Moods, Emotions, and Evaluations as Information

Isbell, Linda M.; Lair, Elicia C.

doi:10.1093/oxfordhb/9780199730018.013.0021

Cited by 24 publications

(42 citation statements)

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“…These results suggest that state positive emotion played (at least a small) role in trained raters' classroom quality assessments, despite receiving reliability training and reporting their emotions prior to each rating, behaviors which can reduce emotion-influenced judgments (Englich & Soder, 2009;McFarland et al, 2003). This effect is consistent with the literature that shows positive emotions favorably bias high-inference social judgments (Forgas, 2014;Isbell & Lair, 2013). No evidence for a negative emotion bias emerged.…”

Section: Resultssupporting

confidence: 83%

Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

Floman

Hagelskamp

Brackett

et al. 2016

Journal of Psychoeducational Assessment

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Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in social psychology research on emotion and judgment, propose that state emotion may constitute a source of psychological bias in raters' classroom observations. In two studies, employing independent sets of raters and approximately 5,000 videotaped fifth-and sixth-grade classroom interactions, within-rater state positive emotion was associated with favorable ratings of classroom quality using the Classroom Assessment Scoring System (CLASS). Despite various protections enacted to secure reliable and valid observations in the face of rater trends-including professional training, certification testing, and routine calibration meetings-emotional bias still emerged. Study limitations and implications for classroom observation methodology are considered.

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Section: Resultssupporting

confidence: 83%

Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

Floman

Hagelskamp

Brackett

et al. 2016

Journal of Psychoeducational Assessment

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“…One could speculate that having participants’ attention drawn to the details of their affective state may have led participants to discount the informational value of their affective cues, which may have altered the effects of mood on processing in the impression formation task. Although a key tenet of the affect-as-information model does maintain that affective cues are relied on only if they are perceived as relevant feedback about whatever is currently in one’s focus of attention, such discounting manipulations routinely eliminate processing differences (e.g., Beukeboom & Semin, 2006; Gasper, 2004; Hirt, Levine, McDonald, Melton, & Martin, 1997; Isbell et al, 2011; Sinclair, Mark, & Clore, 1994; see Isbell & Lair, in press; Schwarz & Clore, 2007, for reviews). For example, Sinclair et al (1994) found that the typical effects of mood on persuasion are eliminated when individuals are led to attribute their feelings to a source-irrelevant cause (i.e., the weather).…”

Section: Discussionmentioning

confidence: 99%

Sometimes Happy People Focus on the Trees and Sad People Focus on the Forest

Hunsinger

Isbell

Clore

2011

Pers Soc Psychol Bull

Self Cite

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Research indicates that affect influences whether people focus on categorical or behavioral information during impression formation. One explanation is that affect confers its value on whatever cognitive inclinations are most accessible in a given situation. Three studies tested this malleable mood effects hypothesis, predicting that happy moods should maintain and unhappy moods should inhibit situationally dominant thinking styles. Participants completed an impression formation task that included categorical and behavioral information. Consistent with the proposed hypothesis, no fixed relation between mood and processing emerged. Whether happy moods led to judgments reflecting category-level or behavior-level information depended on whether participants were led to focus on the their immediate psychological state (i.e., current affective experience; Studies 1 and 2) or physical environment (i.e., an unexpected odor; Study 3). Consistent with research on socially situated cognition, these results demonstrate that the same affective state can trigger entirely different thinking styles depending on the context.

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“…Though the information conveyed by affect about accessible thoughts and responses may be experienced in different ways, in each case, it should adjust whether people rely on such thoughts and responses. In effect, positive affect serves as a green light, or a “go signal”, that validates and facilitates the use of accessible mental content and processing styles, whereas most negative affect serves as a red light, or a “stop signal”, that invalidates and inhibits the use of such content and processing styles (e.g., Clore & Huntsinger, , ; Clore et al, ; Isbell & Lair, ; Isbell et al, ; Martin, Ward, Achee, & Wyer, ; Wyer, Clore, & Isbell, ).…”

Section: An Affect‐as‐cognitive‐feedback Accountmentioning

confidence: 99%

Feeling and thinking: An affect‐as‐cognitive‐feedback account

Ray

Huntsinger

2017

Social & Personality Psych

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Despite the abundance of evidence demonstrating a dedicated link between positive and negative affect and specific ways of thinking, not all findings are consistent with this view. New research suggests that the relationship between affect and thinking can be altered and often reversed, by varying the mental context in which affect is experienced. The affect‐as‐cognitive‐feedback account can explain a wide range of phenomena, including both prior findings and this more recent research, and generate new predictions. According to this account, affective reactions confer value on accessible information processing strategies (e.g., global vs. local processing) and other mental content that happens to be accessible at the time. This view underscores that the relationship between affect and cognition is not fixed but instead is highly malleable. We present evidence that supports this account, along with new findings that suggest a malleable influence of specific affective states on cognition.

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Moods, Emotions, and Evaluations as Information

Cited by 24 publications

References 0 publications

Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

Sometimes Happy People Focus on the Trees and Sad People Focus on the Forest

Feeling and thinking: An affect‐as‐cognitive‐feedback account

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