How do we learn in a negative mood? Effects of a negative mood on transfer and learning

Learning and Instruction

Volumn 17, Issue 1, 2007, Pages 1-16

  Brand, Serge ^a   Reimer, Torsten ^a   Opwis, Klaus ^a  

^a UNIVERSITY OF BASEL   (Switzerland)

Author keywords

Mastery level; Negative mood; Problem solving; Tower of Hanoi; Transfer

Indexed keywords

EID: 33847072108     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2006.11.002     Document Type: Article

References (93)

1. Abele A. Stimmung und Leistung (Mood and performance) (1995), Hogrefe, Göttingen
2. Abele A. Zum Einfluss positiver und negativer Stimmungen auf die kognitive Leistung (The impact of positive and negative mood on cognitive performance). In: Moeller J., and Koeller O. (Eds). Emotion, Kognition und Schulleistung (1996), Psycholgie Verlags Union, Weinheim 91-111
3. Abele A., Gendolla G.H.E., and Petzold P. Positive mood and in-group-out-group differentiation in a minimal group setting. Personality and Social Psychology Bulletin 24 (1998) 1343-1357
4. Anderson J.R. Kognitive Psychologie (Cognitive Psychology) (1989), Spektrum der Wissenschaft Verlagsgesellschaft, Heidelberg
5. Andrade H., and Perkins D.N. Learnable intelligence and intelligent learning. In: Sternberg R. (Ed). Intelligence, instruction, and assessment: Theory into practice (1998), Lawrence Erlbaum Associates, Mahwah, NJ 67-94
6. Ashby F.G., Isen A.M., and Turken U. A neurobiological theory of positive affect and its influence on cognition. Psychological Review 106 (1999) 529-550
7. Baker J.E., and Shannon S. The reasoning in depression: impairment on a concept discrimination learning task. Cognition and Emotion 9 6 (1995) 579-597
8. Berardi-Coletta B., Buyer L.S., Dominowski R.L., and Rellinger E.R. Metacognition and problem solving: a process-oriented approach. Journal of Experimental Psychology: Learning, Memory & Cognition 21 (1995) 205-223
9. Bless H. Mood and the use of general knowledge structures. In: Martin L.L., and Clore G.L. (Eds). Theories of mood and cognition: A user's guidebook (2001), Lawrence Erlbaum Associates, Mahwah, NJ 9-26
10. Bless H., Bohner G., and Schwarz N. Gut gelaunt und leicht beeinflussbar? Stimmungseinflüsse auf die Verarbeitung persuasiver Kommunikationen (In good mood and therefore influenceable? Impact of mood to the processing of persuasive communication). Psychologische Rundschau 43 (1992) 1-17
11. Bodenhausen G.V., Kramer G.P., and Süsser K. Happiness and stereo-typic thinking in social judgment. Journal of Personality and Social Psychology 66 (1994) 621-632
12. Bodenhausen G.V., and Lichtenstein M. Social stereotypes and information processing strategies: testing process models for stereotype use. Journal of Personality and Social Psychology 52 (1987) 871-880
13. Bodenhausen G.V., Sheppard L.A., and Kramer G.P. Negative affect and social judgment: the differential impact of anger and sadness. European Journal of Social Psychology 24 (1994) 45-62
14. Boekaerts M. Paralyzing effects of negative emotions. In: Fitting K., and Sassenrath-Doepke E.-V. (Eds). Pädagogik und Auffälligkeit. Impulse für Lehren und Lernen bei erwartungswidrigem Verhalten. Festschrift zum 60. Geburtstag von Karl-Josef Kluge (1993), Deutscher Studienverlag, Weinheim 231-246
15. Bohner G., Bless H., Schwarz N., and Strack F. When do events trigger attributions? The impact of valence and subjective probability. European Journal of Social Psychology 18 (1988) 335-345
16. Bovair S., Kieras D.E., and Polson P.G. The acquisition and performance of text-editing skill: a cognitive complexity analysis. Human Computer Interaction 5 (1990) 1-48
17. Bower G.H. Mood and memory. American Psychologist 36 (1981) 129-148
18. Bower G.H., and Hilgard E.R. Theories of learning (1981), Prentice-Hall, New York
19. Brand S., Reimer T., and Opwis K. Effects of metacognitive thinking and knowledge acquisition in dyads on individual problem solving and transfer performance. Swiss Journal of Psychology 62 4 (2003) 251-261
20. Brown R., Scott L., Bench C., and Dolan R. Cognitive function in depression: its relationship to the presence and severity of intellectual decline. Psychological Medicine 24 (1994) 829-847
21. Campione J.C., Brown A.L., and Ferrara R.A. Mental retardation and intelligence. In: Steinberg R.J. (Ed). Handbook of human intelligence (1982), Cambridge University Press, New York 392-490
