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Article Dans Une Revue Children Année : 2023

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

Résumé

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.

Domaines

Psychologie
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Dates et versions

hal-04423211 , version 1 (29-01-2024)

Identifiants

Citer

Mélanie Mazars, Aurélie Simoës-Perlant, Pierre-Vincent Paubel, Céline Lemercier. Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time Task. Children, 2023, 10 (3), pp.533. ⟨10.3390/children10030533⟩. ⟨hal-04423211⟩
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