| Autor: |
Mazars M; Laboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, France., Simoës-Perlant A; Laboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, France., Paubel PV; Laboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, France., Lemercier C; Laboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, France. |
| Jazyk: |
angličtina |
| Zdroj: |
Children (Basel, Switzerland) [Children (Basel)] 2023 Mar 09; Vol. 10 (3). Date of Electronic Publication: 2023 Mar 09. |
| DOI: |
10.3390/children10030533 |
| Abstrakt: |
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. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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