Students’ cognitive-affective states are human-elements that are crucial in the design of computer-based learning (CBL) systems. This paper presents an investigation of students’ cognitiveaffective states (i.e., engaged concentration, anxiety, and boredom) when they learn a particular course within CBL systems. The results of past studies by other researchers suggested that certain cognitive-af...

Rather than examining the effect of the pessimistic explanatory style on an outcome variable reflecting a single domain, I studied the effects of multiple learned-helplessness risk factors on behavioral, cognitive, and affective variables. Undergraduate students completed the Learned Helplessness Scale (Quinless & McDermott-Nelson, 1988) as a measure of their expectation of uncontrollability an...

Current research on crowdfunding treats different crowdfunding forms as identical, and focuses on finding generic success factors in crowdfunding. We argue that funding decisions are contingent on the vastly different types of crowdfunding and that these require more attention. Against the backdrop of neuroscience and consumption value theory, we shed more light on crowdfunders’ decision making...

Two attitude dichotomies – implicit versus explicit and affect versus cognition – are presumed to be related. Following a manipulation of attitudinal focus (affective or cognitive), participants completed two implicit measures (Implicit Association Test and the Sorting Paired Features task) and three explicit attitude measures toward cats/dogs (Study 1) and gay/straight people (Study 2). Using ...

Most of the criteria for competence in current use emphasize cognitive rather than affective dimensions. Our clinical experience indicates that affective disorders may impair competence in a detectable and identifiable way. In particular, patients with major affective disorders can retain the cognitive capacity to understand the risks and benefits of a medication, yet fail to appreciate its ben...

This study examines how adults pay attention to cognitive and affective illustrations on a cancer-related webpage and explores age differences in the attention to these cognitive and affective webpages. Results of an eyetracking experiment (n = 20) showed that adults spent more time attending to the illustrations on the cognitive webpage than the illustrations on the affective webpage. Furtherm...

The affective primacy hypothesis (R. B. Zajonc, 1980) asserts that positive and negative affective reactions can be evoked with minimal stimulus input and virtually no cognitive processing. The present work tested this hypothesis by comparing the effects of affective and cognitive priming under extremely brief (suboptimal) and longer (optimal) exposure durations. At suboptimal exposures only af...