Abstract
It 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.
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Yang, C., Ji, L., Chen, W., Fu, X. (2014). Positive Affective Learning Improves Memory. In: Harris, D. (eds) Engineering Psychology and Cognitive Ergonomics. EPCE 2014. Lecture Notes in Computer Science(), vol 8532. Springer, Cham. https://doi.org/10.1007/978-3-319-07515-0_30
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DOI: https://doi.org/10.1007/978-3-319-07515-0_30
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