Effects of Discrete Emotions on Young Children's Suggestibility

Autor/inn/en	Levine, Linda J.; Burgess, Stewart L.; Laney, Cara
Titel	Effects of Discrete Emotions on Young Children's Suggestibility
Quelle	In: Developmental Psychology, 44 (2008) 3, S.681-694 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/0012-1649.44.3.681
Schlagwörter	Recall (Psychology); Psychological Patterns; Child Development; Memory; Emotional Response; Problem Solving; Influences; Computer Software; Data Analysis; Preschool Children; Kindergarten; Young Children; California + Suchen Sie Ihr Suchwort? Abberufung; Kindesentwicklung; Gedächtnis; Emotionales Verhalten; Problemlösen; Influence; Einfluss; Einflussfaktor; Auswertung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Kalifornien
Abstract	Two experiments investigated the effects of sadness, anger, and happiness on 4- to 6-year-old children's memory and suggestibility concerning story events. In Experiment 1, children were presented with 3 interactive stories on a video monitor. The stories included protagonists who wanted to give the child a prize. After each story, the child completed a task to try to win the prize. The outcome of the child's effort was manipulated in order to elicit sadness, anger, or happiness. Children's emotions did not affect story recall, but children were more vulnerable to misleading questions about the stories when sad than when angry or happy. In Experiment 2, a story was presented and emotions were elicited using an autobiographical recall task. Children responded to misleading questions and then recalled the story for a different interviewer. Again, children's emotions did not affect the amount of story information recalled correctly, but sad children incorporated more information from misleading questions during recall than did angry or happy children. Sad children's greater suggestibility is discussed in terms of the differing problem-solving strategies associated with discrete emotions. (Contains 2 tables and 4 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10