Commentary on the Special Issue on Emotions in Reading, Learning, and Communication

A Big Step Forward, More Giant Leaps to Come

Bibliographic Data

ID11638650
AuthorsLisa Linnenbrink-Garcia (0000-0003-4857-9229, Michigan State University, corresponding author)
Year2021
Volume59
Issue1-2
Pages126-136
Publication date2021-07-27
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDiscourse Processes (JOURNAL)
Journal identifiersISSN: 0163-853X • E-ISSN: 1532-6950
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0163853x.2021.1925050
OpenAlexW3184794173
LanguageEN
Citations received1
References cited19

The articles in this special issue take an important step in beginning to test the PET framework. Together, these articles illustrate the importance of considering individual differences in attitudes and prior knowledge as well as differences in task demands when investigating the role of emotions in shaping cognitive processing while reading texts. This commentary begins with a focus on the type of emotion being studied (e.g., preexisting emotions/mood, achievement emotions, epistemic emotions, topic emotions). Next, the function of emotions in cognitive processing and self-regulation is discussed, including a consideration of key findings from the articles in this special issue and additional considerations about the ways in which emotions may shape discourse processing. Finally, practical methodological matters relating to the investigation of emotions during discourse processing are considered. Throughout, contributions of the articles in this special issue are featured as well as suggestions for potential avenues for future research

Cognition · Cognitive psychology · Cognitive science · Focus (optics · Function (biology · LEAPS · Linguistics · Mood · Reading (process · Task (project management · Educational and Psychological Assessments · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology