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    Effects of experimentally induced emotions on model-based reasoning

    Access Status
    Fulltext not available
    Authors
    Ifenthaler, Dirk
    Date
    2015
    Type
    Journal Article
    
    Metadata
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    Citation
    Ifenthaler, D. 2015. Effects of experimentally induced emotions on model-based reasoning. Learning and Individual Differences. 43: pp. 191-198.
    Source Title
    Learning and Individual Differences
    DOI
    10.1016/j.lindif.2015.09.003
    ISSN
    1041-6080
    School
    DVC Education
    URI
    http://hdl.handle.net/20.500.11937/35586
    Collection
    • Curtin Research Publications
    Abstract

    Although previous research has worked with different realizations and operationalizations of positive and negative state-emotions, there is a strong agreement on the necessity of the experimental induction of emotions in order to determine their effects on cognition. Accordingly, this experimental study aims at investigating the effects of both positive and negative state-emotions on model-based reasoning processes where the emotions are experimentally induced by using a simulated feedback technique. 81 participants were randomly assigned to three experimental groups in which positive and negative state-emotions were varied during the experiment. They worked in three learning cycles where they had to solve inductive reasoning tasks. Our results indicate that participants with positive induced state-emotions outperformed participants with negative state-emotions. However, results did not reveal patterns of relation between state-emotions and the application of specific strategies. Findings are interpreted as support for the assumption of reciprocal emotions which interact with cognitive information processing.

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