Brightness differences influence the evaluation of affective pictures

Abstract

We explored the possibility of a general brightness bias: brighter pictures are evaluated more positively, while darker pictures are evaluated more negatively. In Study 1 we found that positive pictures are brighter than negative pictures in two affective picture databases (the IAPS and the GAPED). Study 2 revealed that because researchers select affective pictures on the extremity of their affective rating without controlling for brightness differences, pictures used in positive conditions of experiments were on average brighter than those used in negative conditions. Going beyond correlational support for our hypothesis, Studies 3 and 4showed that brighter versions of neutral pictures were evaluated more positively than darker versions of the same picture. Study 5 revealed that people categorized positive words more quickly than negative words after a bright prime picture, and vice versa for negative pictures.Together, these studies provide strong support for the hypotheses that picture brightness influences evaluations. Brightness of Affective Pictures 3 Brightness Differences Influence the Evaluation of Affective PicturesWhether a picture is judged to be positive or negative is obviously determined by the content of the picture. A picture of two puppies on a sunny meadow will be liked more than a

Predicting Context-Dependent Cross-Modal Associations with Dimension-Specific Polarity Attributions Part 1 – Brightness and Aggression

“…Research has shown that brightness as compared to darkness is associated both with valence (e.g., Adams & Osgood, 1973;Lakens et al, 2013;Meier et al, 2015) and with activity (Marks, 1978;Mattes et al, 2002;Romaiguère, Hasbroucq, Possamaï, & Seal, 1993). When reviewing these studies, we noticed that whenever associations between brightness and valence were observed, brightness differences were manipulated on a screen or on a piece of paper (e.g., Meier, Robinson, & Clore, 2004), while studies that revealed an association between brightness and activity manipulated brightness using a light fixture (e.g., Romaiguère et al, 1993).…”

“…In the current set of studies, we focus on the concept of aggression, which compared to calmness forms the plus pole on the activity dimension, but the minus pole on the evaluation dimension (Russell & Mehrabian, 1977). Brightness is more active, and more positive, compared darkness, and thus forms the plus pole on both the activity and the evaluation dimension, whereas darkness forms the minus pole on the activity and evaluation dimension (e.g., Adams & Osgood, 1973;Lakens et al, 2013;Marks, 1978;Mattes, Leuthold, & Ulrich, 2002;Meier, Fetterman, & Robinson, 2015). If polarity correspondence is indeed a mechanism in cross-modal associations, it is essential to predict along which specific dimension aggression-calmness becomes aligned with a second pair of concepts.…”

“…An impressive number of studies indicate that features present in a specific context can influence the associative meaning of a concept in a task (e.g., Blair, 2002;Elliot & Maier, 2014;Frühholz, Trautmann-Lengsfeld, & Herrmann, 2011;Lakens, Fockenberg, Lemmens, Ham, & Midden, 2013). For example, studies show that in an achievement context, red is associated with failure and negativity (e.g., Moller, Elliot, & Maier, 2009), while in a romantic context, red is associated with attraction and excitement (e.g., Elliot & Pazda, 2012).…”

Predicting Context-dependent Cross-modal Associations with Dimension-specific Polarity Attributions. Part 2: Red and Valence

“…Studies convincingly show that the task specific context can influence the associative meaning of a concept in a task (e.g., Blair 2002;Elliot & Maier, 2014;Frühholz, Trautmann-Lengsfeld, & Herrmann, 2011;Lakens, Fockenberg, Lemmens, Ham, & Midden, 2013). For example, studies suggest that in an achievement context, red is associated with failure and negativity (e.g., Moller, Elliot, & Maier, 2009), while in a romantic context, red is associated with attraction and excitement (e.g., Elliot & Pazda, 2012).…”

Tutorial: Theoretical Considerations When Planning Research on Human Factors in Lighting

“…For instance, quite strong associations exist between brightness and goodness (morality) but also activity and liveliness, in contrast to how darkness is generally associated with immorality and, to a lesser extent, inactivity (Schietecat et al 2018a). Acting like contextual cues that impact information processing, such cognitive associations may result in approach or avoidance behaviors (e.g., Mehta and Zhu 2009), more positive or negative appraisals of objects or scenes (Beute and de Kort 2013;Lakens et al 2013), different styles of information processing (Steidle et al 2011), and different social perceptions and moral behavior (e.g., Baron et al 1992;Schietecat 2018;Zhong et al 2010), resulting, for instance, in more positive assessments of written personnel folders of fictive employees under dimmer conditions but also more dishonest reporting of one's performance on a task and persons photographed in dimmer conditions being judged less positive and more aggressive than the same individuals photographed in bright conditions. These studies imply that, through associative pathways, light not only changes the way we perceive spaces and the objects and persons in them but also how we assess those objects, tasks, and other persons and how we relate to them.…”