Emotion and prior knowledge in memory and judged comprehension of ambiguous stories

Ellis, Henry C.; Varner, Larry J.; Becker, Andrew S.; Ottaway, Scott A.

doi:10.1080/02699939508408972

Cited by 39 publications

(36 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings are consistent with our hypotheses and past research on the effects of negative emotions on the more general cases of learning and reading comprehension and on the specific case of processing identitythreatening messages. Previous research has shown that negative emotions (compared with positive emotions) were less likely to result in coherencebuilding inferences during reading (Bohn-Gettler & Rapp, 2011), less likely to result in integration of unexpected information (Pinheiro et al, 2013), and more likely to result in poorer memory for texts (Ellis et al, 1995a(Ellis et al, , 1995b(Ellis et al, , 1997a(Ellis et al, , 1997b. Relatedly, in the context of knowledge revision paradigms, the findings of the current study are consistent with previous research that has shown that negative emotions were less likely to result in change in attitudes about a science phenomenon (Broughton et al, 2013) and more likely to result in a critical evaluation of science communication messages (Nauroth et al, 2014).…”

Section: Epistemic Emotions As Mechanisms In Knowledge Revisionmentioning

confidence: 97%

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Trevors

Muis

Pekrun

et al. 2016

Discourse Processes

112

View full text Add to dashboard Cite

Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experimental design, 120 undergraduate students responded to a questionnaire focused on their dietary self-concept and were randomly assigned to read an expository or refutation text on the topic of genetically modified foods. Immediately after reading, participants self-reported their emotions followed by completing post-test measures of their knowledge and attitudes of the topic. Results showed an interaction between self-concept and text condition on emotions wherein self-concept predicted negative emotions (i.e., confusion, anxiety, frustration) while reading a refutation text specifically. Further, negative emotions significantly mediated relations between self-concept and post-test knowledge and attitudes. Implications for educational design and future research are discussed.

show abstract

Section: Epistemic Emotions As Mechanisms In Knowledge Revisionmentioning

confidence: 97%

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Trevors

Muis

Pekrun

et al. 2016

Discourse Processes

112

View full text Add to dashboard Cite

show abstract

“…Negative affect can influence processing by leading to a focus on analytic processing in which readers are less likely to make inferential connections (Bohn-Gettler & Rapp, 2011; Ellis & Ashbrook, 1989; Ellis, Ottaway, Varner, Becker, & Moore, 1997; Ellis, Varner, Becker, & Ottaway, 1995; Fiedler, 2001; Forgas, 1995, 2000; Seibert & Ellis, 1991). In addition, individuals with low working memory demonstrate poorer emotion regulation (Schmeichel, Volokhov, & Demaree, 2008), which may allow emotions to influence their text processing to a greater degree (Bohn-Gettler & Rapp, 2011).…”

Section: Discussionmentioning

confidence: 99%

The interplay of reader goals, working memory, and text structure during reading

Bohn-Gettler

Kendeou

2014

Contemporary Educational Psychology

View full text Add to dashboard Cite

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.

show abstract

“…When individuals make effortful decisions about to-be-remembered information during encoding then they are more likely to later recall this information as it will have been processed more deeply (Hertel, 1989;Tyler, Hertel, McCallum, & Ellis, 1979). In both experiments, Ellis et al found that participants in a negative mood during encoding recalled fewer target words than neutral mood controls (see also Ellis, Varner, Becker, & Ottaway, 1995;Seibert & Ellis, 1991). These impairments occurred as the features of the encoding tasks that typically enhance recall, such as creating additional retrieval cues during elaboration, could not be processed due to the reduced attentional resources that arose from being in a negative mood.…”

Section: Negative Moods During Either Encoding or Retrievalmentioning

confidence: 97%

Eyewitness memory: The impact of a negative mood during encoding and/or retrieval upon recall of a non-emotive event

Thorley

Dewhurst

Abel

et al. 2015

Memory

View full text Add to dashboard Cite

Emotion and prior knowledge in memory and judged comprehension of ambiguous stories

Cited by 39 publications

References 26 publications

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

The interplay of reader goals, working memory, and text structure during reading

Eyewitness memory: The impact of a negative mood during encoding and/or retrieval upon recall of a non-emotive event

Contact Info

Product

Resources

About