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Positive affective learning improves memory
Yang Chen1,2; Ji Luyan1,2; Chen Wenfeng1; Fu Xiaolan1; Chen WF(陈文锋)
Conference Name11th International Conference on Engineering Psychology and Cognitive Ergonomics, EPCE 2014, Held as Part of 16th International Conference on Human-Computer Interaction, HCI International 2014
Source PublicationLecture Notes in Artificial Intelligence
Conference DateJune 22, 2014 - June 27, 2014
Conference PlaceHeraklion, Crete, Greece
PublisherSpringer Verlag
AbstractIt is well documented that affective learning materials can impact learning process, but it is unclear that what the role of affective learning-irrelevant stimuli is. To tackle this issue, this study provided evidence that affective value of irrelevant stimuli can be transferred to learning materials and influences the learning process. Using a variant of minimal affective learning paradigm, the experiment demonstrated that only one occasion of neutral-affective pairing can lead to affective learning, and showed an advantage of positive affective learning on the improvement of face memory. Implications for the design of affective human-computer interactive system are discussed. © 2014 Springer International Publishing.
KeywordAffective Learning Affective Interaction Face Learning Memory
Subject Area认知心理学
Indexed ByEI
WOS IDWOS:000342845800030
Citation statistics
Document Type会议论文
Corresponding AuthorChen WF(陈文锋)
Affiliation1.State Key Laboratory of Brain and Cognitive Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
2.University of Chinese Academy of Sciences, Beijing 100049, China
Recommended Citation
GB/T 7714
Yang Chen,Ji Luyan,Chen Wenfeng,et al. Positive affective learning improves memory[C]:Springer Verlag,2014:293-300.
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