5PSYC002W: Brain, Mind and Behaviour

Research Report Coursework

BSC Psychology
Full time
Year 2
W1629021

Semester 1 2018/19
 Mood-incongruent memory in university students.
Effects of mood on memory.

ABSTRACT

The mood congruent effect implies that emotional material will be learned better than neutral when
the valence of the material is congruent with the individual`s current mood. This hypothesis was
investigated using negative emotional and neutral images. Participants were 40 undergraduate
students (21 females, 19 males), from the University of Westminster. Participants were exposed to 5
slides of either neutral or negative emotional images, followed by a viewing of neutral and negative
emotional words (20 words in total) in a counterbalanced order. Results showed contrary findings
than what the study expected. When participants were shown emotional images, they were more likely
to recall neutral words, and when they were shown neutral images participants better recalled
emotional words. Results of this experiment failed to predict mood congruent effect on memory
(MCM). Further research is required on non-clinical demographic.

INTRODUCTION

Depressed individuals remember far more negative material than positive compared to healthy
individuals (Denny & Hunt, 1992; Rinck & Becker, 2005). A study conducted by Breslow, Kocsis &
Belkin (1981), demonstrates that depressed and control participants presented with the same stimuli
show different recall patterns. This finding indicates that people are more likely to recall information
that is in line with their mood. The mood-congruent hypothesis suggests that material of emotional
nature will be learned better when the valence of the material congruent with the individual`s current
mood (Bower, 1981).
Emotion and memory are closely related. The Hippocampus belongs to the Limbic system, where the
Amygdala the emotional part of the brain, is located. It is known that the parahippocampal areas are
responsible for memory, memory consolidation and transfer from short-term to long-term memory
(Kalat, 2015). McGaugh (2004) hypothesized that the Amygdala may be involved in modulating the
Hippocampus` function when the acquired information is of emotional content. The exact procedure
of how the hippocampus is modulated by amygdala is not yet known, but it is possible that it involves
the function of hormones such as cortisol and neurotransmitters like norepinephrine (NA) (McGaugh,
2004). Cortisol and NA may affect memory, thus individuals might remember emotional information
better than neutral information, whether it is pleasant or unpleasant.
According to the Spreading activation theory (Bower, 1981) emotion play an active part in memory,
and it spreads its activation to any mood associated events or concepts. For that reason, there is more
availability of mood associated concepts, allowing greater processing of mood-congruent learning
material, and better memory (Anderson & Reder, 1979).
Research into neuroscience revealed multiple areas that have been linked to MCM. When
participants` mood state matched at recall to the valence of the stimulus at encoding the associative
networks activated (Depue, Curran, & Banich, 2007; Phan et al., 2005). Positive words activated the
subgenual cingulate and negative words affected the orbito-frontal cortex (OFC). The pre-frontal
cortex (PFC) was identified to account for affect regulation and mood sensation (Depue et al., 2007;
Phan et al., 2005). Further research associated mood-congruent material with activation of the lateral
pre-frontal areas (Ridderinkhof et al., 2004). Furthermore, OFC revealed to be responsible for the
formation of mood-congruent memory for emotive words (Lewis et al., 2005).
Another theory by Beck (1967) claims that depressed individuals create a schema of negative
associations, which provides them a framework for encoding storing and retrieving neutral
information in an unpleasant way. Schemas that are less available might affect the individual on
cognitive processes that are automatic (Segal, 1988). A formerly depressed patient after recovery is
still vulnerable to depression, because of their negative biases on information processing, even if they
do not currently display any symptoms related to depression (Beck & Steer, 1984; Beck, 1979).
The effect of mood states on memory such as MCM has been reported under several controlled
laboratory research conditions, where internal states have been sufficiently manipulated and
successfully demonstrated on patients suffering from mood disorders. (Matt, Vázquez, & Campbell,
1992; Mayer & Bower, 1985). Although, studies in real life research settings showed that effect sizes
poorer than expected (Mayer & Bower, 1985; Mayer, McCormick & Strong, 1995).
The present research aims to study mood congruent effect on healthy participants using university
students. Studying this population group will help us to understand whether there is a mood-congruent
effect observable in real life setting where participants are not affected by mood disorders. For this
experiment, it is predicted that affective material will be learned better when the valence of the
material (pleasant vs. unpleasant) agrees with the learner's current mood.

