Does mood influence text processing and comprehension? Evidence from an eye‐movement study

Scrimin, Sara; Masón, Lucía

doi:10.1111/bjep.12080

Cited by 45 publications

(33 citation statements)

References 74 publications

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“…In the context of reading comprehension, BohnGettler and Rapp (2011) found that participants who received a negative emotion induction engaged in a smaller proportion of coherence-building text-based inferences than those who received a positive induction (for an extensive review see Bohn-Gettler & Rapp, 2014). Further, negative emotions impaired memory for texts (Ellis, Moore, Varner, Ottaway, & Becker, 1997;Ellis, Ottaway, Varner, Becker, & Moore, 1997;Ellis, Seibert, & Varner, 1995;Ellis, Varner, Becker, & Ottaway, 1995) and resulted in less time spent reading and poorer text comprehension (Scrimin & Mason, 2015). In the context of updating mental models, negative emotions were less likely to result in integration of unexpected information (Pinheiro et al, 2013).…”

Section: Self-concept and Emotions In Reading And Knowledge Revisionmentioning

confidence: 99%

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Trevors

Muis

Pekrun

et al. 2016

Discourse Processes

104

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Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experimental design, 120 undergraduate students responded to a questionnaire focused on their dietary self-concept and were randomly assigned to read an expository or refutation text on the topic of genetically modified foods. Immediately after reading, participants self-reported their emotions followed by completing post-test measures of their knowledge and attitudes of the topic. Results showed an interaction between self-concept and text condition on emotions wherein self-concept predicted negative emotions (i.e., confusion, anxiety, frustration) while reading a refutation text specifically. Further, negative emotions significantly mediated relations between self-concept and post-test knowledge and attitudes. Implications for educational design and future research are discussed.

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Section: Self-concept and Emotions In Reading And Knowledge Revisionmentioning

confidence: 99%

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Trevors

Muis

Pekrun

et al. 2016

Discourse Processes

104

View full text Add to dashboard Cite

show abstract

“…More specifically, it was found that positive emotions are often found along with learning while students with negative emotions often adhere to their existing conceptions unless provided with evidence that could convince them to change (Gasper, ). For example, Scrimin and Mason () found students in a good mood could comprehend instructional text better. When compared with their cohorts who were in a more negative mood, these students could also learn more factual knowledge.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

Chiu¹,

Liaw²,

Yu³

et al. 2017

Brit J Educational Tech

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Utilizing facial recognition technology, the current study has attempted to predict the likelihood of student conceptual change with decision tree models based on the facial micro-expression states (FMES) students exhibited when they experience conceptual conflict. While conceptual change through conceptual conflicts in science education is a well-studied field, there is little research done on conceptual change through conceptual conflict in terms of students' facial expressions. As facial expressions are one of the most direct and immediate responses one can get during instruction and that facial expressions are often representations student's emotions, a link between students' FMES and learning was explored. Facial data was collected from 90 tenth graders. Only data from the 72 students who made incorrect predictions were analyzed in this study. The concept taught was the relationship between boiling point and air pressure. Through facial recognition software analysis and decision tree models, the current study found Surprised, Sad and Disgusted to be key FMES that could be used to predict student conceptual change in a conceptual conflict-based scenario.

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“…In general, comprehension is a cognitive process that is strongly affected by the level of arousal having an impact on, for example, reading [54], learning [55], and information processing [56]. Similarly, the comprehension of process models is a complex matter.…”

Section: Context Selectionmentioning

confidence: 99%

Towards the Applicability of Measuring the Electrodermal Activity in the Context of Process Model Comprehension: Feasibility Study

Winter

Pryss

Probst

et al. 2020

Sensors

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Process model comprehension is essential in order to understand the five Ws (i.e., who, what, where, when, and why) pertaining to the processes of organizations. However, research in this context showed that a proper comprehension of process models often poses a challenge in practice. For this reason, a vast body of research exists studying the factors having an influence on process model comprehension. In order to point research towards a neuro-centric perspective in this context, the paper at hand evaluates the appropriateness of measuring the electrodermal activity (EDA) during the comprehension of process models. Therefore, a preliminary test run and a feasibility study were conducted relying on an EDA and physical activity sensor to record the EDA during process model comprehension. The insights obtained from the feasibility study demonstrated that process model comprehension leads to an increased activity in the EDA. Furthermore, EDA-related results indicated significantly that participants were confronted with a higher cognitive load during the comprehension of complex process models. In addition, the experiences and limitations we learned in measuring the EDA during the comprehension of process models are discussed in this paper. In conclusion, the feasibility study demonstrated that the measurement of the EDA could be an appropriate method to obtain new insights into process model comprehension.

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Does mood influence text processing and comprehension? Evidence from an eye‐movement study

Abstract: New insights are given on the effects of normal mood variations and students' text processing and comprehension by the use of eye-tracking methodology. Important implications for the role of emotional states in educational settings are highlighted.

Cited by 45 publications

References 74 publications

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

Towards the Applicability of Measuring the Electrodermal Activity in the Context of Process Model Comprehension: Feasibility Study

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