The Impact of the Emotional Rating of the Ambiguous Logos on its Figure-Ground Aftereffect

IF 0.5 Q4 PSYCHOLOGY, MULTIDISCIPLINARY Psychology-Journal of the Higher School of Economics Pub Date : 2023-06-30 DOI:10.17323/1813-8918-2023-2-386-399
M. Filippova, L. A. Dorofeeva
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Abstract

The study aims to investigate the impact of emotions on the aftereffect of the figure and ground of ambiguous images, the logos. Forty participants who took part in the experiment were asked to distribute ten logos according to the degree of attractiveness, five of which were unambiguous, and five were ambiguous, containing explicit and hidden meanings. At the next stage, the participants made a choice in favor of one of the six proposed names of products that could potentially be produced by a company represented by one of the ten logos they had previously evaluated. Product names could be associated with the explicit meaning of the logo (figure), with its hidden meaning (ground), and also could not be associated with the logo. The aftereffect of figure and ground was assessed by the frequency of choice by the participants of the names, which, according to them, corresponded to the products of the firms represented by the logos. The consequences of two theories regarding the aftereffect of the figure and ground of ambiguous logos were tested depending on their emotional ratings. The results of the study confirm the account of negative choice by V.M. Alla khverdov, according to which the aftereffect of the figure is always positive, but the aftereffect of the ground changes situationally, and is not consistent with the conception of the impact of emotions on the primacy of the global or local, suggesting a differently directed aftereffect of the figure and the ground. It is shown that the factor that determines the aftereffect of the ground can be the emotional attitude of a participant to the logo itself (with positive aftereffect when the attitude is positive, and with a negative one when the attitude is negative), while emotional ratings do not engage the aftereffect of the figure.
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歧义标识的情绪评价对其图形-背景效应的影响
本研究旨在探讨情绪对歧义形象——标志的图形和背景的后效的影响。参与实验的40名参与者被要求根据吸引力程度分配10个标志,其中5个是明确的,5个是含糊的,包含明确和隐藏的含义。在下一阶段,参与者从六个提议的产品名称中做出选择,这些名称可能由他们之前评估过的十个标识中的一个所代表的公司生产。产品名称可以与标志的显性含义(图)相关联,也可以与标志的隐性含义(地)相关联,也不能与标志相关联。图形和地面的后效是通过参与者选择名称的频率来评估的,根据他们的说法,这些名称与徽标所代表的公司的产品相对应。根据他们的情绪评级,测试了两种关于模糊标志的图形和背景的后果的理论。研究结果证实了V.M. Alla khverdov关于消极选择的解释,即形象的后效总是积极的,但背景的后效是随情境而变化的,与情绪对全局或局部首要性的影响的概念不一致,表明形象和背景的后效方向不同。研究表明,决定地面效应的因素可以是参与者对标志本身的情绪态度(当态度是积极的时,有积极的后遗症,当态度是消极的时,有消极的后遗症),而情绪评级不参与图形的后遗症。
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来源期刊
CiteScore
1.00
自引率
20.00%
发文量
25
期刊介绍: Psychology. Journal of the Higher School of Economics was established by the National Research University — Higher School of Economics (HSE) in 2004 and is administered by the School of Psychology of HSE. The Journal publishes articles written by Russian and foreign researchers presenting original positions in academic and applied psychology, analytical reviews, short reports focused on empirical studies, and information about current scientific events in Russia and the rest of the world. Principal themes of the journal include: -Methodology, history, and theory of psychology -Research approaches and methods in psychology -New tools for psychological assessment -Interdisciplinary studies connecting psychology with economics, sociology, cultural anthropology, and other sciences -New achievements and trends in cognitive psychology, social psychology, organizational psychology, neuroscience -Models and methods of practice in organizations and individual work -Studies in personological approach, combining theoretical, empirical, hermeneutic, and counselling work on personality -Bridging the gap between science and practice, psychological problems associated with innovations -Discussions on pressing issues in fundamental and applied research within psychology and related sciences The primary audience of the journal includes researchers and practitioners specializing in psychology, sociology, cultural studies, education, neuroscience, and management, as well as teachers and students of higher education institutions.
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