Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time Task
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 succee...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-03-01
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| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/10/3/533 |
| _version_ | 1797612672117637120 |
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| author | Mélanie Mazars Aurélie Simoës-Perlant Pierre-Vincent Paubel Céline Lemercier |
| author_facet | Mélanie Mazars Aurélie Simoës-Perlant Pierre-Vincent Paubel Céline Lemercier |
| author_sort | Mélanie Mazars |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-11T06:44:26Z |
| format | Article |
| id | doaj.art-fc8ea46296d14f43ad79cb08a9ddfad1 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-11T06:44:26Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-fc8ea46296d14f43ad79cb08a9ddfad12023-11-17T10:21:36ZengMDPI AGChildren2227-90672023-03-0110353310.3390/children10030533Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time TaskMélanie Mazars0Aurélie Simoës-Perlant1Pierre-Vincent Paubel2Céline Lemercier3Laboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, FranceLaboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, FranceLaboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, FranceLaboratoire CLLE CNRS UMR5263, Université de Toulouse 2 Jean Jaurès, 31058 Toulouse, FranceAs 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.https://www.mdpi.com/2227-9067/10/3/533implicit learningchildrenSRT taskemotions |
| spellingShingle | 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 implicit learning children SRT task emotions |
| title | Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time Task |
| title_full | Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time Task |
| title_fullStr | Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time Task |
| title_full_unstemmed | Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time Task |
| title_short | Influence of Emotions on Elementary-School Children’s Implicit Learning during a Serial Reaction Time Task |
| title_sort | influence of emotions on elementary school children s implicit learning during a serial reaction time task |
| topic | implicit learning children SRT task emotions |
| url | https://www.mdpi.com/2227-9067/10/3/533 |
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