Children's emotions and memory for affective narrative content

Potts, Richard; Morse, Margo; Felleman, Elyse Schwartz; Masters, John C.

doi:10.1007/bf00992149

Cited by 30 publications

(18 citation statements)

References 18 publications

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“…doi:10. 1016/j.specom.2005.09.008 connections between learning and student emotional state (Coles, 1999;Izard, 1984;Masters et al, 1979;Nasby and Yando, 1982;Potts et al, 1986;Seipp, 1991), another proposed method for closing the performance gap with human tutors has been to incorporate affective reasoning into computer tutoring systems, independently of whether or not the tutor is dialogue-based (Conati et al, 2003a;Kort et al, 2001;Bhatt et al, 2004). Recently, some preliminary results with computer tutors have been presented to support this line of research.…”

Section: Introductionmentioning

confidence: 97%

Recognizing student emotions and attitudes on the basis of utterances in spoken tutoring dialogues with both human and computer tutors

Litman¹,

Forbes-Riley²

2006

Speech Communication

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Section: Introductionmentioning

confidence: 97%

Recognizing student emotions and attitudes on the basis of utterances in spoken tutoring dialogues with both human and computer tutors

Litman¹,

Forbes-Riley²

2006

Speech Communication

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“…They include manipulation of winning or losing a game (Levine & Burgess, 1997), viewing short emotionally marked movies (Josephson, Singer, & Salovey, 1996), listening to happy or sad music (Green, Sedikides, Saltzberg, Wood, & Forzano, 2003), imagining emotional events (Sedikides, 1992) and narrating personal events (Potts, Morse, Felleman, & Masters, 1986).…”

mentioning

confidence: 99%

How children narrate happy and sad events: does affective state count?

Gobbo¹,

Raccanello²

2007

Applied Cognitive Psychology

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The influence of induced affective states on children's narratives of personal events was investigated. The affective state of 5-to-6-year-old children, 128 in number, was manipulated by way of winning or losing a game. They were then asked to narrate happy or sad personal events. A self-report instrument indicated that a different affective state was indeed induced by the two game conditions. Narratives were coded for agency, affective aspects and structural complexity (antecedents). The negative condition influenced attribution of causality and intention to agent and addressee, according to a self-serving bias and affected number of antecedents. Moreover, in the negative condition, global intensity revealed a congruency effect, in line with the Affect Infusion Model. However, mental states varied with event valence, independent of affect-inducing condition. Results are discussed in terms of the complexity of the relation between emotional event narratives and children's affective state.

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“…Fry e Preston (1981), por exemplo, pediram a juizes, cegos às condições experimentais, para avaliar as expressões faciais das crianças utilizando uma única dimensão, que era definida por uma escala bipolar de 5 pontos ancorada em muito contente e muito triste. Por seu lado Potts, Morse, Felleman, e Masters (1986) pediriam a um par de juizes para avaliar listas de pensamentos gerados pelos seus participantes em duas escalas unipolares de 9 pontos que definiam as dimensões tristeza e alegria.…”

Section: Como Medir O Estado De Espírito?unclassified

A Mensuração da variável “Estado de Espírito” na população Portuguesa

Garcia‐Marques

2013

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ResumoNeste artigo, após a apresentação de uma revisão crítica e sumariada das operacionalizações do conceito "estado de espírito" (mood) O desenvolvimento de pesquisa sobre o impacto do estado de espírito em diferentes processos e comportamentos (para uma revisão ver, por exemplo, Garcia-Marques, 1999;Martin & Clore, 2001) impõe a necessidade de se desenvolverem formas de mensuração deste construto em língua portuguesa. A vasta pesquisa em torno deste conceito, levada a cabo nos países anglo-saxónicos, é acompanhada pelo desenvolvimento de vários e variados instrumentos de medida do sentimento designado de "mood" (estado de espírito). Esta diversidade de instrumentos de medida (definições operacionais do construto estado de espírito) tem subjacente uma diversidade de pressupostos que no seu conjunto traduzem uma falta de consenso na definição conceptual subjacente (ver Garcia-Marques, 2001).Neste artigo após a apresentação de uma revisão crítica e sumariada das operacionalizações do conceito "estado de espírito" (mood) oferecidas na literatura de investigação psicológica, salientarei os aspectos consensuais destas diferentes medidas e apresentarei algumas propostas de operacionalização Laboratório de Psicologia, (2)1: 77-94 (2004) © 2004 A preparação deste artigo foi feita com suporte da FCT, através do financiamento do projecto POCTI/PSI/42239/2001. Agradeço a Leonel GarciaMarques, Teresa Almeida Rocha e a Rui Bártolo Ribeiro os comentários feitos à versão anterior. A correspondência relativa a este artigo deverá ser enviada para: Teresa Garcia-Marques, Instituto Superior de Psicologia Aplicada, Rua Jardim do

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Children's emotions and memory for affective narrative content

Cited by 30 publications

References 18 publications

Recognizing student emotions and attitudes on the basis of utterances in spoken tutoring dialogues with both human and computer tutors

Recognizing student emotions and attitudes on the basis of utterances in spoken tutoring dialogues with both human and computer tutors

How children narrate happy and sad events: does affective state count?

A Mensuração da variável “Estado de Espírito” na população Portuguesa

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