The good, the bad, and the neutral: The influence of emotional valence on young children's recall.

Bergen, Penny Van; Wall, Jacqui; Salmon, Karen

doi:10.1016/j.jarmac.2014.11.001

Cited by 26 publications

(44 citation statements)

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“…For instance, recent studies have focused on the cost effects associated with processing emotional distractors in children and adolescents (Cohen-Gilbert & Thomas, 2013;Heim, Ihssen, Hasselhorn, & Keil, 2013), emotional reactions to facial emotional expression during childhood (Mancini, Agnoli, Baldaro, Ricci Bitti, & Surcinelli, 2013), affective reactions in anxious children (Kotta & Szamosközi, 2012), attentional or memory bias for emotional information in both child and adolescent emotionally disordered samples , false memory (Brainerd, Holliday, Reyna, Yang, & Toglia, 2010;Howe, Candel, Otgaar, Malone, & Wimmer, 2010), and the influence of emotional valence on children's recall (Syssau & Monnier, 2012;Van Bergen, Wall, & Salmon, 2015). Despite the increasing interest in emotional word processing within a developmental perspective, few norms providing children's or adolescents' emotional ratings have been published yet (Syssau & Monnier, 2009, in French;Vasa, Carlino, London, & Min, 2006, in English;Ho et al, 2015, in Chinese).…”

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confidence: 99%

Affective norms for 720 French words rated by children and adolescents (FANchild)

Monnier

Syssau

2016

Behav Res

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FANchild (French Affective Norms for Children) provides norms of valence and arousal for a large corpus of French words (N = 720) rated by 908 French children and adolescents (ages 7, 9, 11, and 13). The ratings were made using the Self-Assessment Manikin (Lang, 1980). Because it combines evaluations of arousal and valence and includes ratings provided by 7-, 9-, 11-, and 13-year-olds, this database complements and extends existing French-language databases. Good response reliability was observed in each of the four age groups. Despite a significant level of consensus, we found age differences in both the valence and arousal ratings: Seven-and 9-year-old children gave higher mean valence and arousal ratings than did the other age groups. Moreover, the tendency to judge words positively (i.e., positive bias) decreased with age. This age-and sex-related database will enable French-speaking researchers to study how the emotional character of words influences their cognitive processing, and how this influence evolves with age. FANchild is available at https:// www.researchgat e.net /profi le/Catherine_ Monnier/contributions.

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confidence: 99%

Affective norms for 720 French words rated by children and adolescents (FANchild)

Monnier

Syssau

2016

Behav Res

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“…When considering emotional attention biases, the results of Bergen et al (2015) and Leventon and Bauer (2016) are in line with evidence showing that, while all emotional stimuli capture attention, negative emotions do so more (e.g., Peeters & Czapinski, 1990;Vaish, Grossmann & Woodward, 2008;Wang & Fu, 2011). Davidson, Luo and Burden (2001) explored whether the advantage for remembering emotional information from stories differed for different age groups, as well as for high and low intensities of emotion.…”

Section: Typical Childrensupporting

confidence: 81%

“…An area which has been examined in some depth is children"s memory for information from emotional events and stories. Bergen, Wall and Salmon (2015) showed 5-and 6-year-old children images of animals depicting various positive, negative, and neutral facial expressions. The images were each accompanied by a story, which matched the emotion expressed.…”

Section: Typical Childrenmentioning

confidence: 99%

“…showing an impact of emotional information on memory and learning in childhood. Studies suggesting that memory is enhanced for emotional stories and events in children (Bergen et al, 2015;Christodoulou & Burke, 2016;Davidson et al, 2001;Leventon & Bauer, 2016), and that emotion is important within education (Immordino-Yang, 2016;Tyng et al, 2017), all include emotional information which is meaningful or directly relevant to the individual or task. In this aspect, the current study is distinct from previous research, as the emotional information was not used as a referent and therefore was not directly relevant to task performance.…”

