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Cited by 986

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Cognitive, Emotional, and Language Processes in Disclosure

Pennebaker, James W., Francis, Martha E.·1996·Cognition and Emotion
DOI 10.1080/026999396380079
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Abstract

Previous studies have found that writing about upsetting experiences can improve physical health. In an attempt to explain this phenomenon, 72 first-year college students were randomly assigned to write about either their thoughts and feelings about coming to college or about superficial topics for three consecutive days. Measures of language use within the writing samples and cognitive measures of accessibility and schematic organisation were collected in the weeks before and after writing. As in previous studies, writing about college was found to reduce health centre visits for illness and to improve subjects' grade point average. Text analyses indicated that the use of positive emotion words and changes in words suggestive of causal and insightful thinking were linked to health change. Improved grades, although not linked to these language dimensions, were found to correlate with measures of schematic organisation of college-relevant themes. Implications for using written language to understand cognitive and health processes are discussed.

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Cited by

Metadata

Authors
Pennebaker, J. W., & Francis, M. E.
Venue
Cognition and Emotion
Publisher
Informa UK Limited
Published
1996-11
Volume
10
Issue
6
Pages
601-626
ISSN
  • 0269-9931 (ISSN-L)
  • 1464-0600
DOI
10.1080/026999396380079
OpenAlex
W2159383898
Cited by
986
References
2
FWCI
20.31
Type
journal article
Language
en
Open access
closed

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