Effects of Depressed Mood Induction on Reasoning Performance

Radenhausen, Russell A.; Anker, James M.

doi:10.2466/pms.1988.66.3.855

Cited by 17 publications

(10 citation statements)

References 19 publications

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“…Consequently, only positive emotions affected the cognitive performance and in connection with our third hypothesis, this is without an interaction with the age of the participants. This is in line with the results of Radenhausen and Anker (1988) and more recently with the results of Caparos and Blanchette (2015) or Wang, Chen and Yue (2017) where positive emotions improve cognitive performances. What about negative emotions?…”

Section: Discussionsupporting

confidence: 91%

How Positive and Negative Emotions Influence Cognitive Performance in Secondary Schools

Yakimova¹,

Maintenant²,

Taillandier-Schmitt³

2020

Psychological Applications and Trends 2020

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In the literature, less is known about the influence of emotions on cognitive performance at the crucial period of early-and mid-adolescence. Although the results are sometimes contradictory and contingent upon the perceived specific emotion in adulthood, the affective state is likely to influence cognition. Moreover, affective context is likely to impact deductive reasoning in youth and decision making. There is evidence that a negative affective experience will lead to poor cognitive performance. Therefore, experiencing a negative emotion (anger, anxiety, sadness…) should weaken the performance of students in cognitive tasks (e.g., reasoning or decision-making task). However, few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement and parents' authorization, we asked 158 adolescents in secondary schools to respond to several questionnaires. More precisely, we proposed the French version of Differential Emotion Scale adapted for school context to measure the affective states. Syllogisms evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. There was only a significant effect for positive emotions on performance in reasoning Moreover, we tested the existence of differential effect of affective state on cognitive performance. according to age but it wasn't significant. The impacts of the results as well as perspectives of future research in relation with self-esteem, psychological disengagement and dropping out of school will be discussed. This research is funded by the French National Research Agency (Agence Nationale de la Recherche): ANR-18-CE28-0004-01.

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Section: Discussionsupporting

confidence: 91%

How Positive and Negative Emotions Influence Cognitive Performance in Secondary Schools

Yakimova¹,

Maintenant²,

Taillandier-Schmitt³

2020

Psychological Applications and Trends 2020

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“…Similar patterns of cognitive impairment have been demonstrated in both clinical depression and depressed mood and motivational and attentional impairments constitute core features of both conditions (Ellis et al 1984(Ellis et al , 1985Radenhausen & Anker, 1988). Decreased prefrontal rCBF is a common finding in depression (Baxter et al 1989 ;Austin et al 1992 ;Bench et al 1993).…”

Section: Depression and Cognitive Functionmentioning

confidence: 68%

The interaction between mood and cognitive function studied with PET

1997

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“…For instance, it has been shown that depressed patients perform more poorly than healthy controls on syllogistic reasoning tasks (Channon & Baker, 1994;Radenhausen & Anker, 1988). This is true both under conditions of exacerbated mood (using a negative moodinduction procedure) and baseline mood conditions.…”

Section: Emotion and Reasoning: Empirical Findingsmentioning

confidence: 85%

The effect of emotion on interpretation and logic in a conditional reasoning task

Blanchette

2006

Memory & Cognition

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The effect of emotional content on logical reasoning is explored in three experiments. The participants completed a conditional reasoning task (If p, then q) with emotional and neutral contents. In Experiment 1, existing emotional and neutral words were used. The emotional value of initially neutral words was experimentally manipulated in Experiments 1B and 2, using classical conditioning. In all experiments, participants were less likely to provide normatively correct answers when reasoning about emotional stimuli, compared with neutral stimuli. This was true for both negative (Experiments 1B & 2) and positive contents (Experiment 2). The participants' interpretations of the conditional statements were also measured (perceived sufficiency, necessity, causality, and plausibility). The results showed the expected relationship between interpretation and reasoning. However, emotion did not affect interpretation. Emotional and neutral conditional statements were interpreted similarly. The results are discussed in light of current models of emotion and reasoning.

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Effects of Depressed Mood Induction on Reasoning Performance

Cited by 17 publications

References 19 publications

How Positive and Negative Emotions Influence Cognitive Performance in Secondary Schools

How Positive and Negative Emotions Influence Cognitive Performance in Secondary Schools

The interaction between mood and cognitive function studied with PET

The effect of emotion on interpretation and logic in a conditional reasoning task

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