s)
- Caitlin Mills
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Rosy Southwell
- Institute of Cognitive Science, University of Colorado Boulder, Boulder, CO, USA
| | - Sidney K D'Mello
- Institute of Cognitive Science, University of Colorado Boulder, Boulder, CO, USA
- Department of Computer Science, University of Colorado Boulder, Boulder, CO, USA
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Steciuch CC, Millis K, Kopatich RD. Is viewing a painting like reading a story?: Trans-symbolic comprehension processes and aesthetic responses across two media. DISCOURSE PROCESSES 2023. [DOI: 10.1080/0163853x.2023.2172299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
Affiliation(s)
- Christian C. Steciuch
- Department of Psychology, Rockford University
- Center for the Interdisciplinary Study of Language and Literacy
| | - Keith Millis
- Center for the Interdisciplinary Study of Language and Literacy
- Department of Psychology, Northern Illinois University
| | - Ryan D. Kopatich
- Center for the Interdisciplinary Study of Language and Literacy
- Department of Psychology and Neuroscience, Augustana College
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Hauck P, Hecht H. Emotionally congruent music and text increase immersion and appraisal. PLoS One 2023; 18:e0280019. [PMID: 36634102 PMCID: PMC9836297 DOI: 10.1371/journal.pone.0280019] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 12/19/2022] [Indexed: 01/13/2023] Open
Abstract
Numerous studies indicate that listening to music and reading are processes that interact in multiple ways. However, these interactions have rarely been explored with regard to the role of emotional mood. In this study, we first conducted two pilot experiments to assess the conveyed emotional mood of four classical music pieces and that of four narrative text excerpts. In the main experiment, participants were asked to read the texts while listening to the music and to rate their emotional state in terms of valence, arousal, and dominance. Subsequently, they rated text and music of the multisensory event in terms of the perceived mood, liking, immersion, and music-text fit. We found a mutual carry-over effect of happy and sad moods from music to text and vice versa. Against our expectations, this effect was not mediated by the valence, arousal, or dominance experienced by the subject. Moreover, we revealed a significant interaction between music mood and text mood. Texts were liked better, they were classified as of better quality, and participants felt more immersed in the text if text mood and music mood corresponded. The role of mood congruence when listening to music while reading should not be ignored and deserves further exploration.
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Affiliation(s)
- Pia Hauck
- Department of General Experimental Psychology, Johannes Gutenberg-Universität Mainz, Mainz, Germany
- Institute for Research on Reading and Media, Stiftung Lesen, Mainz, Germany
- * E-mail:
| | - Heiko Hecht
- Department of General Experimental Psychology, Johannes Gutenberg-Universität Mainz, Mainz, Germany
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Naranowicz M. Mood effects on semantic processes: Behavioural and electrophysiological evidence. Front Psychol 2022; 13:1014706. [DOI: 10.3389/fpsyg.2022.1014706] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 10/24/2022] [Indexed: 11/13/2022] Open
Abstract
Mood (i.e., our current background affective state) often unobtrusively yet pervasively affects how we think and behave. Typically, theoretical frameworks position it as an embodied source of information (i.e., a biomarker), activating thinking patterns that tune our attention, perception, motivation, and exploration tendencies in a context-dependent manner. Growing behavioural and electrophysiological research has been exploring the mood–language interactions, employing numerous semantics-oriented experimental paradigms (e.g., manipulating semantic associations, congruity, relatedness, etc.) along with mood elicitation techniques (e.g., affectively evocative film clips, music, pictures, etc.). Available behavioural and electrophysiological evidence has suggested that positive and negative moods differently regulate the dynamics of language comprehension, mostly due to the activation of mood-dependent cognitive strategies. Namely, a positive mood has been argued to activate global and heuristics-based processing and a negative mood – local and detail-oriented processing during language comprehension. Future research on mood–language interactions could benefit greatly from (i) a theoretical framework for mood effects on semantic memory, (ii) measuring mood changes multi-dimensionally, (iii) addressing discrepancies in empirical findings, (iv) a replication-oriented approach, and (v) research practices counteracting publication biases.