METHOD

Design

A mixed (2x2) ANOVA design was used in which participants` memory was measured, over 2
conditions, which was type of image shown to participants (neutral or emotive) and type of words
shown first (neutral or emotive). Participants were exposed to 5 slides of either neutral or emotive
images, followed by a viewing of neutral and negative words (20 words in total) in a counterbalanced
order between the 2 subgroups, so each participant generated 2 scores (negative word recall, neutral
word recall). These scores were recorded.

Participants

Participants were 40 undergraduate students (21 females, 19 males), from the University of
Westminster. A convenience sample was used to recruit participants by 2 researchers from the
university cafeteria and library, groups of 10 students each, over 3 hours.

Materials

The images shown consisted of 5 PowerPoint slides on a computer, presenting negative emotional
pictures (such as car accident, an infant crying) or presenting neutral pictures (such as water bottles,
and a furniture) (see Appendix i.). Pictures were selected from the Open Affective Standardised
Image Set (OASIS) (Kurdi, Lozano & Banaji, 2017). Pictures were used for their affective or
neutral nature. The words shown consisted of 10 negative (such as demon, toxic, rage) and 10 neutral
words (such as muddy, truck, hawk) (see Appendix ii.) selected from the Affective Norms for English
Words (ANEW) (Bradley & Lang 1999). Words were used for their affective or neutral value.
Procedure
All participants gave informed consent prior to commencing the experiment. Participants were made
sure that they understand the procedure and were randomly allocated by the researchers to one of two
conditions (experimental or control) and were exposed to either neutral images or negative emotive
images. Each condition involved participants viewing a total of 5 pictures for 4 seconds per picture.
Papadaniil et al. (2015) study used a similar time limit for presenting images. Then subjects were
divided into 2 further subgroups, (type of words shown first) where they were asked to view neutral
and negative words in a counterbalanced order. In the 2 subgroups the words were identical just the
order of words differed, as in one group were shown negative words first following neutral words, and
for the other group the same in a reversed order. The words were presented on 20 slides for a total of
6 seconds per word, similarly to Gavett & Horwitz (2011) study, and a total of 2 minutes altogether
for 20 words with a 1-minute delay (Knight et al., 2002) after presenting the words. After Participants
were asked to write down on a piece of paper as many words as they could remember, and in a 30
seconds timeframe. (Konantz, 2012). Researchers then collected data and recorded negative and
neutral word recall. Participants were fully de-briefed, and any queries were answered.

Ethics
Participants were informed about the nature of the study and were explained their right to withdraw
from the study at any point during the experiment or choose not to participate. Participants were
debriefed after conducting the research. The reason why particular images and words used were
explained, as well as the aim of the study and hypothesis.

RESULTS

Descriptive statistics show that participants, when presented with neutral images remembered more
negative words, then neutral words, and when presented with negative images participants
remembered more neutral words than negative words. (see Table 1.)

Table 1. Mean (±SD) Word recall (negative, neutral) measured over 2 conditions (neutral or negative images)
Condition Word recall
Neutral words Negative words
Neutral images 2.85 (1.66) 4.00 (1.29)

Negative images 3.70 (1.52) 3.65 (2.39)

A 2 way mixed design Anova test conducted shows no main effect for image type (neutral, negative),
F(1,38)= .519 , p=.476, or word type (neutral, negative), F(1,38)= 1.577, p= .217. There was no main
effect for interaction between image type and word type, F(1,38)= 1.87, p= .179 (see Appendix,
figure 11.).

