Effects of emotions, topic beliefs, and task instructions on the processing and recall of a dual-position text
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then orally remembered the text. Independently of beliefs, higher positive emotion was associated with assimilative processes (backward inferences and elaborations). However, while reading belief-related text, participants with higher positive emotion used more inferential processes for belief-consistent text, and spent more time reading and rehearsing belief-inconsistent text. Participants with lower positive emotion used more inferential processes for belief-inconsistent text, and spent more time reading and rehearsing belief-consistent text. Finally, all participants in all groups provided supportive evaluations for belief-consistent text and refutational evaluations for belief-inconsistent text. The results are discussed in the context of theories of emotion and discourse comprehension.
This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse Processes on 2021-05-27, available online: https://www.tandfonline.com/10.1080/0163853X.2021.1918965.
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Work Title | Effects of emotions, topic beliefs, and task instructions on the processing and recall of a dual-position text |
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License | CC BY-NC 4.0 (Attribution-NonCommercial) |
Work Type | Article |
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Publication Date | May 27, 2021 |
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Deposited | August 09, 2023 |
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