Abstract
This study investigated attention bias for emotional words (positive and negative) and neutral words among 192 undergraduate participants. Participants were given a central and incidental learning task consisting of 96 pairs of words, and were tasked to study. One word from each pair with focused attention (central learning) and the other word with divided attention (incidental learning). Half of the pairs were presented at certain time intervals (random condition) and the other half were presented continuously (massed condition). Each pair repeated three times. After the task, participants were given a free recall test. The results showed that in the incidental learning condition, the word order recall was negative, positive, and neutral in the random condition. But negative words were recalled more than positive and neutral words in the massed condition. Results suggest that the novelty of positive words is reduced in the massed condition.
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