University of Melbourne, Australia Cognition and Executive Processes                                                                                                                                                              WCE016  Presentation Topic:                                                                                                                                                                                                           The value of steady state models of cognition-emotion                                                                                                                               Abstract:                                                                                                                                                                                                                       Models of the relationship between cognition and emotion, and their joint impact on problem solving, have been evaluated using cross-sectional research designs.  Recent research however suggests that the impact of emotional states on executive functions (and/or vice versa) may change over time, questioning the veracity of steady-state models of cognition-emotion relationships.  In the present study we investigate whether cognition-emotion relationship are stable or change over time, the nature of these relationships, and the differential impact of different relationships on problem solving.  To examine these issues, we assessed 120 14-year-olds’ working memory (WM) and worry twice in a single day as they studied for an algebra test.  WM was measured using a modified algebraic operation span task.  Emotion states were assessed using a “worry” task in which students judged the correctness of pairs of equations, and rated “worry” about their judgments.  To examine WM-worry patterns we used a mover-stayer latent transition analysis (LTA), a form of cluster analysis that identifies groups based on the similarity of individuals’ response patterns and models the stability/change of groups over time.  LTA identified six stability/change WM-worry subgroups, each of which was differentially associated with problem solving success.  A high WM-low worry group showed stability over time.  Groups with initial moderate WM and/or high worry, in contrast, showed changes in cognitive functions over time; specifically, they exhibited lower WM at the second, compared to the first, time point.  It is evident some cognition-emotion factors are more prone to change than others, and that different pattern of stability and change are associated differentially with problem solving abilities. Findings cautions against a simple causal model of the relationship between cognitive functions and emotions and have implications for those interested in the neuro-physiological nature of cognition-emotional interactions.