Influence of Emotions on Elementary-School Children's Implicit Learning during a Serial Reaction Time Task.
As pedagogues and childhood professionals, teachers must be aware of both implicit and explicit learning processes. They must also bear in mind that learners' performances may be influenced by the many emotions triggered by different situations at school (e.g., fear of failing, happiness upon succee...
| Publicado en: | Children Vol. 10; no. 3; pp. 533 - 544 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
Mar2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162747397&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162747397 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 22279067 LW6K jtl: Children issn: 22279067 maglogo: N pubinfo: dt: Mar2023 vid: 10 iid: 3 pid: 97109 pub: MDPI artinfo: ui: 162747397 162747397 162747397 10.3390/children10030533 162747397 ppf: 533 ppct: 11 formats: tig: atl: Influence of Emotions on Elementary-School Children's Implicit Learning during a Serial Reaction Time Task. aug: au: Mazars, Mélanie Simoës-Perlant, Aurélie Paubel, Pierre-Vincent Lemercier, Céline affil: Laboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, France sug: subj: Emotions Students, Elementary Reaction Time Task Performance and Analysis Learning Methods Human Fear Happiness Anger Child Music Female Male Descriptive Statistics Child: 6-12 years Female Male ab: As pedagogues and childhood professionals, teachers must be aware of both implicit and explicit learning processes. They must also bear in mind that learners' performances may be influenced by the many emotions triggered by different situations at school (e.g., fear of failing, happiness upon succeeding, anger at leaving work unfinished). The objective of the present study was thus to analyze the efficiency of implicit learning among 8- to 11-year-old children and the impact of emotions on this type of learning. In order to analyze implicit learning, 65 elementary-school children performed a serial reaction time task in a laboratory context. Emotions were induced by asking the children to read six short emotional sentences and listen to classical music. Results showed a significant impact of the task condition (semi-random or fixed sequence) on reaction times. Moreover, the induction of happiness resulted in slightly longer reaction times compared with neutral induction. These results need to be deepened to better understand the interactions between emotions and implicit learning in children. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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