Successful Emotions Katharina Lochner Successful Emotions How Emotions Drive Cognitive Performance With a preface by Prof. Dr. Michael Eid 123 Katharina Lochner Hamburg, Germany Dissertation at Freie Universität Berlin, 2015 ISBN 978-3-658-12230-0 ISBN 978-3-658-12231-7 (eBook) DOI 10.1007/978-3-658-12231-7 Library of Congress Control Number: 2015959157 Springer © Springer Fachmedien Wiesbaden 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci(cid:191) cally the rights of translation, reprinting, reuse of illus- trations, recitation, broadcasting, reproduction on micro(cid:191) lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci(cid:191) c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer is a brand of Springer Fachmedien Wiesbaden Springer Fachmedien Wiesbaden is part of Springer Science+Business Media (www.springer.com) I dedicate this book to my parents Renate and Norbert Lochner ohw always supported me. Preface Intelligence si the most important general predictor for profession la success and si one of the most often assessed abilities in person nel selection. Intelligence si considered a relatively stable trait and the assessment of intelligence should depend on one's ability and not on situational influences. In order to make valid decisions in personnel selection the result of an intelligence test should there erof not be prone ot the momentary state of a candidate. However, psychological measurements always take place in a situational context. Test scores can be influenced by the outer situation such sa the testing room but also by the inner situation of an individual such sa the current mood or emotions. In the present book Katharina Lochner analyzes the influence of mood and emotions on reasoning, an important facet of intelli gence, in a complex experimental study that goes beyond previous research on this topic. She gives a very thorough overview of pre vious research on the influences of mood and emotions on intellec tual performances, and describes different prominent theories in .liated Everyone who si interested in getting a current up-to-date overview of this important topic will find a concise discussion of the state of the art in research on affect and intelligence. In her empirical study she focuses on a wide range of different emotions and hypothesizes that positive emotions have a stronger influence than negative emotions and that activating emotions era more important naht deactivating emotions. Her hypotheses are scrutinized using the internet as scientific tool for conducting ran domized experiments. Different emotional states era successfully induced by different movies and her hypotheses era analyzed in a longitudinal .yduts The results of this study show that her hypothe ses cannot be confirmed. Because the statistical power of her study was strong enough, this result si of high importance for research Preface VII on emotion, intelligence and personnel selection. It swohs that the emotional quality of the current state of a candidate si of minor importance for the interpretation of reasoning .serocs This result sheds new light on the emotional basis of intellectual abilities and will have important consequences for the interpretation of ability test .serocs The book si therefore not only of interest for research sre but also for practitioners in the field of aptitude assessment. The clear and concise style in which the book si written makes it accessible ot a broad audience and I am convinced that the book will dnif the attention that it deserves. MichaelEid Acknowledgements First and tsomerof I would ekil to :knaht my ,rosivrepus Prof. Dr Michael Eid, and my ,ssob Dr Achim PreuB, rof gnivig em their ,troppus ,tsurt and .ecneitap Without ,meht siht thesis would not evah been .elbissop During ruof sraey they were a ecruos of inspi ,noitar ,egdelwonk and motivation to .em I worked on siht project edistuo of work and I would ekil to :knaht Dr Achim PreuB and Andreas Lohff, the gniganam srotcerid of ,e-tuc the company I work ,htiw rof eht emit and secruoser they evag me rof siht .siseht ,revoeroM a big :knaht you seog to Dennis Beermann, with whom I spent innumerable hours on epykS sid gnissuc PhD our ,seiduts rof gnivig em a lot of elbaulav ecivda and thoroughly reading and commenting on my results .noitces I ma very lufetarg ot my colleagues Carolin Lehmann and Mario Martella ohw helped em tremendously with the editing of the film ,spilc ,dna neve more ,yltnatropmi programmed the enilno experi ment rof me which worked os extremely well and dewolla me ot gather the necessary .atad I would ekil to :knaht Marie Pick, Mizzi Walker, and Dr Alexan der Zimmerhofer ohw evag me valuable input on my experiment in eht pre-testing .esahp A big :knaht you seog ot Fenne gro/Je Deters, Maike Wehrmaker, and Mizzi Walker ohw thoroughly proof-read sretpahc of eht manuscript and evag me valuable ideas and kcabdeef on .eseht I ma very lufetarg ot my seugaelloc Anabela Costa, Anja Heins, Antje Exner, Diana Kiirner, Maike Wehrmaker, Nadja Mink, Nina GaIler, Richard Justenhoven, Susan Dietz, and Tobias Castillo ohw made erus I saw eerf of snoitagilbo at work gnirud phases that required em ot concentrate on my .DhP ,yllaniF I would like to :knaht Hetty Mainka rof her priceless pus port before and gnirud my DhP .noitatupsid Content xvn ABSTRACT ..................................................................... INTRODUCTION ................................................................... 