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Smith SL, Ward RT, Allen LK, Wormwood JB, Mills C. Mind your words: Affective experience during reading mediates the effect of textual valence on comprehension. APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Shelby L. Smith
- Department of Psychology University of New Hampshire Durham New Hampshire USA
| | - Richard T. Ward
- Department of Psychology University of Florida, Gainesville Florida USA
- Center for the Study of Emotion and Attention University of Florida, Gainesville Florida USA
| | - Laura K. Allen
- Department of Psychology University of New Hampshire Durham New Hampshire USA
| | - Jolie B. Wormwood
- Department of Psychology University of New Hampshire Durham New Hampshire USA
| | - Caitlin Mills
- Department of Psychology University of New Hampshire Durham New Hampshire USA
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Matthews JC. HISTORICAL PERSPECTIVE TAKING AND THE SELF IN ONLINE COMMUNITY DISCUSSIONS. DISCOURSE PROCESSES 2022. [DOI: 10.1080/0163853x.2022.2041153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Linnenbrink-Garcia L. Commentary on the Special Issue on Emotions in Reading, Learning, and Communication: A Big Step Forward, More Giant Leaps to Come. DISCOURSE PROCESSES 2021. [DOI: 10.1080/0163853x.2021.1925050] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Affiliation(s)
- Lisa Linnenbrink-Garcia
- Department of Counseling, Educational Psychology, & Special Education, Michigan State University
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Bohn-Gettler CM, McCrudden MT. Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text. DISCOURSE PROCESSES 2021. [DOI: 10.1080/0163853x.2021.1918965] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Matthew T. McCrudden
- Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University
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Mensink MC. Emotional Responses to Seductive Scientific Texts During Online and Offline Reading Tasks. DISCOURSE PROCESSES 2021. [DOI: 10.1080/0163853x.2021.1918492] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Trevors G, Bohn-Gettler C, Kendeou P. The effects of experimentally induced emotions on revising common vaccine misconceptions. Q J Exp Psychol (Hove) 2021; 74:1966-1980. [PMID: 33926324 DOI: 10.1177/17470218211017840] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Knowledge revision is the process of updating incorrect prior knowledge in light of new, correct information. Although theoretical and empirical knowledge has advanced regarding the cognitive processes involved in revision, less is known about the role of emotions, which have shown inconsistent relations with key revision processes. This study examined the effects of experimentally induced emotions on online and offline knowledge revision of vaccination misconceptions. Before reading refutation and non-refutation texts, 96 individuals received a positive, negative, or no emotion induction. Findings showed that negative emotions, more than positive emotions, resulted in enhanced knowledge revision as indicated by greater ease of integrating correct information during reading and higher comprehension test scores after reading. Findings are discussed with respect to contemporary frameworks of knowledge revision and emotion in reading comprehension and implications for educational practice.
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Bohn-Gettler CM, Kaakinen JK. Introduction to the Special Issue on Emotions in Reading, Learning, and Communication. DISCOURSE PROCESSES 2021. [DOI: 10.1080/0163853x.2021.1899369] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Cossavella F, Cevasco J. The importance of studying the role of filled pauses in the construction of a coherent representation of spontaneous spoken discourse. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1080/20445911.2021.1893325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Jazmín Cevasco
- Psychology, Universidad de Buenos Aires, Buenos Aires, Argentina
- Consejo Nacional de Investigaciones Científicas y Técnicas, Buenos Aires, Argentina
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Zaccoletti S, Altoè G, Mason L. Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101869] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: A mixed methods investigation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101869] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Zaccoletti S, Altoè G, Mason L. The interplay of reading-related emotions and updating in reading comprehension performance. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90:663-682. [PMID: 31654408 DOI: 10.1111/bjep.12324] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2018] [Revised: 09/18/2019] [Indexed: 11/29/2022]
Abstract
BACKGROUND Reading comprehension can be considered the main learning activity. All learning experiences are infused with emotions; however, to date, few studies have focused on the role of emotional aspects in reading comprehension performance. The impact of emotions on academic achievement is thought to be mediated or moderated by cognitive aspects. Among them, working memory updating is an executive function that plays a crucial role in reading comprehension. AIMS This study aimed to investigate the relationships between reading-related emotions and reading comprehension performance. We also consider the role that updating may play in these relationships. SAMPLE Two hundred and eight 8th graders were involved in four sessions. METHOD Students completed measures of achievement emotions specifically related to reading comprehension activity, updating, and reading comprehension performance. Gender and general cognitive ability were also considered as control variables. Mixed-effects models were used for statistical analyses. According to the Akaike information criterion (AIC; Akaike, 1974), we selected the most plausible model among a set of candidate models fitted to the same data. RESULTS Results showed that activating-negative emotions (i.e., anxiety, anger, and shame), deactivating-negative emotions (i.e., boredom and hopelessness), and updating are related with reading comprehension performance. Moreover, the interaction between activating-negative emotions and updating also emerged. When activating-negative emotions interact with low and moderate updating, students' reading comprehension performance gets worse. CONCLUSIONS The study indicates the moderating role of a main cognitive ability in the link between reading-related emotions and reading comprehension performance. Strategies can be taught to improve students' ability to self-regulate negative emotions and to update information in working memory.
