Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 2 of 2
Full-Text Articles in Social and Behavioral Sciences
State And Trait Rumination Effects On Overt Attention To Reminders Of Errors In A Challenging General Knowledge Retrieval Task, Ronald C. Whiteman, Jennifer A. Mangels
State And Trait Rumination Effects On Overt Attention To Reminders Of Errors In A Challenging General Knowledge Retrieval Task, Ronald C. Whiteman, Jennifer A. Mangels
Publications and Research
Rumination is a recurrent and repetitive manner of thinking that can be triggered by blockage of personally relevant goals, creating a temporary state of abstract and evaluative self-focus. Particularly when focused on passive “brooding” over one’s problems and feelings, however, rumination can increase negative affect, interfere with problem-solving, and, through a negative feedback cycle, become a chronic trait-like style of responding to personal challenges, particularly in women. Given the pervasiveness of rumination and its potential impact on cognitive processes and emotional states, the present study asks how it impacts attention to feedback that either reminds individuals of goal-state discrepancies (reminders …
Rumination And Rebound From Failure As A Function Of Gender And Time On Task, Ronald C. Whiteman, Jennifer A. Mangels
Rumination And Rebound From Failure As A Function Of Gender And Time On Task, Ronald C. Whiteman, Jennifer A. Mangels
Publications and Research
Rumination is a trait response to blocked goals that can have positive or negative outcomes for goal resolution depending on where attention is focused. Whereas “moody brooding” on affective states may be maladaptive, especially for females, “reflective pondering” on concrete strategies for problem solving may be more adaptive. In the context of a challenging general knowledge test, we examined how Brooding and Reflection rumination styles predicted students’ subjective and event-related responses (ERPs) to negative feedback, as well as use of this feedback to rebound from failure on a later surprise retest. For females only, Brooding predicted unpleasant feelings after failure …