Effects of mood and problem solving in dyads on transfer

Various studies have shown that problem solving which requires some kind of transfer can be improved subsequent to knowledge acquisition in pairs (cf. Olivera & Straus, 2004). It has been observed that positive mood may also lead to increased cognitive performance (e.g., Isen, Daubman, & Gorgoglione, 1987). These two approaches were combined in two studies. Results of Experiment I show that after learning in dyads and after individual mood induction, individuals in a positive mood were more able to solve transfer tasks than those in a negative mood. In Experiment 2, participants underwent the learning phase alone or in dyads; after mood induction all transfer tasks were solved in pairs. Results indicate that mood induction was the main factor influencing better transfer achievement, whereas learning in dyads only facilitated performance of proximal transfer tasks. Hence, positive mood was the main factor for good transfer performance; whether learning occurred alone or in pairs and whether transfer was performed individually or in dyads is not as important as the mood of a person.