Influence of Affect and Emotional Content of Information on Learning
DOI:
https://doi.org/10.24265/liberabit.2024.v30n2.854Keywords:
affect, learning, emotional congruence, emotion, memory, university studentsAbstract
Background: Information processing is influenced by learners’ affect and the emotional content of the study material. The congruence or otherwise of these factors can determine the effectiveness of learning. Objective: To analyze the influence of affect and emotional content of the information on learning. Method: A total of 126 university students completed a questionnaire to measure their affective state (I-Spanas SF) and performed a verbal learning task of free coding (positive, neutral and negative words) and retrieval with competing cues. Results: Students encoded more positive words than negative and neutral words; however, in the retrieval phase the percentage of negative words recalled was higher than that of positive and neutral words. In addition, the congruent memory effect was not observed in the retrieval phase, but an emotional congruence effect was obtained in the coding phase in the selection of positive words. Conclusion: Students’ positive affect promotes the encoding of positive information; however, they retrieve negative information better. These data point to complex interactions between student affect and the emotional content of study material that may have important implications for learning processes.
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References
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Baroun, K. A. (2006). Relations among Religiosity, Health, Happiness, and Anxiety for Kuwaiti Adolescents. Psychological Reports, 99(3), 717-722. https://doi.org/10.2466/PR0.99.3.717-722
Bastidas-Amador, G., Suarez, M. A., Rondan, R. G., Serna, M. E., & Párraga, M. E. (2023). La educación afectiva. Un
enfoque educativo para el desarrollo de la inteligencia emocional. GADE: Revista Científica, 3(1), 17-32.
Beege, M., Schneider, S., Nebel, S., Häßler, A., & Rey, G. D. (2018). Mood-Affect Congruency. Exploring the Relation
between Learners’ Mood and the Affective Charge of Educational Videos. Computers & Education, 123, 85-96. https://doi.org/10.1016/j.compedu.2018.05.001
Bernal-Romero, T., Daza-Pinzón, C., & Jaramillo-Acosta, P. (2015). Satisfacción con la vida y resiliencia en jóvenes
en edad escolar. Revista Iberoamericana de Psicología: ciencia y tecnología, 8(2), 43-53.
Bower, G. H. (1981). Mood and memory. American Psychologist, 36(2), 129-148. https://doi.org/10.1037/0003-066X.36.2.129
Bradburn, N. M. (1969). The Structure of Psychological Well-Being. Aldine. Cabello, R., Salguero, J. M., Fernández-Berrocal, P., & Gross, J. J. (2013). A Spanish Adaptation of the Emotion Regulation Questionnaire. European Journal of Psychological Assessment, 29(4), 234-240. https://doi.org/10.1027/1015-5759/a000150
Dufey, M., & Fernández, A. M. (2012). Validez y confiabilidad del Positive Affect and Negative Affect Schedule (PANAS) en estudiantes universitarios chilenos. Revista Iberoamericana de Diagnóstico y Evaluación, 2(34), 157-173.
