The dissociative effects of contextual diversity in adult novel word learning under different emotional contexts

While contextual scaffolding plays a pivotal role in adult lexical acquisition, the synergistic effects of affective and informational contextual dimensions remain poorly understood. To address this gap, this study investigates the interactions between contextual emotionality (positive / negative / neutral) and diversity (multi-context / single-context) in novel word learning through two behavioural experiments using Chinese language materials. Experiment 1 employed a block design with concentrated exposure to emotional contexts, whereas Experiment 2 randomised material presentation to approximate naturalistic learning scenarios. Results revealed a robust cross-experimental consistency in interaction pattern: multi-context learning significantly enhanced accuracy in positive emotional conditions, while single-context exposure proved more effective in negative emotional conditions. These findings can be interpreted within the affect-as-information framework, which posits that emotional valence adaptively shifts cognitive processing styles. Positive emotions promote a global, integrative style advantageous for synthesising information across diverse contexts, whereas negative emotions induce a local, analytical style better suited to focused learning within a single context. Thus, the efficacy of contextual diversity is contingent upon emotional valence. This study refines the Context Variation Hypothesis by introducing emotional context as a critical boundary condition and underscores the need for adaptive pedagogical strategies that align instructional design with emotional factors.