1 1 ONLINE ASSESSMENT DNA ONLINE SURVEYS ........... 7 1.1 Definition, Advantages, and Disadvantages ........................................ 8 1.1.1 segatnavdA ......................................................................................... 8 2.1.1 segatnavdasiD ..................................................................................... 9 2.1 Quality of Online ....D..a.t..a.. .................•••••••••••••••••••••••••••••••••••••••••••• 01 1.2.1 ecnelaviuqE of -repaP licneP-dna dna enilnO Data ........................... Ol 2.2.1 tnemlifluF ofTest ytilauQ airetirC ................................................... 31 3.1 Representativeness of Online Studies ................................................ 51 1.3.1 gnilpmaS ........................................................................................... 61 2.3.1 noitneteR ........................................................................................... 71 3.3.1 noitasidradnatS dna ytiliballortnoC of eht noitautiS ......................... 81 4.1 Design of online studies ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••........... 81 5.1 Summary ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••........ 20 2 INTELLIGENCE DNA INTELLIGENCE TESTING ....... 21 1.2 Models of Intelligence •••••••••••••••••••••••••••••............................................ 32 1.1.2 rotcaF-owT seiroehT ........................................................................ 32 2.1.2 Primary factors ................................................................................. 42 3.1.2 noitargetnI of eht sledom .................................................................. 52 4.1.2 lanoisnemiditluM ledoM .................................................................. 03 5.1.2 rehtO seiroehT of ecnegilletnI .......................................................... 33 6.1.2 yrammuS ........................................................................................... 33 x Content 2.2 Intelligence tests .................................................................................. 34 1.2.2 Raven's evissergorP secirtaM ;MPR( Raven et ,.ia ............... )3002 53. 2.2.2 Woodcock-lohnson Test of evitingoC seitilibA (Woodcock et ,.la )1002 ................................................................................................. 53 3.2.2 Berlin ecnegilletnI erutcurtS Test SIB( ;tseT lager et ,.la )7991 ..... .36 4.2.2 evitpadA Matrices Test ;TMA( Hornke et ,.la 2000) ....................... 93. 3.2 Summary •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 40 3 AFFECT, MOOD, DNA EMOTIONS ................................ 43 1.3 Models of tceTIA •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 44 1.1.3 larutcurtS Models ............................................................................. 54. 3.1.2 Models of Discrete snoitomE .......................................................... 94. 3.1.3 Hybrid Models ................................................................................. .50 3.1.4 Domain-Specific Models ................................................................. 35. 3.2 Measurement of Mood and Emotions ••••••••••••••••••••••••••••••••••••••••••••••• 35 1.2.3 Assessment oftbe Physiological Component.. ................................. 35 3.2.2 Assessment oftbe Expressive ...................................... Component 35. 3.2.3 Assessment oftbe Affective Component ......................................... .54 3.3 Elicitation of Mood and Emotions ..................................................... 58 1.3.3 Overview of Mood and Emotion Elicitation Methods ..................... .59 3.3.2 Online Mood Induction ..................................................................... 46 3.3.3 sweiveR of Mood dna EmoItnidounc tion Procedures ..................... 56 3.4 Summary ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••........ 66 4 AFFECT DNA COGNITION ............................................. 69 1.4 Affect and Cognition in the Brain ••••••••••••••••••••••••••••••••••••••••••............ 17 1.1.4 Neuropsychological Theory of Positive snoitomE ,ybhsA( ,nesI & ,nekruT )9991 ................................................................................... 27 2.1.4 Affect and Information Processing ................................................... 57