The Effect of Mood on Self-paced Study Time

1. Abele, A., Gendolla, G.H.E., Petzold, P.: Positive mood and ingroup-outgroup differentia-tion in a minimal group paradigm. Personality and Social Psychology Bulletin 24, 1343–1357 (1998)

   Article  Google Scholar 

2. Abele, A., Petzold, P.: How does mood operate in an impression formation task? An information integration approach. European Journal of Social Psychology 24, 173–187 (1994)

   Article  Google Scholar 

3. Abele, A., Gendolla, G.H.E.: Satisfaction judgments in positive and negative moods: Ef-fects of concurrent assimilation and contrast producing processes. Personality and Social Psychology Bulletin 25, 892–905 (1999)

   Article  Google Scholar 

4. Averill, J.R.: A constructivist view of emotions. In: Plutchik, R., Kellerman, H. (eds.) Emotions: Theory, research, and experience, vol. 1, pp. 305–339. Academic Press, New York (1980)

   Google Scholar 

5. Bjork, R.A.: Memory and metamemory: Considerations in the training of human beings. In: Metcalfe, J., Shimamura, A.P. (eds.) Metacognition: Knowing About Knowing. MIT Press, Cambridge (1994)

   Google Scholar 

6. Bollonow, O.F.: Das Wesen der Stimmungen [The origin of moods]. Klostermann, Frankfurt (1956)

   Google Scholar 

7. Clore, G.L.: Cognitive phenomenology: Feelings and the construction of judgment. In: Martin, L.L., Tesser, A. (eds.) The construction of social judgment, pp. 133–163. Erlbaum, Hillsdale (1992)

   Google Scholar 

8. Dufresne, A., Kobasigawa, A.: Developmental differences in children’s spontaneous allocation of study time. The Journal of Generic Psychology 149, 87–92 (1988)

   Google Scholar 

9. Dufresne, A., Kobasigawa, A.: Children’s spontaneous allocation of study time: Differential and sufficient aspects. Journal of Experimental Child Psychology 47, 274–296 (1989)

   Article  Google Scholar 

10. Dunlosky, J., Cornor, L.T.: Age differences in the allocation of study time account for age differences in memory performance. Memory & Cognition 25, 691–700 (1997)

    Article  Google Scholar 

11. Hertzog, C.: Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial learning. Journals of Gerontology: Series B: Psychological Sciences and Social Sciences 52, 178–186 (1997)

    Google Scholar 

12. Dunlosky, J., Thiede, K.W.: What makes people study more? An evaluation of four factors that affect people’s self-paced study. Acta Psychologica 98, 37–56 (1998)

    Article  Google Scholar 

13. Frijda, N.: Moods, emotion episodes, and emotions. In: Lewis, M., Haviland, J.M. (eds.) Handbook of emotions, pp. 381–403. Guilford Press, New York (1993)

    Google Scholar 

14. Gasper, K., Clore, G.L.: The persistent use of negative affect by anxious individuals to estimate risk. Journal of Personality and Social Psychology 74, 1350–1363 (1998)

    Article  Google Scholar 

15. Gendolla, G.H.E.: On the impact of mood on behavior: An integrative theory and a review. Revieww of General Psychology 4, 378–408 (2000)

    Article  Google Scholar 

16. Gendolla, G.H.E., Abele, A., Krusken, J.: The informational impact of mood on effort mobilization: A study of cardiovascular and electrodermal responses. Emotion 1, 12–24 (2001)

    Article  Google Scholar 

17. Hertzog, C., Dunlosky, J.: The aging of practical memory: An overview. In: Hermann, D.J., McEvoy, C., Hertzog, C., Hertel, P., Johnson, M.K. (eds.) Basic and Applied Memory Research: Theory in Context, vol. 1. Lawrence Erlbaum, Hillsdale (1996)

