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
Access
Open Access
Creators
  1. Catherine Bohn-Gettler
  2. Matthew T. McCrudden
Keyword
  1. Emotion
  2. Beliefs
  3. Comprehension
  4. Standards of relevance
  5. Dual-position text
  6. Reading
License CC BY-NC 4.0 (Attribution-NonCommercial)
Work Type Article
Publisher
  1. Discourse Processes
Publication Date May 27, 2021
Publisher Identifier (DOI)
  1. https://doi.org/10.1080/0163853X.2021.1918965
Deposited August 09, 2023

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Version 1
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  • Created
  • Added Revision3_BohnGettler_McCrudden_EmotionsBeliefs_final.docx
  • Added Creator Catherine Bohn-Gettler
  • Added Creator Matthew T. McCrudden
  • Published
  • Updated Keyword, Description, Publication Date Show Changes
    Keyword
    • Emotion, Beliefs, Comprehension, Standards of relevance, Dual-position text, Reading
    Description
    • x
    • 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.
    Publication Date
    • 2022-01-01
    • 2021-05-27
  • Updated