22. Chaiken S. Heuristic versus systematic information and the use of source versus message cues in persuasion. Journal of Personality and Social Psychology 39 (1980) 752-766
23. Chaiken S. The heuristic model of persuasion. In: Zanna M.P., Olson J.M., and Herman C.P. (Eds). Social influence: The Ontario Symposium Vol. 5 (1987), Erlbaum, Hillsdale, NJ 3-39
24. Chi M.T.H., Bassok M., Lewis M.W., Reimann P., and Glaser R. Self-explanations: how students study and use examples in learning to solve problems. Cognitive Science 13 (1989) 145-182
25. Clore G.L., Schwarz N., and Conway M. Cognitive causes and consequences of emotion. In: Wyer R.S., and Srull T.K. (Eds). Handbook of social cognition. 2nd ed. (1994), Erlbaum, Hillsdale, NJ
26. Davidson J.E., Deuser R., and Sternberg R.J. The role of metacognition in problem solving. In: Metcalfe J., and Shimamura A.P. (Eds). Metacognition: Knowing about knowing (1994), MIT Press, Cambridge, MA 207-226
27. Derryberry D., and Tucker D.M. Motivating the focus of attention. In: Kitayama S., and Niedenthal P.M. (Eds). The heart's eye: Emotional influences in perception and attention (1994), Academic Press, San Diego, CA 167-196
28. In: Detterman D.K., and Sternberg R.J. (Eds). Transfer on trial: Intelligence, cognition, and instruction (1993), Ablex, Norwood, NJ
29. Duncker K. On problem solving. Psychological Monographs 58 (1945) (5, Whole No. 270)
30. Ellis H.C., and Ashbrook P.W. Resource allocation model of the effects of depressed mood states on memory. In: Fiedler K., and Forgas J. (Eds). Affects, cognition, and social behavior (1988), Hogrefe International, Toronto 25-43
31. Estrada C.A., Isen A.M., and Young M.J. Positive affect facilitates integration of information and decreases anchoring in reasoning among physicians. Organizational Behavior and Human Decision Processes 72 (1997) 117-135
32. Fiedler K. On the task, the measures and the mood in research on affect and cognition. In: Forgas J. (Ed). Emotion and social judgments (1991), Pergamon, Oxford 83-104
33. Fiske S.T., and Taylor S.E. Social cognition (1991), McGraw-Hill, New York
34. Fogarty R., Perkins D.N., and Barell J. How to teach for transfer (1992), Skylight Publishing, Palatine, IL
35. Fredrickson B.L., and Branigan C. Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion 19 (2005) 313-332
36. Gasper K. When necessity is the mother of invention: mood and problem solving. Journal of Experimental Social Psychology 39 (2003) 248-262
37. Gray W.D., and Orasanu J.M. Transfer of cognitive skills. In: Cormier S.M., and Hagman J.D. (Eds). Transfer of learning: Contemporary research and applications (1987), Academic Press, New York 183-215
38. Greene T.R., and Noice H. Influence of positive affect upon creative thinking and problem solving in children. Psychological Report 63 (1988) 895-898
39. Hasselhorn M. Kognitive Trainings: Grundlagen, Begrifflichkeiten und Desiderate (Cognitive trainings: basics, definitions and desiderata). In: Hager W. (Ed). Programme zur Förderung des Denkens bei Kindern (1995), Hogrefe, Göttingen 14-40
40. Hasselhorn M., and Mähler C. Transfer: Theorien, Technologien und empirische Erfassung (Transfer: theories, technologies and empirical assessment). In: Hager W., Patry J.-L., and Brezing H. (Eds). Evaluation psychologischer Interventionsmassnahmen. Standards und Kriterien: Ein Handbuch (2000), Huber, Bern 86-101
41. Hayes J.R. The complete problem solver (1981), Erlbaum, Hillsdale, NJ
42. Isbell L. Not all happy people are lazy or stupid: evidence of systematic processing in happy moods. Journal of Experimental Social Psychology 40 (2003) 341-349
43. Isen A.M. Toward understanding the role of affect in cognition. In: Wyer R.S., and Srull T.K. (Eds). Handbook of social cognition Vol. 3 (1984), Erlbaum, Hillsdale, NJ 179-236
44. Isen A.M. Positive affect, cognitive processes, and social behavior. In: Berkowitz L. (Ed). Advances in experimental social psychology Vol. 20 (1987), Academic Press, San Diego, CA 203-253
45. Isen A.M. A role of neuropsychology in understanding the facilitating influence of positive affect on social behavior and cognitive processes. In: Lopez S.J., and Shnyder C.R. (Eds). Handbook of positive psychology (2002), Oxford University Press, London 528-540
46. Isen M.A., and Daubman K.A. The influence of affect on categorization. Journal of Personality and Social Psychology 47 (1984) 1206-1217
