ABSTRACT

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, participants with higher positive emotion used more inferential processes for belief-consistent text, but spent more time reading and rehearsing belief-inconsistent text. Participants with lower positive emotion used more inferential processes for belief-inconsistent text, but spent more time reading and rehearsing belief-consistent text. Finally, 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.

摘要

我们检查了积极情绪是否与任务指令和主题信念相互作用以影响双位置文本的处理和记忆。参与者提供情绪和信念评分，被指示在默读（实验 1）或大声思考（实验 2）时专注于双位置文本中的一个位置，然后口头记住文本。独立于信念，较高的积极情绪与同化过程（向后推论和阐述）相关。然而，具有较高积极情绪的参与者对信念一致的文本使用了更多的推理过程，但花更多的时间阅读和排练信念不一致的文本。积极情绪较低的参与者对信念不一致的文本使用更多的推理过程，但花更多的时间阅读和排练信念一致的文本。最后，所有组的参与者都对信念一致的文本提供支持性评估，对信念不一致的文本提供反驳性评估。结果在情感和话语理解理论的背景下进行了讨论。