Mental Models and Coping: Effects of Experimentally Induced Emotions on Inductive Reasoning

• In Event: Technology, Instruction, Cognition and Learning SIG: Paper Session 2: Questioning Issues in Cognition and Learning

Abstract

This experimental study was conducted to explore the impact of state-emotions on the solution of inductive reasoning tasks. The theoretical framework is based on a cognitive architecture which integrates the cognitive functions of assimilation and accommodation. This comprehensive framework operates on the learning-dependent progression of mental models and their transition to schemata. In order to extend this framework with regard to the reciprocal interactions of emotional states, we experimentally induced emotional states before the solution of inductive reasoning tasks. Our results show a significant learning-dependent progression and a significant influence of induced emotional states on the solution of inductive reasoning tasks. Results suggest that it is highly important to care for positive emotions at the beginning of the learning process.

Authors

• Dirk Ifenthaler, Open Universities Australia

• Norbert M. Seel, University of Freiburg