Section: Behavioural Performancementioning

confidence: 99%

“…Consequently, perceiving emotional stimuli has been shown to influence cognitive processes, such as attention, memory, and learning, in typical children. For example, children are better able to remember emotional stories and emotional details from stories compared to non-emotional stories and details (Bergen et al, 2015;Christodoulou & Burke, 2016;Davidson et al, 2001), and can remember events better when they are associated with emotion (Leventon & Bauer, 2016). Recent work in the fields of education and neuroscience show that the experience and perception of emotion can have complex and profound impacts on learning processes.…”

Section: Introductionmentioning

confidence: 99%

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Emotion processing and the broader autism phenotype

West¹

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The processing of emotion is fundamental in various aspects of human experience. However, our understanding of emotional processes is incomplete, particularly in relation to language processing. Further, individuals such as those with an autism spectrum disorder (ASD) often show differences in their perception and understanding of emotion. Whilst many characteristics of ASD present to varying degrees in the wider population, the extent to which differences in emotion processing extend beyond those with a diagnosis of ASD remains largely unknown. The aims of this thesis were to determine the links between emotion and language processes in both adults and children, and to determine the relationship between emotion processing and non-clinical levels of autism-like traits, known as the broader autism phenotype (BAP). These aims were achieved by investigating (i) the recognition of facial and vocal emotional cues in relation to autism traits, and (ii) the impact of emotional cues on language learning in relation to autism traits. Chapter 2 aimed to determine how vocal expressions of emotion influenced subsequent recognition of facial emotions, and whether this influence differed according to levels of autism-like traits among typical adults. The results revealed that emotions, expressed via a combination of semantic meaning and prosody, enhanced subsequent facial emotion recognition when the vocal and facial cues were congruent, and impaired recognition when the emotional cues were incongruent. However, these effects were apparent only for those with low levels of autism-like traits and not for those with higher levels. Chapter 3 aimed to determine whether typically developing children were able to match various vocal expressions of emotion to facial expressions, and whether this ability differed between those with low or high levels of autism-like traits. The results showed that the children"s ability to match emotions differed according to emotion type, such that more errors were made when matching expressions of happiness and fear, compared to sadness and anger. However, matching ability did not differ between those with low or high levels of autism-like traits. Taken together, the results of the two studies outlined in Chapters 2 and 3 indicated that adults with higher levels of autism-like traits failed to integrate emotional information across modalities. However children with higher levels of autism-like traits were able to integrate crossmodal emotional information in a similar manner to those with lower levels of autism-like traits. These findings suggest that difficulties integrating emotional information across modalities may be characteristic of the BAP, but may become apparent between mid-childhood and adulthood. Chapter 4 aimed to determine whether vocal emotional cues impacted adults" ability to learn new words, and explored whether this ability to learn was influenced by levels of autism-like traits. The results revealed that fearful prosody interfered with the ability to learn new words for all partic...

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Emotion and gesture effects on narrative recall in young children and adults

Guilbert

Sweller

Bergen

2021

Applied Cognitive Psychology

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Research with children and adults suggests verbal references to negative emotion support narrative recall. To date, however, the effects of gesture on emotion recall have been ignored. Children (4-6 years) and adults viewed videos containing negatively valenced, positively valenced, and emotionally neutral stories. The narrator provided gestures reflecting the bodily state of the protagonist (negative emotion, positive emotion or neutral state), the main story event, or no gestures. Children and adults recalled more negative emotions than positive emotions or neutral states. For children, state gestures facilitated state-related recall, and event gestures facilitated event-related recall. For adults, state gestures did not impact recall, whereas event gestures weakened recall. For both age groups, gesture's benefits remained consistent across emotional valence. Results suggest emotional valence is not critical in determining whether viewing gestures facilitates narrative recall, with important implications for deciding how and when to use gestures to best assist listeners' recall.

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The good, the bad, and the neutral: The influence of emotional valence on young children's recall.

Cited by 26 publications

References 40 publications

Affective norms for 720 French words rated by children and adolescents (FANchild)

Affective norms for 720 French words rated by children and adolescents (FANchild)

Emotion processing and the broader autism phenotype

Emotion and gesture effects on narrative recall in young children and adults

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