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Bohn-Gettler CM. Getting a Grip: The PET Framework for Studying How Reader Emotions Influence Comprehension. DISCOURSE PROCESSES 2019. [DOI: 10.1080/0163853x.2019.1611174] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Engelen JAA, Camp G, van de Pol J, de Bruin ABH. Teachers' monitoring of students' text comprehension: can students' keywords and summaries improve teachers' judgment accuracy? METACOGNITION AND LEARNING 2018; 13:287-307. [PMID: 30881262 PMCID: PMC6394429 DOI: 10.1007/s11409-018-9187-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2017] [Accepted: 11/26/2018] [Indexed: 05/31/2023]
Abstract
We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Teachers also judged their students' learning for each text, while seeing - if present - the keywords or summaries each student had written for each text, and also selected texts for restudy. Overall, monitoring accuracy was low (.10 for students, -.02 for teachers) and did not differ between cue-prompt conditions. Regulation, indexed by the correlation between JOLs and restudy selections, was significant (-.38 for students, -.60 for teachers), but was also not affected by cue-prompt condition. In Experiment 2, teachers judged students' comprehension of six texts without knowing the students' names, so that only the keywords and summaries, not prior impressions, could inform judgments. Again, monitoring accuracy was generally low (.06), but higher for keywords (.23) than for summaries (-.10). These results suggest that monitoring intra-individual differences in students' learning is challenging for teachers. Analyses of the diagnosticity and utilization of keywords suggest that these may contain insufficient cues for improving teacher judgments at this level of specificity.
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Affiliation(s)
- Jan A. A. Engelen
- Welten Institute, Open University of The Netherlands, Heerlen, Netherlands
- Present Address: Department of Communication and Cognition, Tilburg University, Tilburg, Netherlands
| | - Gino Camp
- Welten Institute, Open University of The Netherlands, Heerlen, Netherlands
| | | | - Anique B. H. de Bruin
- Department of Educational Development and Research, Maastricht University, Maastricht, Netherlands
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Ramirez G, Fries L, Gunderson E, Schaeffer MW, Maloney EA, Beilock SL, Levine SC. Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading. JOURNAL OF COGNITION AND DEVELOPMENT 2018. [DOI: 10.1080/15248372.2018.1526175] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Prinz A, Bergmann V, Wittwer J. Happy but overconfident: positive affect leads to inaccurate metacomprehension. Cogn Emot 2018; 33:606-615. [PMID: 29756554 DOI: 10.1080/02699931.2018.1472553] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
When learning from text, it is important that learners not only comprehend the information provided but also accurately monitor and judge their comprehension, which is known as metacomprehension accuracy. To investigate the role of a learner's affective state for text comprehension and metacomprehension accuracy, we conducted an experiment with N = 103 university students in whom we induced positive, negative, or neutral affect. Positive affect resulted in poorer text comprehension than neutral affect. Positive affect also led to overconfident predictions, whereas negative and neutral affect were both associated with quite accurate predictions. Independent of affect, postdictions were rather underconfident. The results suggest that positive affect bears processing disadvantages for achieving deep comprehension and adequate prediction accuracy. Given that postdictions were more accurate, practice tests might represent an effective instructional method to help learners in a positive affective state to accurately judge their text comprehension.
