Fartoukh Michaël, Chanquoy Lucile, Piolat Annie
University of Nice Sophia Antipolis, CNRS, BCL, UMR 7320, 06300 Nice, France.
Center for Research in the Psychology of Cognition, Language & Emotion, EA, 3273, Aix-Marseille University, France.
Adv Cogn Psychol. 2014 Sep 30;10(3):113-8. doi: 10.5709/acp-0162-z. eCollection 2014.
The influence of mood on working memory capacity has been investigated in adults, albeit with conflicting results, but remains relatively unexplored in children. The present study examined the effect of a mood induction procedure on phonological working memory capacity in fourth and fifth graders. An initial working memory span test was followed first by a collective mood induction procedure, then by a second working memory span test. Results showed an effect of mood induction procedure on phonological working memory performances, with decreasing scores in the case of negative mood. These results suggest that, in certain contexts and situations, negative emotion has an impact on children's cognitive abilities.
情绪对工作记忆容量的影响已在成年人中进行了研究,尽管结果相互矛盾,但在儿童中仍相对未被探索。本研究考察了情绪诱导程序对四、五年级学生语音工作记忆容量的影响。首先进行了一次初始工作记忆广度测试,随后是集体情绪诱导程序,然后是第二次工作记忆广度测试。结果表明情绪诱导程序对语音工作记忆表现有影响,消极情绪下分数会降低。这些结果表明,在某些背景和情境中,消极情绪会对儿童的认知能力产生影响。