Module 11 Bibliography Conley WEEK 12

ANNOTATED BIBLIOGRAPHY

Fredrickson, B.L. (2001). The Role of Emotion in Positive Psychology: The Broaden-and-
Build Theory of Positive Emotions. American Psychologist, 56, 218-226. Pp. 1367-
1377.

What a fun article to delve into regarding peoples emotions. We all love those that are
concerned with joy, interest, contentment and love but what about the negative ones? Research
continues to define peoples well-balance lives are a result between balancing these two opposite
emotions to avoid anxiety, sadness, and anger. The positive emotions have always been known
to produce optimal functioning and are certainly more pleasant. However, it also means they are
improving their psychological growth and physical well-being while doing so. This theory best
describes this through the use of positive emotions. The article further explains why theories
often refer to the positive emotions to create models (p. 1367). These general explanations of
positive emotions tend to be identified vague and underspecified in general and receive less
direct scrutiny. As a result, any distinctions with pleasure and moods have been blurred instead
of sharpened. Two propositions are: 1.) positive emotions broaden a students thought process
and 2.) the consequences broaden the mindsets to promote learners ability to creative ideas and
social interaction (p.1368). The research supports the propositions that the broaden-and-build
theory is sumized from various sub-disciplines within psychology. Therefore, the evidence
found supports positive emotions increase a students attention, cognitive learning processes, and
that they further build physical, intellectual and social development that in turn optimize their
health and well-being (p.1369). The difference is then defined that these positive emotions
actually produce good health and well-being in the long run (p.1373).

Isen, Alice. M., Nowicki, G. P., & Daubman, K. A. (1987). Positive Affect Facilitates
Creative Problem Solving. Journal of Personality & Social Psychology, 52(6), 1122-
1131.

Research is being conducted to determine what influences creativity. Several studies of research
were conducted and one found that persons with positive emotions were more apt to be
categorized as more inclusively than did persons in control condition environments. The second
study found persons where this positive affect had been induced either by tasty refreshments,
word associations, receiving gifts, or viewing comedy then gave a more unusual comparison to
neutral words norms, than did persons in the control conditions. However, both studies resulted
in a form of cognitive organization that occured because they reflected the students ability to
relate to people among similar ideas and people that are feeling happy. Both studies can also be
interpreted as an influence or affect on creativity. The theory of creativity specifically relates
using these word associations to define creativity as a new association of a combination of
cognitive elements (p. 1122). Article explains the four experiments used that have further
indicated this creativity in a positive affect showing the method with subjects used and procedure
and then citing results. The findings suggest greater problem solving. Studies reported positive
affects from effective negotiation obtained greater benefits than bargaining. Regardless, the
results maintain the need for finding ways to resolve disputes or various conflicts. When this
benefits from creativity, positive feelings emerge from success of the negotiating process (P.
1129). In a remote test, negative emotions induced failed to produce any comparable learning

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improvements in creative abilities. However, it is still possible that they could create some form
of problem solving techniques regardless of emotions induced. In conclusion, the impact of
positive emotions does affect creative problem solving and that good feelings tend to increase the
creative alternative ideas developed by students and allow for a broader theory of cognitive
organization to occur. This increased range of interpretations results in more possible solutions
(p.1130).

Keller, J. M. (1987). Development and use of the ARCS Model of Instructional Design.
Journal of Instructional Development, 10(3), 2-10.

The author of this article addressed how there were no previous research composed of involving
theories or models that represent classroom instruction created that would stimulate students
motivation to learn. Educators had only addressed classroom management, learning
reinforcement, or the effective outcomes of instruction within the classroom. Several areas of
motivation research that had shown stimulation for students involved students curiosity,
sensation or thrill seeking motivation, and intrinsic or internal motivation. Models were
subsequently developed but none to date had taken a problem solving approach for motivation.
Therefore, the ARICS Model is based upon the theory of motivation and instructional design
using the expectancy-value theory. This assumes people are motivated to engage in any activity
if they believe it will satisfy their personal needs. This model is a result of wanting to find more
effective ways to better understand these major influences of learning. The article explains the
two field test within teacher classroom education and identifies how the ARCS Model provides
useful assistance to these teachers (p.2). The ARCS Model contains four categories called
interest, relevance, expectancy, and outcomes that compose motivation within students in
educational settings. All of these categories reinforce the value of instruction and can be
separated into steps to allow educators to define, design, develop, and evaluate students progress
toward effective learning. The outcomes of these motivational behaviors have an influence on
success of the student. In addition to these applications, there are four components of the ARCS
Model that define the conditions that have to be met to allow for motivation to occur. These are
attention, relevance, confidence, and satisfaction. Finally, once the students needs are satisfied,
they will have a feeling of perceived relevance and hopefully build their confidence (p. 3). After
these conditions are met and there are positive results in remaining motivated to learn, there is
then still the question of procedure for instructional design to occur (p. 6). The article continues
to site examples of this within the two field test but conclusions remain limited and further study
is needed (p. 9).

