The Influence Of Emotion On Information Processing Of Text Reading:Evidence From Eye-Movement

Emotion has a significant impact on a series of cognitive activities, but whether the emotion affect the cognitive activities and how to influence the information processing in text reading which don’t get the same conclusion, at the same time, how the transformation between the information processing way does not draw the same answer. This study will explore the influence of four different emotional state on information processing of text reading and their mechanism of eye movement, in order to answer the question that the influence of emotional state on information processing in text reading.Eye-tracking system is used in the experiment. In experiment one, the reading materials include focus information, while there is no obvious focus information in experiment two. Movie clips are used in the two experiments to trigger different emotional states, Both experiments use4(emotional state:positive, negative, neutral and control group)×3(text versions:disablement version, enablement version, re-enablement version) two-factor mixed experiment design. The emotional states are serving as between-subjects factors, text versions as within-subjects factors. The dependent variables are text-reading results, first reading time and total reading time within AOI(the target sentence).Through the research we draw the following several conclusions:(1) whether the text contains focus information or not, positive and negative emotions inhibit the individual’s information processing, because positive or negative emotions may lead cognitive resources being assigned to the extra-task processing, this leads to cognitive resources and working memory capacity reduce. The results support the inhibition hypothesis.(2) The constructing and updating of situation models is a dual-processing in the information processing of text-reading. The results of experiment one confirm focus integration which supported by the constructionist model when there is focus information in experiment materials, while the results of experiment two confirm coordinating integration which supported by the memory-based text processing model when there is no obvious focus information.(3) The individual’s reading achievement has no significant difference in four groups of the emotional state.(4) The first reading time and total reading time within AOI(the target sentence) of negative group which read the disablement version are longer than other three groups which read enablement version.