This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Bryan, T. Articles by Mathur, S. Search for Related Content PubMed PubMed Citation Articles by Bryan, T. Articles by Mathur, S. Social Bookmarking                         What's this?

The Influence of Affect on Social-Information Processing

Tanis Bryan, PhD is an adjunct professor in special education at Arizona State University and professor emeritus and university scholar in the College of Education at the University of Illinois at Chicago. Her current interests include the social and academic competence of children and youth with LD.

Karen Sullivan-Burstein, PhD

Karen Sullivan-Burstein, PhD, is a full-time lecturer in special education at Arizona State University. Her research interests include teacher training, the academic needs of children with chronic illnesses, and parent intervention/involvement programs.

Sarup Mathur, PhD

Sarup Mathur, PhD, is a faculty associate in special education at Arizona State University. Her research interests include the treatment of and social skill acquisition by students with behavioral disorders. Address: Tanis Bryan, Arizona State University, College of Education, Division of Curriculum and Instruction, Special Education, Tempe, AZ 85287–2011.

This study examined the impact of four affect induction conditions (self-induced positive affect, music-induced positive affect, music-induced negative affect, and neutral affect) on the social-information-processing skills of 96 seventh-grade students with and without learning disabilities using the Dodge (1983) model of social skills. Following a 1-minute affect induction, students were presented with a social problem and asked a series of questions that tested their social skills. Although the results did not find significant differences between school-identified students with and without learning disabilities, there were significant main effects for language skills and affect induction. Students above the median on the Iowa Test of Basic Skills language test generated more solutions and fewer negative responses than students below the median. Students in the self-induced positive affect condition generated more solutions, whereas students in the music-induced positive affect condition generated more embellishments and perceived less interpretation (negative/positive), than students in the neutral and negative affect conditions. The implications of these results for research and practice are discussed.

Journal of Learning Disabilities, Vol. 31, No. 5, 418-426 (1998)
DOI: 10.1177/002221949803100501


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				N. Bauminger and I. Kimhi-Kind Social Information Processing, Security of Attachment, and Emotion Regulation in Children With Learning Disabilities J Learn Disabil, July 1, 2008; 41(4): 315 - 332. [Abstract] [PDF]

				N. Bauminger, H. Schorr Edelsztein, and J. Morash Social Information Processing and Emotional Understanding in Children with LD J Learn Disabil, February 1, 2005; 38(1): 45 - 61. [Abstract] [PDF]

				E. H. Friedman and T. Bryan Letters J Learn Disabil, January 1, 2000; 33(1): 3 - 4. [PDF]