Çetin Yakup, Griffiths Carol, Özel Zeynep Ebrar Yetkiner, Kinay Hüseyin
Foreign Language Education, Faculty of Education, Fatih University, 34500, Buyukcekmece, Istanbul, Turkey.
Educational Sciences and Programs, Faculty of Education, Fatih University, Istanbul, Turkey.
J Psycholinguist Res. 2016 Apr;45(2):275-85. doi: 10.1007/s10936-014-9344-0.
There has been considerable interest in cognitive load in recent years, but the effect of affective load and its relationship to mental functioning has not received as much attention. In order to investigate the effects of affective stimuli on cognitive function as manifest in the ability to remember foreign language vocabulary, two groups of student volunteers (N = 64) aged from 17 to 25 years were shown a Powerpoint presentation of 21 target language words with a picture, audio, and written form for every word. The vocabulary was presented in comfortable rooms with padded chairs and the participants were provided with snacks so that they would be comfortable and relaxed. After the Powerpoint they were exposed to two forms of visual stimuli for 27 min. The different formats contained either visually affective content (sexually suggestive, violent or frightening material) or neutral content (a nature documentary). The group which was exposed to the emotive visual stimuli remembered significantly fewer words than the group which watched the emotively neutral nature documentary. Implications of this finding are discussed and suggestions made for ongoing research.
