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Direct linkPretz, Jean E.; Totz, Kathryn Sentman; Kaufman, Scott Barry – Learning and Individual Differences, 2010
In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both…
Descriptors: Cognitive Style, Reaction Time, Psychological Patterns, Cognitive Ability