47. Isen M.A., Daubman K.A., and Gorgoglione J.M. The influence of positive affect on cognitive organization: implications for education. In: Snow R., and Farr M. (Eds). Aptitude, learning and instruction. Conative and affective process analyses Vol. 3 (1987), Lawrence Erlbaum, Hillsdale, NJ 143-167
48. Isen M.A., Daubman K.A., and Nowicki G.P. Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology 52 (1987) 1122-1131
49. Isen A.M., and Labroo A.A. Some ways in which positive affect facilitates decision making and judgement. In: Shanteau J., and Schneider S.L. (Eds). Emerging perspectives on judgement and decision research (2003), Cambridge University Press, New York, NY 365-393
50. Isen A.M., Rosenzweig A.S., and Young M.J. The influence of positive affect on clinical problem solving. Medical Decision Making 11 (1991) 221-227
51. Katona G. Organizing and memorizing (1940), Columbia University Press, New York
52. Kleine D., and Schmitz B. Beziehungen zwischen Stimmung und Schulleistung (Relations between mood and academic achievement). In: Olechowski R., and Rollett B. (Eds). Theorie und Praxis. Aspekte empirisch-pädagogischer Forschung - quantitative und qualitative Methoden. Bericht über die 49. Tagung der Arbeitsgruppe für empirisch-pädagogische Forschung (1994), Lang, Frankfurt 339-345
53. Kotovsky K., and Fallside D. Representation and transfer in problem solving. In: Klar D., and Kotovsky K. (Eds). Complex information processing: The impact of Herbert A. Simon (1989), Lawrence Erlbaum Associates, Hillsdale, NJ 69-108
54. Kotovsky K., Hayes J.R., and Simon H.E. Why are some problems hard? Evidence from the Tower of Hanoi. Cognitive Psychology 17 (1985) 248-294
55. Lambert A.J., Khan S.R., Lickel B.A., and Fricke K. Mood and the correction of positive versus negative stereotypes. Journal of Personality and Social Psychology 72 (1997) 1002-1016
56. Larkin J.H. What kind of knowledge transfers?. In: Resnick L.B. (Ed). Knowing, learning, and instruction: Essays in honor of Robert Glaser (1989), Erlbaum, Hillsdale, NJ 283-306
57. Lee A.Y., and Sternthal B. The effects of positive mood on memory. Journal of Consumer Research 26 (1999) 115-127
58. Mackie D.M., and Worth L.T. Cognitive deficits and the mediation of positive affect in persuasion. Journal of Personality and Social Psychology 57 (1989) 27-40
59. Mayer R.E. Thinking, problem solving, cognition (1992), W.H. Freeman and Company, New York
60. Mednick M.T., Mednick S.A., and Mednick E.V. Incubation of creative performance and specific associative priming. Journal of Abnormal and Social Psychology 69 (1964) 84-88
61. Morris W.N. Mood: The frame of mind (1989), Springer-Verlag, New York
62. Newell A., and Simon H.A. Human problem solving (1972), Prentice-Hall, Englewood Cliffs, NJ
63. Nowlis V., and Nowlis H.H. The description and analysis of mood. Annals of the New York Academy of Sciences 65 (1956) 345-355
64. Oaksford M., Morris F., Grainger B., and Williams J.M. Mood, reasoning, and central executive processes. Journal of Experimental Psychology: Learning, Memory, and Cognition 22 (1996) 476-492
65. Opwis K. Reflexionen über eigenes und fremdes Wissen (Reflections about one's own and other people's knowledge). In: Klix F., and Spada H. (Eds). Enzyklopädie der Psychologie. Themenbereich C: Theorie und Forschung. Serie II: Kognition. Band 6: Wissenspsychologie (1996), Hogrefe, Göttingen 269-401
66. Pekrun R., and Jerusalem M. Leistungsbezogenes Denken und Fühlen: Eine Übersicht zur psychologischen Forschung (Thinking and feeling for performance: an overview of psychological research). In: Möller J., and Köller O. (Eds). Emotion, Kognition und Schulleistung (Emotion, cognition and performance at school) (1996), Psychologie Verlags Union, Weinheim 3-22
67. Petty R.E., and Cacioppo J.T. The elaboration likelihood model of persuasion. In: Berkowitz L. (Ed). Advances in experimental social psychology Vol. 19 (1986), Academic Press, New York 124-203
68. Petty R.E., and Cacioppo J.T. Communication and persuasion: Central and peripheral routes to attitude change (1986), Springer, New York
69. Pribram H.H. Feelings as monitors. In: Arnold M. (Ed). Feelings and emotions (1970), Academic Press, New York 41-53
70. Roehm M.L., and Sternthal B. The moderating effect of knowledge and resources on the persuasive impact of analogies. Journal of Consumer Research 28 (2001) 257-272
71. Schmid, U., Mercy, R., & Wysotzki, F. (1998). Programming by analogy: retrieval, mapping, adaption and generalization of recursive program schemes. In Proceedings of the annual meeting of the GI Machine Learning Group, FGML-98 (pp. 140-147). Berlin: TU.
