Cognition and emotion: Theories, implications, and educational applications.

Ellis, Henry C.; Varner, Larry J.; Becker, Andrew S.

doi:10.1037/10139-003

Cited by 6 publications

(2 citation statements)

References 52 publications

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“…Similarly, studies using depressed individuals have reported depressive deficits in memory (Burt, Zembar, & Niederehe, 1995; Hertel & Rude, 1991; Weingartner, Cohen, Murphy, Martello, & Gerdt, 1981). More general reviews and commentary on mood-memory research can be seen in Blaney (1986); Bower (1991, 1992); Bower and Mayer (1989); Christianson (1992); Ellis (1990, 1991); Ellis and Ashbrook (1988, 1989); Ellis, Varner, and Becker (1993); Fiedler and Forgas (1988); Kihlstrom (1989); Kuiken (1991); and Williams, Watts, MacLeod, and Mathews (1988).…”

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confidence: 99%

Emotion, motivation, and text comprehension: The detection of contradictions in passages.

Ellis¹,

Ottaway²,

Varner³

et al. 1997

Journal of Experimental Psychology: General

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The authors investigated the effects of experimentally induced mood states on the identification of contradictions in text passages and ratings of comprehension in 3 experiments. Mood impaired comprehension in college students across a variety of passages, as evidenced by a depressive impairment in contradiction identification and an increased number of false identifications among depressed participants. Additionally, depressed individuals were less accurate in their judgments of passage difficulty. These findings are consistent with the resource allocation model of mood effects, which attributes impaired comprehension to the activation of intrusive, irrelevant thoughts during reading of the passage. It is further argued that these results cannot be explained simply by a deficit in motivation of the depressed participants.

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confidence: 99%

Emotion, motivation, and text comprehension: The detection of contradictions in passages.

Ellis¹,

Ottaway²,

Varner³

et al. 1997

Journal of Experimental Psychology: General

Self Cite

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“…This tendency to differentially attend to negative stimuli is also found in normal subjects who have been exposed to the kind of depressed mood-induction procedures described above. In fact, mood-induction procedures have been reported to impair subjects' performance on a range of cognitive tasks including memory, attention, and problem solving (Ellis, Varner, & Becker, 1993).…”

Section: Establishing Operations and Clinically Relevant Behaviormentioning

confidence: 99%

Establishing operations, cognition, and emotion

Dougher

Hackbert

2000

BEHAV ANALYST

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In this paper we argue that behavior analysts have tended to neglect the study of important aspects of complex human behavior, including cognition and emotion. This relative neglect has been costly in terms of mainstream psychology's perception of the field of behavior analysis and in terms of our ability to provide a more thorough account of human behavior. Observations and findings from the clinical context are offered as examples of behavior that are not readily explained by the three-term contingency, and we argue that an adequate account of these behaviors must include principles derived from recent behavior-analytic work, in particular a better understanding of the short- and long-term effects of establishing operations. The concept of the establishing operation and its implications for understanding complex human behavior are discussed.

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Relationships between learning environment and mathematics anxiety

Taylor

Fraser

2013

Learning Environ Res

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Cognition and emotion: Theories, implications, and educational applications.

Cited by 6 publications

References 52 publications

Emotion, motivation, and text comprehension: The detection of contradictions in passages.

Emotion, motivation, and text comprehension: The detection of contradictions in passages.

Establishing operations, cognition, and emotion

Relationships between learning environment and mathematics anxiety

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