Mayer, R. E. (2003). Social Cues in Multimedia Learning: Role of speakers voice. Journal
of Educational Psychology, 95(2), 419-425.

Multimedia instruction by educators using computer-based workstations within the classroom are
on the forefront of adapting to this concept as a social partner with the student by verbal
interaction from the computer itself. The screen will essentially talk to the student to create this
interaction. However, there technology is not yet available. The article addresses to similar
voice concept tests in order to determine the role of voice promoting during learning from multi-
media lessons within the classroom. The study considers the weight the educators voice vs the
computer on-screen voice might have during the learning process. The both test experiments, the

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students were seated at a computer workstation in the classroom and received the narrated voice
instructions but differed in the aspect of accent of the speakers voice as well as one being
perceived to be more human over machine animated voice. The students performed better and
rated the instructor more effective if their voice had no accent and was human like narration.
This defines the social agency theory of learning that encourages learners to interpret instructions
and interactions if the voice is similar to a human-to-human conversation. In these examples, the
conversational rules for students apply where they then use cognitive processing techniques for
acquiring the given information rather than trying to understand it as they go and leads to better
performance (p.419). This study has developed the social agency model to perform extensive
research on classroom teaching techniques utilized. It found that students engaged in a deeper
elaboration of verbal communication via the educator directly communicating with them
personally, were more cognizant of what the educator was expecting of them. The results found
that this form of conversational speech id more successful during learning above and beyond any
basic lecturing (p.420). Furthermore, the cognitive load theory supports learners need for fewer
resources during processing a human voice with no accent or a machine thus eliminating any
overload limitations during the learning process. It supports that the students do not have to
work as hard when presented with the familiar standard human voice of instruction (p.421).
These two proposed solutions using social and cognitive theories in conjunction as a mechanism
of learning are explained with multi-media effects of student learning working within social
cues. The experiments support both theories (p.424).

Schraw, Gregory & Matthew McCrudden. Information Processing Theory. Jul 12, 2013.
www.Education.com

Students process information with amazing efficiency and often perform better than computers in
problem solving and critical thinking skills. Researchers have developed systematic models of
memory, cognition, and thinking, such as the information processing model (IPM) to explain this
process. It consists of three main components, sensory memory, working memory, and long-term
memory. Sensory and working memory enables people to manage limited amounts of
information during processing, whereas long-term memory is a permanent repository for
knowledge storage. This is described as the efficient cognitive processing in working memory
are limited attentional resources and automaticity. Sensory memory is effective during
processing with a high degree of automaticity when it utilizes familiar spoken or printed words,
faces, and sounds. Long-term memory does not have these limitations for attention and provides
an unlimited storage for facts and knowledge that are held for very long periods of time.
Research has identified the two key aspects of long-term memory as what types of information
are represented, and how information is then organized. The recall ability of long-term memory
increases due to this efficient organizational strategy. The IPM provides a three-component model
which explains these different capabilities involving memory and provides an excellent
framework for our understanding of the principles of effective learning.

Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional Design in
Multimedia Learning. Journal of Educational Psychology, 104(2), 485-498.

This article contemplates whether multimedia learning environments are able to foster positive
emotions that will improve learning. Personally, I think any environment can foster learning with
positive emotions. In academic environments, learners experience a variety of emotions that are
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all important predictors for successful learning, such as motivation, learning strategies, and
management techniques. However, this article experiments with students that were randomly
assigned to four various environments created by two different factors related to the students
emotion or moods. It is used to study whether multimedia learning environments are extinct
from this concept of positive emotion to enhance learning. Results indicate that applying
emotion in multimedia-based learning enhances cognitive processes throughout the learning
process. The design of the materials increased comprehension and transfer, yet positive emotions
through mood manipulations enhanced transfer but not the comprehension of the knowledge.
Positive emotions increased motivation, satisfaction, and perception toward the knowledge
presented. The study suggests that emotions should be considered an important factor in the
design of multimedia learning new material presented but that different situations and
environments are all unique (p.485). Positive emotions have enormouos effects on diverse
cognitive processes that are relevant for learning. These cognitive variables needed are
information processing, communication processing, negotiation processing, decision-making
processing, category sorting tasks and creative problem-solving processes but not relevant to the
multimedia specific environment. The study finds that additional research is needed to determine
how to introduce positive emotions during the learning process and how this then affects the
outcomes in multimedia learning environments specifically (p.486). This advanced research on
the impact of emotion on multimedia learning would further require a model of the integration of
cognitive theories of multimedia learning and theories describing the relation of affect and
learning into a cognitive affective theory of learning with media to be produced (p.487). The
article further explores this with experiments using two controls groups in which positive and
neutral emotions were induced. The results were compared throughout the learning process of
the achievement levels acquired (p.491). The analysis determined there were differences in self-
judged prior knowledge among the four treatment groups of college students (p. 492).