Emotions as Moderators or Mediators of Integration and Memory During Reading
Catherine Bohn-Gettler, Advisor
What inspired Olivia to select her thesis topic?
“My goal in my career is to guide children through some of life's difficulties. This project gave me insight into the emotions of a child and how those emotions can complicate even the simplest tasks. This project will be the foundation of my life's work. “
Olivia’s research in her own words:
“This project examined how positive versus negative emotions differentially influenced integration and memory after reading. The study utilized an emotion induction procedure followed by an experimental reading task taken from O’Brien & Cook’s inconsistency paradigm (2014). The results replicated traditional inconsistency effects in that participants spent more time reading and had increased memory for inconsistent information. In addition, positive emotions had a delayed facilitative effect on integration during reading. After reading, positively induced participants were more likely to comment on the inconsistency during immediate recall, but less likely during delayed recall. The results may inform educators on the effects of negative emotions on learning and memory, provide insight into how to effectively teach students, and the possibility of considering emotion as a factor in their philosophy and pedagogy of educating students.”
Olivia wishes to acknowledge:
“My advisor, Dr. Bohn-Gettler deserves all my thanks and my admiration. How I got so fortunate to be able to work with her for two years during this project, I will never know, but I will forever be grateful.”