There was no significant result in this experiment, therefore the experimental hypothesis, is rejected.
DISCUSSION

The aim of this study was to analyse the effect of emotion on memory, particularly the mood-
congruent memory on healthy participants. Results failed to predict the mood congruent effect.
Participants showed better memory for neutral words, when they were shown negative images, and
demonstrated better recall for negative words when they were presented with neutral images. That
result is contrary to what was expected.

Although previous research found the MCM effects (Denny & Hunt, 1992), the majority of the
studies used participants with mood disorders. Researches that used healthy participants are
inconsistent in results, many found significant results, while others failed to replicate MCM. Reasons
for this could lie in failure to sufficiently manipulate internal emotional states. Furthermore, sufficient
emotional intensity also substantially necessary for inducing MCM. Academic research notes an
asymmetric effect on internal states explaining that moderately negative mood might increase the
recall of incongruent information (Rusting & DeHart, 2000). Eich and Macaulay (2000) found that
younger participants in a pleasant mood recalled more happy words than sad ones, but while in a sad
mood young participant recalled happy and sad words equally. This finding provides evidence for
why research failed to replicate MCM. The currently examined study used university students and
manipulated their mood states using neutral versus negative images. Positive affective states were not
measured nor manipulated in any way.
Word order could affect the results as in emotive and neutral word list were shown one after another
in a counterbalanced order, so some participant saw negative words first followed by neutral words,
and some saw the same words but in a different order. Participants could be influenced by the
primacy-recency effect, so they might remember words that were presented first and last and forget
words that were presented in the middle (Miller & Campbell, 1959). Some studies document a so-
called “list effect” where they notice that some words are more easily retrieved than others. Bazin,
Perruchet, & Féline (1996) observed that control participants recalled more negative than positive
words in session 1 and more negative than positive in session 2. That study concluded to be
influenced by the “list effect”, where the words interfered with the mood congruence effect.

The current study used a 1-minute delay after presenting emotive and neutral words as a distraction,
participants in that time were not required to do anything. Other studies used hand tapping or
cognitive tasks to distract participants (Roediger, 1990). According to Roediger and McDermott
(1992), MCM only found to be replicated with conceptual tasks rather than perceptual tests.
Furthermore, materials used might not influence participants because there is no personal relevance of
the information to the individual (Forgas & Bower, 1987).

Personality traits of the participants is an important variable to consider, research shows that
participants who are emotionally unstable or depressed are biased to retrieved unpleasant experiences,
while participants with high levels of extraversion tend to remember better of positive memories
(Rusting, 1999). Moreover, psychosocial stress can impact memory, such as participants with
increased level of cortisol in their system demonstrated memory impairment for both emotive and
neutral images (Buchanan & Tranel, 2008) and show a pattern for impaired retrieval of affective
words compared to neutral information while participants perceived to be in a stressful social situation
(Kuhlmann, Piel & Wolf, 2005). Isen et al., (2000) noted that compensatory strategies may be used,
which are processes used to improve one`s memory mood, can impact results. Participants might
suppress a mood state in order to be a good subject (Parrott & Sabini, 1990).
Considering these implications, results of laboratory-induced MCM effects might depend on many
factors. Future research should use more efficient methods for manipulating mood states, with random
assignment, on a larger sample of individuals. Studying the mood-congruent effect can indicate future
research into many areas of psychology, for instance, selective retrieval, distorted eyewitness reports
or biased memory for negative emotional life experiences in patients suffering from mood disorders
(Matt et al., 1992).
Word count: 2039