Eich, E., Macaulay, D., & Lam, R. W. (1997). Mania, Depression, and Mood Dependent Memory. Cognition & Emotion, 11(5-6), 607-618. https://doi.org/10.1080/026999397379836b
Fairfield, B., Padulo, C., Bortolotti, A., Perfetti, B., Mammarella, N., & Balsamo, M. (2022). Do Older and Younger Adults Prefer the Positive or Avoid the Negative? Brain Sciences, 12(3), 393. https://doi.org/10.3390/brainsci12030393
Faul, L., & LaBar, K. S. (2023). Mood-Congruent Memory Revisited. Psychological Review, 130(6), 1421-1456. https://doi.org/10.1037/rev0000394
Fernández-Castillo, E., Molerio, O., Grau, R., & Cruz, A., (2016). Afectividad negativa en estudiantes universitarios: un estudio exploratorio. Ansiedad y Estrés, 22(1), 26-32. https://doi.org/10.1016/j.anyes.2016.03.001
Francis, L. J., Brown, L. B., & Philipchalk, R. (1992). The Development of an Abbreviated form of the Revised Eysenck Personality Questionnaire (EPQR-A): Its Use Among Students in England, Ganada, the U.S.A and Australia. Personality and Individual Differences, 13(4), 443-449. https://doi.org/10.1016/0191-8869(92)90073-X
Gago, B., Perea, M., Livianos, L., Sierra, P., & García-Blanco, A. (2022). Attentional Processing of Threat in Bipolar Disorder: Going Beyond Mood-Congruency. Journal of Psychopathology and Behavioral Assessment, 44, 396-404. https://doi.org/10.1007/s10862-021-09905-z
García-Bajos, E., Migueles, M., & Aizpurua, A. (2017). Age-Based Positivity Effects in Imagining and Recalling Future Positive and Negative Autobiographical Events. Frontiers in Psychology, 8, 1700. https://doi.org/10.3389/fpsyg.2017.01700
Gargurevich, R. (2010). Propiedades psicométricas de la versión internacional de la Escala de Afecto Positivo y Negativo-forma corta (I- Spanas SF) en estudiantes universitarios. Persona, 13(013), 31-42. https://doi.org/10.26439/persona2010.n013.263
Gross, J. J., & John, O. P. (2003). Individual Differences in Two Emotion Regulation Processes: Implications for Affect, Relationships, and Well-Being. Journal of Personality and Social Psychology, 85(2), 348-362. https://doi.org/10.1037/0022-3514.85.2.348
Gutiérrez-Cobo, M. J., Cabello, R., & Fernández-Berrocal, P. (2016). The Relationship between Emotional Intelligence
and Cool and Hot Cognitive Processes: A Systematic Review. Frontiers in Behavioral Neuroscience, 10, 101. https://doi.org/10.3389/fnbeh.2016.00101
Gutiérrez-Cobo, M. J., Cabello, R., & Fernández-Berrocal, P. (2017). Performance-Based Ability Emotional
Intelligence Benefits Working Memory Capacity During Performance on Hot Tasks. Scientific Reports, 7(1). https://doi.org/10.1038/s41598-017-12000-7
Hamilton, L. J., & Allard, E. S. (2020). Words Matter: AgeRelated Positivity in Episodic Memory for Abstract but not Concrete Words. Aging, Neuropsychology, and Cognition, 27(4), 595-616. http://dx.doi.org/10.1080/13825585.2019.1657556
Jeong, J. W., Diwadkar, V. A., Chugani, C. D., Sinsoongsud, P., Muzik, O., Behen, M. E., Chugani, H. T., & Chugani, D. C. (2011). Congruence of Happy and Sad Emotion in Music and Faces Modifies Cortical Audiovisual Activation. Neuroimage, 54(4), 2973-2982. https://doi.org/10.1016/j.neuroimage.2010.11.017
Joshanloo, M. (2023). Thirteen Years of Subjective WellBeing: Within-Person Association between Positive Affect, Negative Affect, and Life Satisfaction. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-023-01223-7
Kelemen, W. L., & Creeley, C. E. (2003). State-Dependent Memory Effects Using Caffeine and Placebo do not Extend to Metamemory. Journal of General Psychology, 130(1), 70-86. https://doi.org/10.1080/00221300309601276
Kensinger, E. A., & Korkin, S. (2003). Memory Enhancement for Emotional Words: Are Emotional Words More Vividly Remembered than Neutral Words? Memory & Cognition, 31(8), 1169-1180. https://doi.org/10.3758/BF03195800
Kim, C., & Pekrun, R. (2014). Emotions and Motivation in Learning and Performance. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (eds.), Handbook of Research on Educational Communications and Technology (pp. 65-75). Springer.
