Performances à un tâche de mémoire de travail sous induction émotionnelle négative : influence modulatrice de l'état émotionnel sur les processus exécutifs

Abstract

Summary : Effect of an induced negative emotion on working memory task performance : the moderating effect of emotional state on storage and executive processes A shortage of cognitive resources is generally assumed to account for poor working memory (WM) performance in people experiencing a negative emotional state . However, no specifie hypothesis explains how this shortage is mediated. An experiment was conducted to investigate the effect of an experimentally induced negative emotion on WM storage and executive processes. A running span task of different complexity levels, according to the memory span and updating rate conditions, was completed by two groups of participants : a negative mood group and a neutral mood group. The results demonstrate an interaction effect between mood condition and complexity factors, showing the detrimental effect of a negative mood on WM performance. The discussion raises the question of whether the effect of negative mood impairs only WM executive functions or, in addition, the quality of memory traces, WM storage. Key words : working memory, running-span task, ressource allocation, mood induction.

Effects of Emotion on Writing Processes in Children

“…However, these results allow for a discussion of the relationship between emotion and cognition. Our regression analyses are consistent with previous research suggesting that emotion consumes cognitive resources (Ellis & Moore, 1999; Gotoh, 2008; Martin & Kerns, 2011; Oaskford et al, 1996; Vieillard & Bougeant, 2005). Indeed, it seems that the introduction of emotional content during writing has interfered with the processing of this activity and modified associated underlying processes.…”

“…In accordance with previous studies that consider emotion to be resource consuming in WM (e.g., Ellis & Ashbrook, 1988; Ellis & Moore, 1999; Gotoh, 2008; Oaskford et al, 1996; Vieillard & Bougeant, 2005) and with Hayes’s (1996) model that specifies the importance of affect during the writing process, we hypothesized that there would be an effect of emotion on text length and orthographic accuracy. More precisely, as the writer’s predispositions (i.e., motivation and affect component; Hayes, 1996) and WM resources seem to be modified by the induced emotion, the writing process should suffer from such dynamics.…”

“…As a large number of higherorder cognitive processes fall under the control and constraints of WM, it is important to determine if emotion might compete with cognitive activities for limited WM resources during performance of a task. Several prior studies have shown effects of emotion on WM capacity in particular contexts (e.g., Ellis & Ashbrook, 1988;Gotoh, 2008;Martin & Kerns, 2011;Oaskford et al, 1996;Vieillard & Bougeant, 2005). Text writing, a classic grade school activity, employs specific language processes, such as planning, sentence generation, and revision, and these processes may largely depend on the development and availability of WM resources.…”

“…Several studies have observed numerous associations between emotion and cognition (Bless et al, 1996; Bower, 1981; Ellis & Ashbrook, 1988; Isen, Shalker, Clark, & Karp, 1978), particularly the relationship between emotion and working memory (WM) capacity (Derakshan & Eysenck, 2010; Gotoh, 2008; Kesinger & Corkin, 2003; Vieillard & Bougeant, 2005). Previous research has suggested that emotion can be characterized as a resource-consuming secondary task, increasing the load on limited-capacity WM (Ellis & Moore, 1999; Gotoh, 2008; Martin & Kerns, 2011; Oaskford, Morris, Grainger, & Williams, 1996; Vieillard & Bougeant, 2005).…”

Effet de l’émotion sur l’orthographe d’élèves d’école primaire

“…Ces travaux amèneront Ellis et Moore (1999) à repenser leur modèle en y intégrant l'émotion positive supposée affecter l'allocation des ressources au même titre que l'émotion négative. Ainsi, qu'elle soit positive ou négative, l'émotion pourrait altérer les performances cognitives en provoquant une surcharge de la mémoire de travail et en monopolisant une partie des ressources attentionnelles (Buodo, Sarlo & Palomba, 2002;Martin & Kerns, 2011;Meinhardt & Pekrun, 2003;Vieillard & Bougeant, 2005).…”