REFERENCES

Anderson, J. R., & Reder, L. M. (1979). An elaborative processing explanation of depth of

processing. L.; S. Cermak and FIM Craik, Eds., Levels of Processing in Human Memory (Erlbam,
1979), 385-404.
Banks, S. J., Eddy, K. T., Angstadt, M., Nathan, P. J., & Phan, K. L. (2007). Amygdala–frontal
connectivity during emotion regulation. Social cognitive and affective neuroscience, 2(4), 303-312.
Bazin, N., Perruchet, P., & Féline, A. (1996). Mood congruence effect in explicit and implicit
memory tasks: a comparison between depressed patients, schizophrenic patients and
controls. European Psychiatry, 11(8), 390-395.
Beck, A. T. (1967). Depression: Clinical, experimental, and theoretical aspects. University of
Pennsylvania Press.
Beck, A. T. (Ed.). (1979). Cognitive therapy of depression. Guilford press.
Beck, A. T., & Steer, R. A. (1984). Internal consistencies of the original and revised Beck Depression
Inventory. Journal of clinical psychology, 40(6), 1365-1367.
Bower, G. H. (1981). Mood and memory. American psychologist, 36(2), 129.
Bower, G. H., & Mayer, J. D. (1985). Failure to replicate mood-dependent retrieval. Bulletin of the
Psychonomic Society, 23(1), 39-42.
Bradley, M. M., & Lang, P. J. (1999). Affective norms for English words (ANEW): Instruction manual
and affective ratings (Vol. 30, No. 1, pp. 25-36). Technical report C-1, the center for research in
psychophysiology, University of Florida.
Breslow, R., Kocsis, J., & Belkin, B. (1981). Contribution of the depressive perspective to memory
function in depression. The American Journal of Psychiatry.
Buchanan, T. W., & Tranel, D. (2008). Stress and emotional memory retrieval: effects of sex and
cortisol response. Neurobiology of learning and memory, 89(2), 134-141.
Clark, M. S., & Isen, A. M. (1982). Toward understanding the relationship between feeling states and
social behavior. Cognitive social psychology, 73, 108.
Denny, E. B., & Hunt, R. R. (1992). Affective valence and memory in depression: Dissociation of
recall and fragment completion. Journal of Abnormal Psychology, 101(3), 575.
Depue, B. E., Curran, T., & Banich, M. T. (2007). Prefrontal regions orchestrate suppression of
emotional memories via a two-phase process. science, 317(5835), 215-219.
Eich, E., & Macaulay, D. (2000). Fundamental factors in mood-dependent memory. Feeling and
thinking: The role of affect in social cognition, 109-130.
Forgas, J. P., & Bower, G. H. (1987). Mood effects on person-perception judgments. Journal of
personality and social psychology, 53(1), 53.
Gavett, B. E., & Horwitz, J. E. (2011). Immediate list recall as a measure of short-term episodic
memory: Insights from the serial position effect and item response theory. Archives of Clinical
Neuropsychology, 27(2), 125-135.
Isen, A. M., Shalker, T. E., Clark, M., & Karp, L. (1978). Affect, accessibility of material in memory,
and behavior: A cognitive loop?. Journal of personality and social psychology, 36(1), 1.
Kalat, J. W. (2015). Biological psychology. Nelson Education.
Knight, B. G., Maines, M. L., & Robinson, G. S. (2002). The effects of sad mood on memory in older
adults: A test of the mood congruence effect. Psychology and Aging, 17(4), 653-661.

Konantz, E. (2012). The Effects of Music on Memory for a Word List. The Huron University College
Journal of Learning and Motivation, 50(1), 4.