Kratovic, L., Smith, L. J., & Vujanovic, A. A. (2021). Distress Tolerance and PTSD Symptoms, Suicidal Ideation, and Suicide Risk in University Students: The Role of Distress Tolerance. Journal of Aggression, Maltreatment & Trauma, 30(1), 82-100. https://doi.org/10.1080/10926771.2019.1709594
Levine, L. J., & Pizarro, D. A. (2004). Emotion and Memory Research: A Grumpy Overview. Social Cognition, 22(5), 530-554. https://doi.org/10.1521/soco.22.5.530.50767
Lewis, P. A., & Critchley, H. D. (2003). Mood-Dependent Memory. Trends in Cognitive Sciences, 7(10), 431-433. https://doi.org/10.1016/j.tics.2003.08.005
Maiorana, S. (2010, 13, 14 y 15 de septiembre). La importancia de la afectividad en la formación docente universitaria. Congreso Iberoamericano de Educación, Argentina. http://webmail.adeepra.com.ar/congresos/Congreso%20IBEROAMERICANO/DOCENTES/RLE2571_Maiorana.pdf
Mammarella, N., Di Domenico, A., Palumbo, R., & Fairfield, B. (2016). When Green is Positive and Red is Negative: Aging and the Influence of Color on Emotional Memories. Psychology and Aging, 31(8), 914-926. https://doi.org/10.1037/pag0000122
Martín, M. C., Riquelme, A., & Pérez, R. (2015). Afectividad negativa y positiva en adultos cubanos con sintomatología ansiosa, depresiva y sin trastornos. Psicología desde el Caribe, 32(3), 410-423.
Mather, M., & Knight, M. (2005). Goal-Directed Memory: The Role of Cognitive Control in Older Adults Emotional Memory. Psychology and Aging, 20(4), 554-570. https://doi.org/10.1037/0882-7974.20.4.554
Mayer, J. D., Gayle, M., Meehan, M. E., & Haarman, A.K. (1989). Toward Better Specification of the MoodCongruency Effect in Recall. Journal of Experimental Social Psychology, 26(6), 465-480. https://doi.org/10.1016/0022-1031(90)90051-M
Meilán, J. J. G., Carro, J., Guerero, C., Carpi, A., Gómez, C., & Palmero, F. (2012). El efecto de memoria congruente con el estado afectivo: reconocimiento diferencial de palabras de tristeza y alegría. Anales de Psicología, 28(1), 266-273.https://revistas.um.es/analesps/article/view/140742
Mejía-Flores, M., Sánchez-Manobanda, K., & MoralesGómez, M. (2024). La educación afectiva para el desarrollo de la inteligencia emocional. Revista 593 Digital Publisher CEIT, 9(1), 136-147. https://doi.org/10.33386/593dp.2024.1-1.2267
Nieto-Carracedo, A., Gómez-Iñiguez, C., Tamayo, L. A., & Igartua, J. (2024). Emotional Intelligence and Academic
Achievement Relationship: Emotional Well-being, Motivation, and Learning Strategies as Mediating Factors. Psicología Educativa, 30(2), 67-74. https://doi.org/10.5093/psed2024a7
Nieto-Carracedo, A., Sánchez-Rosas, J., & Gómez-Iñiguez, C. (2024). Identifying the Role of Emotional Intelligence
in Achievement Emotions and their Effects on Deep Learning Strategies in University Students. Revista de Psicodidáctica (English Ed.), 29(1), 47-56. https://doi.org/10.1016/j.psicoe.2023.11.003
Okely, J. A., Weiss, A., & Galea, C. R., (2017). The Interaction between Stress and Positive Affect in Predicting
Mortality. Journal of Psychosomatic Research, 100, 53-60. https://doi.org/10.1016/j.jpsychores.2017.07.005
Okon-Singer, H. (2018). The Role of Attention Bias to Threat in Anxiety: Mechanisms, Modulators and Open Questions. Current Opinion in Behavioral Sciences, 19, 26-30. https://doi.org/10.1016/j.cobeha.2017.09.008
Petersen, R. C. (1977). Retrieval Failures in Alcohol State-Dependent Learning. Psychopharmacology, 55(2), 141-146. https://doi.org/10.1007/BF01457849
Redondo, J., Fraga, I., Comesaña, M., & Perea, M. (2005). Estudio normativo de 478 palabras españolas. Psicológica, 26(2), 317-326.
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2024-11-11
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Influence of Affect and Emotional Content of Information on Learning. (2024). LIBERABIT. Revista Peruana De Psicología, 30(2), e854. https://doi.org/10.24265/liberabit.2024.v30n2.854
