Induction émotionnelle positive et production d’inférences : étude chez des enfants de 9 à 11 ans

IF 1.3 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee Pub Date : 2024-07-01 DOI:10.1016/j.erap.2023.100942

Frédéric Sonnier , Emeline Lussiana , Sabine Guéraud

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引用次数: 0

Abstract

Introduction

The presented research explored the impact of positive emotions on inferences production during reading comprehension in children of 9 to 11 years old.

Objective

Experiment 1 was designed to assess the validity of the emotional induction method used. The aim of Experiments 2 and 3 was to evaluate the influence of reader's positive emotional state on inferences production.

Method

The experiments consisted of inducing a positive emotion by a knitting session (versus neutral) then proposing a reading/comprehension task of narrative text in which the strength of the context underlying an inference was manipulated. Inferential abilities were assessed at two distinct stages of reading: when inferred concepts were activated during reading (Experiment 2) and after inferential processes were completed (Experiment 3).

Results

While the results indicate a beneficial impact of positive emotions on children's’ inferential abilities, they also show that it is not systematic. It depends on how the properties of textual material and the complexity of the task interact.

Conclusion

This study confirmed the importance of taking into account students’ emotional state during school activities.

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积极情绪诱导与推理的产生：对 9 至 11 岁儿童的研究

引言本研究探讨了积极情绪对 9-11 岁儿童阅读理解过程中推理产生的影响。实验 1 的目的是评估所使用的情绪诱导方法的有效性。实验 2 和实验 3 的目的是评估读者的积极情绪状态对推理产生的影响。方法实验包括通过编织课程诱发积极情绪（相对于中性情绪），然后提出阅读/理解叙事文本的任务，其中推理所依据的上下文的强度受到操纵。推断能力在阅读的两个不同阶段进行评估：阅读过程中推断概念被激活时（实验 2）和推断过程完成后（实验 3）。结论本研究证实了在学校活动中考虑学生情绪状态的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee PSYCHOLOGY, APPLIED-

CiteScore

2.20

自引率

20.00%

发文量

期刊介绍： The aim of the Revue européenne de Psychologie appliquée / European Review of Applied Psychology is to promote high-quality applications of psychology to all areas of specialization, and to foster exchange among researchers and professionals. Its policy is to attract a wide range of contributions, including empirical research, overviews of target issues, case studies, descriptions of instruments for research and diagnosis, and theoretical work related to applied psychology. In all cases, authors will refer to published and verificable facts, whether established in the study being reported or in earlier publications.