Emotions in Nondirected Text Learning

Two studies examined the influence of emotions on nondirected learning. Nondirected learning is conceptualized as learning which occurs in the absence of external prompts, reinforcements, or specific instruction. In Study 1, one of two expository texts was given to ninety-two undergraduate subjects for the ostensible purpose of obtaining attitudinal and emotional ratings. Two separate measures of motivational and emotional factors and perceived comprehension were administered immediately following the subjects’ reading of the text. No mention of later testing occurred. After a brief delay, subjects’ recall of the texts was obtained and scored using a propositional coding scheme. Correlational results revealed that factor-analytically derived dimensions of interest-enjoyment and task involvement were positively associated with perceived comprehension text recall, while ego-involvement, shame, and hostility were negatively related to these same variables. Study 2 was conducted: first, to replicate the emotion dimensions obtained in Study 1 on a larger, combined sample; second, using the larger samples to specify and test a “path model” of the indirect influence of emotions on nondirected learning through perceived comprehension; and, third, in Study 2 alone, to a~. :ss the stability of the recall measure over a ten-day period and the effects of verbal aptitude on the relations between the variables in the path model. The discussion focuses on the significance of motives and emotions for nondirected learning and the implications of the current study for organismic learning theories. The psychologies of learning and cognition focus primarily upon learning which is prompted, reinforced, or otherwise externally directed. In contrast, there has been relatively less research on the processes involved in nondirected learning, that is, the pickup and retention of information in the absence of specific external direction to learn. This phenomenon is particularly relevant to “active organism” learning theories, where environmental control of learning is not assumed (Schwartz a Lacey 1982; Deci & Ryan 1985). On a more intuitive level, the relative neglect of nondirected processes is surprising given that much information that is acquired and remembered throughout life is learned without external pressure, reward, or instruction (Kirsch & Guthrie 1984; Neisser 1982). When learning accrued in the absence of external direction has been examined Direct all correspondence to: Richard M. Ryan, Department of Psychology, University of Rochester, Rochester, NY 14627. Learning and Individual Differences, Volume 2, Number 1. 1990, pages 1-17. Copyright