Paper Title
The Impact of Mood Manipulation on Implicit learning in Sleep-deprived Individuals

Abstract
This research explores the relationship between mood, sleep deprivation, and implicit learning using the Wisconsin Card Sorting Test (WCST). By inducing positive, negative, and neutral moods through a slideshow of images from the International Affective Picture System (IAPS), the study found that participants in a positive mood performed significantly better on the WCST, indicating enhanced cognitive flexibility and adaptability. This supports the broaden-and-build theory of positive emotions, suggesting that positive mood broadens cognitive resources, facilitating implicit learning. However, no significant differences were observed in pre- and post-mood induction measures. The findings also suggest that a positive mood may mitigate cognitive deficits associated with sleep deprivation. Overall, this study highlights the complex interplay between mood and implicit learning, with implications for optimizing cognitive performance in educational and clinical settings. Future research should further investigate the mechanisms underlying these relationships to enhance learning outcomes across diverse populations. Keywords - Sleep deprivation, Mood, Implicit learning, Cognitive flexibility, Mood Manipulation, WCST