L’effet d’une induction émotionnelle par la musique sur la production des accords nominal et verbal : étude chez l’enfant d’école primaire

Soulier, Lucille; Largy, Pierre; Simoës‐Perlant, Aurélie

doi:10.4074/s0003503317000604

Cited by 1 publication

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“…We report the results as positive emotions (ratings on Happiness scale) and negative emotions (averaged ratings on Fear and Sadness scales). This methodological choice was driven by the fact that before the age of 10, children have difficulty distinguishing between different negative feelings [ 35 ]. The mean ratings were analyzed with a repeated-measures general linear model.…”

Section: Resultsmentioning

confidence: 99%

“…Each participant read out six short, emotionally connoting sentences (see Appendix B ) and listened to classical music before starting the SRT task [ 34 ]. Participants also listened to a classical music extract while performing the task (e.g., Camille Saint-Saëns, Carnival of the Animals for the happiness induction, Igor Stravinsky, Rite of Spring for the neutral induction) [ 35 ].…”

Section: Methodsmentioning

confidence: 99%

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Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time Task

et al. 2023

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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.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%