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Affiliation(s)
- Anja Prinz
- a Department of Educational Science , University of Freiburg , Freiburg , Germany
| | - Viktoria Bergmann
- a Department of Educational Science , University of Freiburg , Freiburg , Germany
| | - Jörg Wittwer
- a Department of Educational Science , University of Freiburg , Freiburg , Germany
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Mills C, Wu J, D’Mello S. Being Sad Is Not Always Bad: The Influence of Affect on Expository Text Comprehension. DISCOURSE PROCESSES 2017. [DOI: 10.1080/0163853x.2017.1381059] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Caitlin Mills
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| | - Jennifer Wu
- Department of Psychology, University of Kentucky, Lexington, KY, USA
| | - Sidney D’Mello
- Institute of Cognitive Science & Department of Computer Science University of Colorado Boulder, Boulder, CO, USA
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Mason L, Scrimin S, Tornatora MC, Zaccoletti S. Emotional reactivity and comprehension of multiple online texts. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.07.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Trevors GJ, Muis KR, Pekrun R, Sinatra GM, Muijselaar MM. Exploring the relations between epistemic beliefs, emotions, and learning from texts. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2016.10.001] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Emotion and orthographic performance in a dictation task: Direct effect of the emotional content. ANNEE PSYCHOLOGIQUE 2016. [DOI: 10.4074/s0003503316000312] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Tornare E, Czajkowski NO, Pons F. Emotion and orthographic performance in a dictation task: Direct effect of the emotional content. ANNEE PSYCHOLOGIQUE 2016. [DOI: 10.3917/anpsy.162.0171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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The effect of filled pauses on the processing of the surface form and the establishment of causal connections during the comprehension of spoken expository discourse. Cogn Process 2016; 17:185-94. [PMID: 26899571 DOI: 10.1007/s10339-016-0755-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2015] [Accepted: 02/08/2016] [Indexed: 10/22/2022]
Abstract
The purpose of this study was to examine the effect of filled pauses (uh) on the verification of words and the establishment of causal connections during the comprehension of spoken expository discourse. With this aim, we asked Spanish-speaking students to listen to excerpts of interviews with writers, and to perform a word-verification task and a question-answering task on causal connectivity. There were two versions of the excerpts: filled pause present and filled pause absent. Results indicated that filled pauses increased verification times for words that preceded them, but did not make a difference on response times to questions on causal connectivity. The results suggest that, as signals of delay, filled pauses create a break with surface information, but they do not have the same effect on the establishment of meaningful connections.
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Krueger CA, Hsu JR, Belmont PJ. What to Read and How to Read It: A Guide for Orthopaedic Surgeons. J Bone Joint Surg Am 2016; 98:243-9. [PMID: 26842415 DOI: 10.2106/jbjs.o.00307] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Affiliation(s)
- Chad A Krueger
- Orthopaedic Surgery, San Antonio Military Medical Center, 3851 Roger Brooke Drive, Fort Sam Houston, TX 78234. E-mail address:
| | - Joseph R Hsu
- Department of Orthopaedic Surgery, Carolinas Medical Center, 1025 Morehead Medical Drive, Suite 300, Charlotte, NC 28204
| | - Philip J Belmont
- Department of Orthopaedic Surgery, William Beaumont Army Medical Center, 5005 North Piedras Street, El Paso, TX 79920
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Trevors GJ, Muis KR, Pekrun R, Sinatra GM, Winne PH. Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect. DISCOURSE PROCESSES 2016. [DOI: 10.1080/0163853x.2015.1136507] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Tornare E, Cuisinier F, Czajkowski NO, Pons F. Impact of induced joy on literacy in children: does the nature of the task make a difference? Cogn Emot 2016; 31:500-510. [PMID: 26763485 DOI: 10.1080/02699931.2015.1132682] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/30/2022]
Abstract
This research examined whether induced joy influences fifth graders' performance in literacy tasks. Children were asked to recall a joyful experience, used as a joy induction, before completing either a grammar (Study 1) or textual comprehension task (Study 2). The grammar task involved understanding at the surface level and retrieval of appropriate declarative and procedural knowledge, but limited elaboration unlike the textual comprehension task, which tackled inference generation. By differentiating tasks based on depth of processing required for completion we aimed at testing the validity of two concurrent hypotheses: that of a facilitating effect and that of a detrimental effect of induced joy. Compared to controls, joy induced children showed better performance on the grammar task - specifically children with lower language ability. No differences across groups emerged as a function of joy induction on the text comprehension task. Results are discussed with respect to emotion effects on cognition.