Kuhlmann, S., Piel, M., & Wolf, O. T. (2005). Impaired memory retrieval after psychosocial stress in
healthy young men. Journal of Neuroscience, 25(11), 2977-2982.
Kurdi, B., Lozano, S., & Banaji, M. R. (2017). Introducing the open affective standardized image set
(OASIS). Behavior research methods, 49(2), 457-470.
Lewis, P. A., Critchley, H. D., Smith, A. P., & Dolan, R. J. (2005). Brain mechanisms for mood
congruent memory facilitation. Neuroimage, 25(4), 1214-1223.
Matt, G. E., Vázquez, C., & Campbell, W. K. (1992). Mood-congruent recall of affectively toned
stimuli: A meta-analytic review. Clinical Psychology Review, 12(2), 227-255.
Mayer, J. D., McCormick, L. J., & Strong, S. E. (1995). Mood-congruent memory and natural mood:
New evidence. Personality and Social Psychology Bulletin, 21(7), 736-746.
McGaugh, J. L. (2004). The amygdala modulates the consolidation of memories of emotionally
arousing experiences. Annu. Rev. Neurosci., 27, 1-28.
Miller, N., & Campbell, D. T. (1959). Recency and primacy in persuasion as a function of the timing
of speeches and measurements. The Journal of Abnormal and Social Psychology, 59(1), 1.

Papadaniil, C. D., Kosmidou, V. E., Tsolaki, A. C., Hadjileontiadis, L. J., Tsolaki, M., &
Kompatsiaris, I. Y. (2015). Age effect in human brain responses to emotion arousing images: The
EEG 3D-vector field tomography modeling approach. IEEE Transactions on Autonomous Mental
Development, 7(3), 223-235.
Parrott, W. G., & Sabini, J. (1990). Mood and memory under natural conditions: Evidence for mood
incongruent recall. Journal of personality and Social Psychology, 59(2), 321.

Phan, K. L., Fitzgerald, D. A., Nathan, P. J., Moore, G. J., Uhde, T. W., & Tancer, M. E. (2005).
Neural substrates for voluntary suppression of negative affect: a functional magnetic resonance
imaging study. Biological psychiatry, 57(3), 210-219.
Ridderinkhof, K. R., Ullsperger, M., Crone, E. A., & Nieuwenhuis, S. (2004). The role of the medial
frontal cortex in cognitive control. science, 306(5695), 443-447.
Rinck, M., & Becker, E. S. (2005). A comparison of attentional biases and memory biases in women
with social phobia and major depression. Journal of abnormal psychology, 114(1), 62.
Roediger, H. L., & McDermott, K. B. (1992). Depression and implicit memory: A commentary.
Roediger, H. L. (1990). Implicit memory: Retention without remembering. American psychologist,
45(9), 1043.
Rusting, C. L. (1999). Interactive effects of personality and mood on emotion-congruent memory and
judgment. Journal of personality and social psychology, 77(5), 1073.
Rusting, C. L., & DeHart, T. (2000). Retrieving positive memories to regulate negative mood:
Consequences for mood-congruent memory. Journal of personality and social psychology, 78(4), 737.

Segal, Z. V. (1988). Appraisal of the self-schema construct in cognitive models of

depression. Psychological Bulletin, 103(2), 147.
Taylor, S. F., Phan, K. L., Britton, J. C., & Liberzon, I. (2005). Neural response to emotional salience
in schizophrenia. Neuropsychopharmacology, 30(5), 984.
Wadlinger, H. A., & Isaacowitz, D. M. (2006). Positive mood broadens visual attention to positive
stimuli. Motivation and emotion, 30(1), 87-99.
Appendices
Appendix i: Stimulus images.
Appendix ii: Stimulus words
Appendix iii: Raw data
Appendix iv: Spss output
Appendix i: Stimulus images.

Negative images

Figure 1. Negative image presented Figure 2. Negative image presented

Figure 3. Negative image presented Figure 4. Negative image presented

Figure 5. Negative image presented

Neutral images.

