Viesel-Nordmeyer Nurit, Lemaire Patrick
Aix-Marseille University & CNRS, Marseille, France.
PLoS One. 2025 Apr 17;20(4):e0309573. doi: 10.1371/journal.pone.0309573. eCollection 2025.
This study is the first to investigate how negative and positive emotional states influence children's arithmetic performance and age-related differences therein. Children aged 8-14 (n = 149) were asked to verify true/false, one-digit addition problems (i.e., 8 + 2 = 10. True? False?) which were superimposed on emotionally negative, positive, or neutral pictures. The main results showed that (a) both positive and negative emotions impaired children's arithmetic performance, (b) deleterious effects of negative emotions were larger than those of positive emotions, (c) effects of emotions were modulated by the type of (true/false) problems, (d) effects of emotions on current trials were influenced by emotions on immediately preceding trials, and (e) effects of emotions as well as their trial-to-trial modulations changed with children's age. These findings have important implications for further our understanding of effects of emotions in children's arithmetic and how these effects change as children grow older.
本研究首次探讨了消极和积极情绪状态如何影响儿童的算术表现以及其中与年龄相关的差异。研究要求8至14岁的儿童（n = 149）验证真假一位数加法问题（例如，8 + 2 = 10。对吗？错吗？），这些问题叠加在情绪消极、积极或中性的图片上。主要结果表明：（a）积极和消极情绪都会损害儿童的算术表现；（b）消极情绪的有害影响大于积极情绪；（c）情绪的影响受（真假）问题类型的调节；（d）当前试验中情绪的影响受紧接在前试验中情绪的影响；（e）情绪的影响及其试验间的调节随儿童年龄而变化。这些发现对于我们进一步理解情绪对儿童算术的影响以及这些影响如何随着儿童年龄增长而变化具有重要意义。
