Mood induction effects on motor sequence learning and stop signal reaction time.
The neurobiological theory of positive affect proposes that positive mood states may benefit cognitive performance due to an increase of dopamine throughout the brain. However, the results of many positive affect studies are inconsistent; this may be due to individual differences. The relationship between dopamine and performance is not linear, but instead follows an inverted "U" shape. Given this, we hypothesized that individuals with high working memory capacity, a proxy measure for dopaminergic transmission, would not benefit from positive mood induction and in fact performance in dopamine-mediated tasks would decline. In contrast, we predicted that individuals with low working memory capacities would receive the most benefit after positive mood induction. Here, we explored the effect of positive affect on two dopamine-mediated tasks, an explicit serial reaction time sequence learning task and the stop signal task, predicting that an individual's performance is modulated not only by working memory capacity, but also on the type of mood. Improvements in explicit sequence learning from pre- to post-positive mood induction were associated with working memory capacity; performance declined in individuals with higher working memory capacities following positive mood induction, but improved in individuals with lower working memory capacities. This was not the case for negative or neutral mood induction. Moreover, there was no relationship between the change in stop signal reaction time with any of the mood inductions and individual differences in working memory capacity. These results provide partial support for the neurobiological theory of positive affect and highlight the importance of taking into account individual differences in working memory when examining the effects of positive mood induction.
School of Kinesiology, University of Michigan, 401 Washtenaw Avenue, Ann Arbor, MI, 48108, USA. bkgreeley@umich.edu.|Department of Psychology, University of Michigan, 530 Church St, Ann Arbor, MI, 48109, USA. bkgreeley@umich.edu.
Brian
0000-0001-5117-3866
B
Greeley
School of Kinesiology, University of Michigan, 401 Washtenaw Avenue, Ann Arbor, MI, 48108, USA.|Department of Psychology, University of Michigan, 530 Church St, Ann Arbor, MI, 48109, USA.|Neuroscience Program, University of Michigan, 204 Washtenaw Ave, Ann Arbor, MI, 48109, USA.
Rachael D
RD
Seidler
D000293:Adolescent; D000328:Adult; D000339:Affect / Q000502:physiology*; D000704:Analysis of Variance; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D016014:Linear Models; D008297:Male; D009483:Neuropsychological Tests; D011930:Reaction Time / Q000502:physiology*; D011932:Reading; D012691:Serial Learning / Q000502:physiology*; D017603:Signal Detection, Psychological / Q000502:physiology*; D013997:Time Factors; D055815:Young Adult
Dopamine; Motor learning; Positive affect; Serial reaction time task; Working memory