    Google Scholar 

18. Hirt, E.R., Levine, G.M., McDonald, H.E., Melton, J., Martin, L.L.: The role of mood in quantitative and qualitative aspects of performance: Single or multiple mechanisms. Journal of Experimental Social Psychology 33, 602–629 (1997)

    Article  Google Scholar 

19. Keltner, D., Lock, K.D., Audrain, P.C.: The influence of attribution on the relevance of negative feelings to personal satisfaction. Personality and Social Psychology Bulletin 19, 21–29 (1993)

    Article  Google Scholar 

20. Koriat, A.: Metacognition research: an interim report. In: Perfect, T.J., Schwartz, B.L. (eds.) Applied Metacognition, pp. 39–67. Cambridge University Press, Cambridge (2002)

    Google Scholar 

21. Le Ny, J.F., Denhiere, G., Le Taillanter, D.: Regulation of study-time and interstimulus similarity in self-paced learning conditions. Acta Psychologica 36, 280–289 (1972)

    Article  Google Scholar 

22. Masur, E.F., McIntyre, C.W., Flavell, J.H.: Developmental changes in apportionment of study time among items in a multitrial free recall task. Journal of Experiemental Child Psychology 15, 237–246 (1973)

    Article  Google Scholar 

23. Matthews, G., Gaschke, Y.N.: Refining the measurement of mood: The UWIST Mood Adjective Checklist. British Journal of Psychology 81, 17–42 (1990)

    Google Scholar 

24. Metcalfe, J., Shimamura, A.P.: Metacognition: Knowing About Knowing. MIT Press, Cambridge (1994)

    Google Scholar 

25. Morris, W.N.: Mood: The frame of Mind. Springer, New York (1989)

    Google Scholar 

26. Nelson, T.O., Dunlosky, J., Graf, A., Narens, L.: Utilization of metacognitive judgments in the allocation of study during multitrial learning. Psychological Science 5, 207–213 (1994)

    Article  Google Scholar 

27. Nelson, T.O., Leonesio, R.J.: Allocation of self-paced study time and the “labor-in-vain effect”. Journal of Experimental Psychology: Learning, memory and Cognition 14, 676–686 (1988)

    Article  Google Scholar 

28. Nelson, T.O., Narens, L.: Metamemory: A theoretical framework and new findings. In: Bower, G.H. (ed.) The Psychology of Learning and Motivation, vol. 26, pp. 125–141. Academic Press, New York (1990)

    Google Scholar 

29. Schunk, D.H., Zimmerman, B.J.: Self-regulation of learning and performance. Lawrence Erlbaum, Hillsdale (1994)

    Google Scholar 

30. Schwarz, N.: Feelings as information: Information and motivational functions of affective states. In: Higgins, E.T., Sorrentino, R.M. (eds.) Motivation and cognition: Foundations of social behavior, vol. 2, pp. 527–561. Guilford Press, New York (1990)

    Google Scholar 

31. Schwarz, N., Clore, G.L.: Mood, misattribution, and judgments of well-being: Informative and directive functions of affective states. Journal of Personality and Social Psychology 45, 513–523 (1983)

    Article  Google Scholar 

32. Thiede, K.W., Dunlosky, J.: Toward a general model of self-regulated study. An analysis of selection of items for study and self-paced study time 25, 1024–1037 (1999)

    Google Scholar 

33. Sinclair, R.C., Mark, M.M., Clore, G.L.: Mood-related persuasion depends on (mis)attributions. Social Cognition 12, 309–326 (1994)

    Article  Google Scholar 

34. Son, L.K., Metcalfe, J.: Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, memory and Cognition 26, 204–221 (2000)

    Article  Google Scholar 

35. Wyer, R.S., Clore, G.L., Isebell, L.M.: Affect and information processing. In: Zanna, M.P. (ed.) Advances in experimental social psychology, vol. 31, pp. 1–77. Academic Press, New York (1999)

    Google Scholar 

Download references