Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
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DOI：
10.1080/0163853x.2021.1918965
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发表时间：
2021-05-27
影响因子：
2.2
通讯作者：
McCrudden, Matthew T.
中科院分区：
文献类型：
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作者：
Bohn-Gettler, Catherine M.;McCrudden, Matthew T.
我们考察了积极情绪是否与任务指令和话题信念相互作用，从而影响双位置文本的加工和记忆。受试者提供情绪和信念等级，要求他们在默读(实验1)或大声思考(实验2)的同时将注意力集中在双位置课文的一个位置上，然后口头记忆课文。与信念无关的是，较高的积极情绪与同化过程(反向推论和阐述)有关。然而，积极情绪较高的参与者对信念一致的文本使用了更多的推理过程，但花费了更多的时间阅读和排练信念不一致的文本。积极情绪较低的参与者对信念不一致的文本使用了更多的推理过程，但花费了更多的时间阅读和排练信念一致的文本。最后，所有小组的参与者对信念一致的文本提供了支持性评价，对信念不一致的文本提供了反驳评价。研究结果在情绪理论和语篇理解理论的背景下进行了讨论。
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then orally remembered the text. Independently of beliefs, higher positive emotion was associated with assimilative processes (backward inferences and elaborations). However, participants with higher positive emotion used more inferential processes for belief-consistent text, but spent more time reading and rehearsing belief-inconsistent text. Participants with lower positive emotion used more inferential processes for belief-inconsistent text, but spent more time reading and rehearsing belief-consistent text. Finally, participants in all groups provided supportive evaluations for belief-consistent text and refutational evaluations for belief-inconsistent text. The results are discussed in the context of theories of emotion and discourse comprehension.