Elicited Emotions and Cognitive Functioning in Preschool Children

Autor/inn/en	Blau, Rivka; Klein, Pnina S.
Titel	Elicited Emotions and Cognitive Functioning in Preschool Children
Quelle	In: Early Child Development and Care, 180 (2010) 8, S.1041-1052 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Metabolism; Emotional Response; Preschool Children; Cognitive Processes; Responses; Video Technology; Visual Stimuli; Nonverbal Communication; Physiology; Correlation; Age Differences; Foreign Countries; Child Development; Developmental Stages; Israel; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Stoffwechsel; Emotionales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Non-verbal communication; Nonverbale Kommunikation; Physiologie; Korrelation; Age; Difference; Age difference; Altersunterschied; Ausland; Kindesentwicklung
Abstract	In this study, the effects of eliciting positive and negative emotions on various cognitive functions of four- to five-year-old preschool children were examined. Emotions were elicited through presentations of "happy" and "sad" video clips, before the children performed the cognitive tasks. Behavioural (facial expressions) and physiological (heart rate variations) indices of emotions were used to measure the elicited emotions. The impact of emotions on analytical as well as global thinking was examined. Positive emotions were found to generate an overall improvement in children's cognitive functioning. This finding is inconsistent with findings reported in research conducted among adults, suggesting differential effects of emotions on cognitive performance of children and adults. It was also found that children's improved cognitive performance after eliciting positive emotions occurred predominantly on tasks related to subject areas they were familiar with. The findings are discussed within a developmental framework. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10