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A basic task that demonstrates this effect occurs when there is an incongruent mismatch between the word for a color (e.g., blue, green, or red) and the font color it is printed in (e.g., the word red printed in a blue font).
Thus, the emotional Stroop does not involve an effect of conflict between a word meaning and a color of text, but rather appears to capture attention and slow response time due to the emotional relevance of the word for the individual. Both the standard Stroop effect and the emotional Stoop task have high test-retest reliability. [7] [8]
Ambiguity effect; Assembly bonus effect; Audience effect; Baader–Meinhof effect; Barnum effect; Bezold effect; Birthday-number effect; Boomerang effect; Bouba/kiki effect; Bystander effect; Cheerleader effect; Cinderella effect; Cocktail party effect; Contrast effect; Coolidge effect; Crespi effect; Cross-race effect; Curse of knowledge ...
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Agents' emotions can have effects on four broad sets of factors: Emotions of other persons; Inferences of other persons; Behaviors of other persons; Interactions and relationships between the agent and other persons. Emotion may affect not only the person at whom it was directed, but also third parties who observe an agent's emotion.
Research has looked at the preference of young children, ages 7 months to 5 years, for small objects in different colors. The results showed that by the age of 2–2.5 years socially constructed gendered colors affects children's color preference, where girls prefer pink and boys avoid pink, but show no preference for other colors.
Research on emotions reveals the strong presence of cross-cultural differences in emotional reactions and that emotional reactions are likely to be culture-specific. [138] In strategic settings, cross-cultural research on emotions is required for understanding the psychological situation of a given population or specific actors. This implies ...
The PANAS for Children (PANAS-C) was developed in an attempt to differentiate the affective expressions of anxiety and depression in children. The tripartite model on which this measure is based suggests that high levels of negative affect is present in those with anxiety and depression, but high levels of positive affect is not shared between the two.