Figure 6. Neutral image presented Figure 7. Neutral image presented

Figure 8. Neutral image presented Figure 9. Neutral image presented

Figure 10. Neutral image presented

Appendix ii: Stimulus words

Negative words: Neutral words:

1. Demon 1. Muddy
2. Shark 2. Truck
3. Rude 3. Hawk
4. Rage 4. Cane
5. Toxic 5. Swamp
6. Slap 6. Lump
7. Betray 7. Salute
8. Insult 8. Icebox
9. Poison 9. Custom
10. Scared 10. Hammer
Appendix iii: Raw data

Group 1: Neutral images + Negative words first

Gender Number of words Words

1. Male
- Neutral: 3 Muddy, Truck, Icebox
- Negative: 5 Demon, Slap, Insult,
Rude, Rage
2. Male
- Neutral: 3 Cane, Lump, Hawk
- Negative: 3 Toxic, Rage, Shark

3. Male
- Neutral: 3 Custom, Icebox, Swamp
- Negative: 4 Demon, Rude, Rage, Shark

4. Male
- Neutral: 1 Salute
- Negative: 4 Demon, Rude, Poison, Shark

5. Male
- Neutral: 0
- Negative: 5 Demon, Rude, Betray,
Slap, Shark
6. Female
- Neutral: 0
- Negative: 3 Demon, Slap, Rude
7. Female
- Neutral: 3 Cane, Hawk, Truck
- Negative: 5 Slap, Rude, Rage, Poison, Shark
Gender Number of words Words
8. Female
- Neutral: 1 Hawk
- Negative 4 Demon, Insult, Rage, Shark

9. Female
- Neutral: 2 Hammer, Muddy
- Negative: 5 Demon, Rude, Rage, Toxic,
Shark
10. Female
- Neutral: 3 Truck, Swamp, Hawk
- Negative: 6 Demon, Rude, Rage, Slap,
Insult, Shark
In total:
- Neutral: 19
- Negative: 44
Group 2: Neutral Images + Neutral words first

Gender Number of words Words

11. Male
- Neutral: 4 Muddy, Cane, Truck, Hawk
- Negative: 4 Slap, Betray, Poison, Toxic

12. Male
- Neutral: 7 Muddy, truck, hawk, salute,
Cane, Icebox, swamp
- Neutral: 3 Rage, Insult, Betray

13. Male
- Neutral: 2 Muddy, Hawk
- Negative: 5 Slap, Poison, Demon, Betray,
Scared
14. Male
Neutral: 4 Hammer, Cane, lump, swamp
Negative: 2 Insult, Demon

15. Male
- Neutral: 2 Muddy, Salute
- Negative: 3 Rude, Toxic, Betray

16. Male
- Neutral: 3 Swamp, Hammer, Salute
- Negative: 6 Shark, Poison, Rude, Rage,
Insult, Toxic
17. Female
- Neutral: 4 Muddy, Truck, Hawk, Cane
- Negative: 4 Slap, Toxic, Insult, Betray
Gender Number of words Words
18. Female
- Neutral: 4 Muddy, Icebox, Truck, Cane
- Negative: 3 Scared, Demon, Poison

19. Female
- Neutral: 5 Custom, Salute, Hawk, Muddy,
Truck
- Negative: 5 Insult, Rage, Demon, Poison,
Toxic

20. Female
- Neutral: 3 Muddy, Cane, Hawk
- Negative: 1 Shark

In total
- Neutral: 38
- Negative: 36
Group 3: Negative pictures + Negative words first

Gender Number of words Words

21. Male
- Neutral: 2 Cane, Swamp
- Negative 5 Demon, Shark, Rage, Toxic,
Rude

22. Male
- Neutral: 2 Truck, Icebox
- Negative: 1 Demon

23. Male
- Neutral: 3 Custom, Icebox, Salute
- Negative: 8 Demon, Shark, Rude, Rage
Toxic, Slap, Betray, Poison
24. Male
- Neutral: 1 Swamp
- Negative 5 Demon, Slap, Betray, Toxic,
Poison
25. Male
- Neutral: 3 Salute, Hawk, Truck
- Negative: 2 Rude, Rage

26. Female
- Neutral: 5 Icebox, Muddy, Cane,
Hawk, Salute
- Negative: 6 Shark, Toxic, Poison, Insult,
Rude, Slap
27. Female
- Neutral: 2 Hammer, Icebox
- Negative: 4 Demon, Shark, Toxic, PoisonGe

