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Prediction of Cognitive Learning Performance from Multivariate State-Change Scores

Published online by Cambridge University Press:  29 October 2015

Gregory J. Boyle
Gregory J. Boyle*
Affiliation:
University of Melbourne

Abstract

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While the role of non-ability intrapersonal variables including personality traits and motivational dynamic factors has been well documented in numerous studies, the relationship of transient states to cognitive performance has been relatively neglected. Boyle (1983b, 1986) demonstrated that emotional states powerfully influence cognitive learning outcomes under conditions of stressful activation. However, under neutral, non-emotive conditions, it remained unclear what role if any was played by mood states in cognitive learning. The failure to employ change measures in these studies may have obscured the likely influence of emotions on cognitive performance in the neutral situation. This study re-examines the relationship of moods with cognitive learning performance using state-change scores rather than single-occasion mood-state scores as the basis for predicting cognitive learning outcomes.

Information

Type
Editorial
Information
The Educational and Developmental Psychologist , Volume 3 , Issue 2 , November 1986, pp. 17 - 21
Copyright
Copyright © Australian Psychological Society 1986

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