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Affiliation(s)
- Elise Tornare
- a Department of Psychology , University of Oslo , Oslo , Norway
| | - Frédérique Cuisinier
- b Department of Psychology , University of Paris Ouest, Nanterre La Défense , France
| | | | - Francisco Pons
- a Department of Psychology , University of Oslo , Oslo , Norway
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Scrimin S, Mason L, Moscardino U, Altoè G. Externalizing behaviors and learning from text in primary school students: The moderating role of mood. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.08.023] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Scrimin S, Mason L. Does mood influence text processing and comprehension? Evidence from an eye-movement study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 85:387-406. [PMID: 26010020 DOI: 10.1111/bjep.12080] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2014] [Revised: 04/29/2015] [Indexed: 11/30/2022]
Abstract
BACKGROUND Previous research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension. AIM We aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences online processing, as revealed by indices of visual behaviour during reading, and offline text comprehension, as revealed by post-test questions. We were also interested in the link between text processing and comprehension. SAMPLE Seventy-eight undergraduate students randomly assigned to three mood-induction conditions. METHODS Students were mood-induced by watching a video clip. They were then asked to read a scientific text while eye movements were registered. Pre- and post-reading knowledge was assessed through open-ended questions. RESULTS Experimentally induced moods lead readers to process an expository text differently. Overall, students in a positive mood spent significantly longer on the text processing than students in the negative and neutral moods. Eye-movement patterns indicated more effective processing related to longer proportion of look-back fixation times in positive-induced compared with negative-induced readers. Students in a positive mood also comprehended the text better, learning more factual knowledge, compared with students in the negative group. Only for the positive-induced readers did the more purposeful second-pass reading positively predict text comprehension. CONCLUSIONS New insights are given on the effects of normal mood variations and students' text processing and comprehension by the use of eye-tracking methodology. Important implications for the role of emotional states in educational settings are highlighted.
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Affiliation(s)
- Sara Scrimin
- Department of Developmental Psychology and Socialization, University of Padova, Italy
| | - Lucia Mason
- Department of Developmental Psychology and Socialization, University of Padova, Italy
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Niemiec T, Lachowicz-Tabaczek K. The moderating role of specific self-efficacy in the impact of positive mood on cognitive performance. MOTIVATION AND EMOTION 2015. [PMID: 26213428 PMCID: PMC4508366 DOI: 10.1007/s11031-014-9469-3] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Research concerning the impact of positive mood on cognitive performance is inconsistent. We suggest that specific self-efficacy moderates this relationship. The current study proposed that participants in a positive mood with a high level of specific self-efficacy would anticipate mood-maintaining success on a task. Hence, they would be more strongly motivated, and perform better on the task, than individuals in other moods. Conversely, participants in a positive mood with low specific self-efficacy should expect mood-threatening failure. Thus, these individuals should be less motivated and perform more poorly than individuals in other moods. The current study included 139 participants with different levels of specific self-efficacy performing a comprehension task in either a positive or negative mood or a control condition. Results confirmed our hypothesis whereby specific self-efficacy affects cognitive performance but only during a positive mood. These findings support the role of specific self-efficacy in maintaining positive mood by regulating task activity.
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Affiliation(s)
- Tomasz Niemiec
- Institute of Psychology, University of Wroclaw, ul. Dawida 1, 50-527 Wrocław, Poland
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Scrimin S, Mason L, Moscardino U. School-related stress and cognitive performance: A mood-induction study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2014. [DOI: 10.1016/j.cedpsych.2014.09.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Bohn-Gettler CM, Kendeou P. The Interplay of Reader Goals, Working Memory, and Text Structure During Reading. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2014; 39:206-219. [PMID: 25018581 DOI: 10.1016/j.cedpsych.2014.05.003] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics). Reading goals and working memory interacted to influence paraphrasing and non-coherence processes when thinking aloud. Reading goals, working memory, and text structure all interacted to influence text-based inferences. Text structure also influenced knowledge-based inferences. Post-reading recall was highest for those with the instructional goal of reading for study (compared to entertainment), as well as for problem-response and compare-contrast texts (compared to descriptive and chronological texts). Implications of the findings are discussed.
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Cook AE, O'Brien EJ. Knowledge Activation, Integration, and Validation During Narrative Text Comprehension. DISCOURSE PROCESSES 2013. [DOI: 10.1080/0163853x.2013.855107] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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