This study investigated the relationship between mood, cognitive style, and implicit learning. Ninety-four participants were induced with a positive, neutral, or negative mood. We predicted that a positive mood would enhance implicit learning, while a negative mood would depress it. Additionally, we expected that participants with a more intuitive cognitive style would perform better on implicit learning. Implicit learning was measured using the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Our results suggest surprising differences between the tasks; positive mood and intuitive cognitive style seem to help the SRT, while negative mood and analytical cognitive style seem to help the AG. We postulate that this might result from differences in modality, strategy use, or awareness ofthe pattern.



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