Gender Number of words Words

28. Female
- Neutral: 4 Icebox, Salute, Truck,
Muddy
- Negative: 3 Demon, Shark, Rude

29. Female
- Neutral: 1 Cane
- Negative: 7 Demon, Shark, Rude, Rage,
Slap, Betray, Insult
30. Female
- Neutral: 4 Muddy, Truck, Custom,
Icebox
- Negative: 8 Demon, Shark, Rude, Rage
Betray, Toxic, Poison, Slap

In total:
- Neutral: 23
- Negative: 49
Group 4: Negative Pictures + Neutral Words first

Gender Number of Words Words

31. Male
- Neutral: 6 Muddy, Truck, Hawk, Cane,
Swamp, Lump
- Negative: 0

32. Male
- Neutral: 4 Icebox, Truck, Lump,
Swamp
- Negative: 2 Shark, Betray

33. Male
- Neutral: 4 Muddy, Truck, Hawk, Cane
- Negative: 0

34. Female
- Neutral: 6 Muddy, Truck, Hawk,
Icebox, Cane, Lump
- Negative: 2 Betray, Rude

35. Female
- Neutral: 5 Hawk, Muddy, Truck, Cane,
Salute
- Negative: 5 Demon, Poison, Rude,
Rage, Insult
36. Female
- Neutral: 5 Muddy, Truck, Lump,
Hawk, Custom
- Negative 2 Rude, Toxic
Gender Number of words Words
37. Female
- Neutral: 4 Muddy, Truck, Cane, Lump
- Negative 3 Insult, Scared, Slap

38. Female
- Neutral: 5 Muddy, Cane, Truck,
Swamp, Lump
- Negative: 4 Insult, Toxic, Poison,
Shark
39. Female
- Neutral: 3 Cane, Salute, Hawk
- Negative: 2 Shark, Poison

40. Female
- Neutral: 5 Hawk, Icebox, Truck,
Muddy, Swamp
- Negative: 4 Slap, Rude, Insult,
Betray

In total:
- Neutral: 47
- Negative: 24
 Appendix iv: SPSS output.
Mixed (2x2) 2-Way ANOVA

Within-Subjects Factors
Measure: MEASURE_1
Dependent
word_shown Variable

1 Neutral_w

2 Negative_w

Between-Subjects Factors
Value Label N

Type of image shown 1.00 neutral 20

2.00 negative 20

Tests of Within-Subjects Effects

Measure: MEASURE_1
Type III Sum of Partial Eta
Source Squares df Mean Square F Sig. Squared
word_shown Sphericity Assumed 6.050 1 6.050 1.577 .217 .040
Greenhouse-Geisser 6.050 1.000 6.050 1.577 .217 .040
Huynh-Feldt 6.050 1.000 6.050 1.577 .217 .040
Lower-bound 6.050 1.000 6.050 1.577 .217 .040
word_shown * Image_type Sphericity Assumed 7.200 1 7.200 1.877 .179 .047
Greenhouse-Geisser 7.200 1.000 7.200 1.877 .179 .047
Huynh-Feldt 7.200 1.000 7.200 1.877 .179 .047
Lower-bound 7.200 1.000 7.200 1.877 .179 .047
Error(word_shown) Sphericity Assumed 145.750 38 3.836
Greenhouse-Geisser 145.750 38.000 3.836
Huynh-Feldt 145.750 38.000 3.836
Lower-bound 145.750 38.000 3.836
 Tests of Between-Subjects Effects
Measure: MEASURE_1
Transformed Variable: Average
Type III Sum of Partial Eta
Source Squares df Mean Square F Sig. Squared
Intercept 1008.200 1 1008.200 418.477 .000 .917
Image_type 1.250 1 1.250 .519 .476 .013
Error 91.550 38 2.409

Figure 11. Mean word recall (neutral, negative) over 2 conditions (neutral or negative images presented).