72. Schmid U., and Wysotzki F. Induction of recursive program schemata and analogical learning. In: Kluwe R.H. (Ed). Strukturen und Prozesse intelligenter Systeme (Structures and processes of intelligent systems) (1997), Deutscher Universitäts-Verlag, Wiesbaden 197-214
73. Schmid U., and Wysotzki F. Induction of recursive program schemes. Proceedings of the 10th European Conference of Machine Learning (ECML-98) (1998), Springer 214-225
74. Schwarz N. Stimmung als Information: Untersuchungen zum Einfluss der Stimmung auf die Bewertung des eigenen Lebens (Mood as information: Studies about the impact of mood on the appraisal of one's own life) (1987), Springer Verlag, Heidelberg
75. Schwarz N. Feelings as information: informational and motivational functions of affective states. In: Sorrentino R.M., and Higgins E.T. (Eds). Handbook of motivation and cognition: Foundations of social behavior Vol. 2 (1990), Guilford, New York 527-561
76. Schwarz N., and Bless H. Happy and mindless, but sad and smart? The impact of affective states on analytic reasoning. In: Forgas J. (Ed). Emotion and social judgments (1991), Pergamon, Oxford 55-71
77. Schwarz N., and Clore G.L. Mood, misattribution, and judgements of well-being: Informative and directive functions of affective states. Journal of Personality and Social Psychology 45 (1983) 513-523
78. Schwarz N., and Clore G.L. How do I feel about it? Informative functions of affective states. In: Fiedler K., and Forgas J. (Eds). Affect, cognition, and social behavior (1988), Hogrefe International, Toronto 44-62
79. Seipp B. Angst und Leistung in Schule und Hochschule. Eine Meta-Analyse (Anxiety and achievement at school and college. A meta-analysis) (1990), Lang, Frankfurt
80. Simon H.A. The functional equivalence of problem solving skills. Cognitive Psychology 7 (1975) 268-288
81. Sinclair R.C. Mood, categorization breadth, and performance appraisal: the effects of order of information acquisition and affective state on halo, accuracy, information retrieval, and evaluations. Organizational Behavior and Human Decision Processes 42 (1988) 22-46
82. Sinclair R.C., and Mark M.M. The influence of mood state on judgement and action: effects on persuasion, categorization, social justice, person perception, and judgmental accuracy. In: Martin L.L., and Tesser A. (Eds). The construction of social judgment (1992), Erlbaum, Hillsdale, NJ 165-193
83. Singley M., and Anderson J.R. The transfer of cognitive skill (1989), Harvard University Press, Cambridge, MA
84. Steiner G. Lernverhalten, Lernleistung und Instruktionsmethoden (Learning behaviour, learning performance and instruction methods). In: Weinert F.E. (Ed). Psychologie des Lernens und der Instruktion. Enzyklopädie der Psychologie, Themenbereich D: Praxisgebiete, Serie I, Pädagogische Psychologie, Bd. 2 (1996), Hogrefe, Göttingen 279-317
85. Steiner G. Learning: Nineteen scenarios from everyday life (1999), Cambridge University Press, New York
86. Taylor S.E., and Crocker J. Schematic bases of social information processing. In: Higgings E.T., Herman C.P., and Zanna M.P. (Eds). Social cognition: The Ontario Symposium on personality and social psychology Vol. 1 (1981), Erlbaum, Hillsdale, NJ 89-134
87. VanLehn K. Rule acquisition events in the discovery of problem solving strategies. Cognitive Science 15 (1991) 1-47
88. VanLehn K. Cognitive skill acquisition. Annual Review of Psychology 47 (1996) 513-539
89. Wahl D., Weinert F.E., and Huber G.L. Psychologie für die Schulpraxis (Psychology for school practice) (2001), Kösel, München
90. Weary G., and Jacobsen J.A. Causal uncertainty beliefs and diagnostic information seeking. Journal of Personality and Social Psychology 98 (1997) 150-153
91. Weary G., Marsh K.L., Gleicher F., and Edwards J.A. Depression, control motivation and the processing of information about others. In: Weary G., Gleicher G., and Marsh K.L. (Eds). Control motivation and social cognition (1993), Springer, New York 255-287
92. Wegener D.T., Petty R.E., and Smith S.M. Positive mood can increase or decrease message scrutiny: the hedonic contingency view of mood and message processing. Journal of Personality and Social Psychology 69 (1995) 5-15
93. Westermann R., Spies K., Stahl G., and Hesse F. Relative effectiveness and validity of mood induction procedures: a meta-analysis. European Journal of Social Psychology 26 (1996) 557-580