Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


osu1298998336.pdf (560.57 KB)

ETD Abstract Container

Abstract Header

The Impact of Validation and Invalidation on Affect and Learning Task Performance

Stigen, Ciara L.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1298998336

Abstract Details

2011, Master of Arts, Ohio State University, Psychology.
Validation has been hypothesized to impact the quality of therapeutic relationships and to have far-reaching consequences for treatment outcomes. Although there is some evidence that invalidation increases arousal and negative affect (Shenk, 2007), to date there are no known investigations of the role of invalidation in learning. The aim of the present study was to test the impact of validation and invalidation on mood and learning task performance. Participants were randomized to receive either validation or invalidation during disclosure of an angry personal event. Participants then completed an emotion-word card sorting test, followed by a paired-associates word recall test. Manipulation checks demonstrated significant differences in self-reported invalidation between conditions [F (2, 95) = 12.02, p < .001]. However, no difference was observed between the validation and invalidation groups on any learning task variable. We found a significant positive affect (PA) by condition interaction when comparing validation and invalidation separately [F (1, 64) = 7.67, p = .01], such that invalidated participants experienced significantly larger decreases in PA following recall of the angry story than did validated participants. No significant differences in self-reported negative affect were obtained [F (1, 64) = 0.002, p = .97]. These findings suggest that invalidating interactions may reduce PA, which is related to approach behavior and broadening of behavioral repertoires (Custers & Aarts, 2005; Fredrickson, 2001). It may be the case that reductions in PA, as opposed to disruptions in learning per se, might be related to poor therapeutic outcomes via decreased approach behaviors.
Jennifer Cheavens, PhD (Advisor)
Daniel Strunk, PhD (Committee Member)
Michael Vasey, PhD (Committee Member)
85 p.
Behavioral Psychology; Behavioral Sciences; Clinical Psychology; Psychology
validation; invalidation; arousal; learning; psychotherapy; clinical; card sort; word recall;

Recommended Citations

Citations

  • Stigen, C. L. (2011). The Impact of Validation and Invalidation on Affect and Learning Task Performance [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298998336

    APA Style (7th edition)

  • Stigen, Ciara. The Impact of Validation and Invalidation on Affect and Learning Task Performance. 2011. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1298998336.

    MLA Style (8th edition)

  • Stigen, Ciara. "The Impact of Validation and Invalidation on Affect and Learning Task Performance." Master's thesis, Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298998336

    Chicago Manual of Style (17th edition)

osu1298998336
5,204
© 2011, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.