The immediate post-viewing effects of animated fantastical events on the executive function of Chinese kindergarteners with high and low fantasy orientations.

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Hui Li, Yeh Hsueh, Xiaozhuo Zheng, Haoxue Yu
{"title":"The immediate post-viewing effects of animated fantastical events on the executive function of Chinese kindergarteners with high and low fantasy orientations.","authors":"Hui Li, Yeh Hsueh, Xiaozhuo Zheng, Haoxue Yu","doi":"10.1111/bjdp.12558","DOIUrl":null,"url":null,"abstract":"<p><p>Children with high fantasy orientation (HFO) can quickly switch between reality and fantasy, facilitating their processing of fantastical information. This study examined the effects of viewing a high fantastical video (HFV) and a low fantastical video (LFV) on the executive function (EF) of 102 Chinese kindergarteners at the ages of 5 and 6 by their fantasy orientation level (HFO vs. LFO). Each child's viewing was recorded by an eye tracker. Results showed that after viewing the HFV, HFO group demonstrated a significantly shorter inhibitory control reaction time than LFO group, whereas, after watching the LFV programme, HFO group's inhibitory control was significantly less accurate than the LFO group. The average pupil size of the HFO group was significantly larger than that of the LFO group, regardless of the fantastical video type. This study is the first to assess the effects of viewing two types of fantastical videos on Chinese children's EF by their FO level. It provides direct behavioural and physiological evidence associated with the post-viewing EF changes.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6000,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/bjdp.12558","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

Abstract

Children with high fantasy orientation (HFO) can quickly switch between reality and fantasy, facilitating their processing of fantastical information. This study examined the effects of viewing a high fantastical video (HFV) and a low fantastical video (LFV) on the executive function (EF) of 102 Chinese kindergarteners at the ages of 5 and 6 by their fantasy orientation level (HFO vs. LFO). Each child's viewing was recorded by an eye tracker. Results showed that after viewing the HFV, HFO group demonstrated a significantly shorter inhibitory control reaction time than LFO group, whereas, after watching the LFV programme, HFO group's inhibitory control was significantly less accurate than the LFO group. The average pupil size of the HFO group was significantly larger than that of the LFO group, regardless of the fantastical video type. This study is the first to assess the effects of viewing two types of fantastical videos on Chinese children's EF by their FO level. It provides direct behavioural and physiological evidence associated with the post-viewing EF changes.

动画幻想事件对中国高、低幻想倾向幼儿执行功能的即时后观效应。
幻想倾向高的儿童在现实与幻想之间转换迅速,有利于其对幻想信息的加工。本研究以102名中国5岁和6岁幼童的幻想取向水平(高幻想取向水平vs低幻想取向水平)为指标,考察了观看高幻想取向视频和低幻想取向视频对其执行功能的影响。每个孩子的观看情况都被眼动仪记录下来。结果显示,在观看HFV节目后,HFO组的抑制控制反应时间明显短于LFO组,而在观看LFV节目后,HFO组的抑制控制准确性明显低于LFO组。无论幻想视频类型如何,HFO组的平均瞳孔大小均显著大于LFO组。本研究首次评估了观看两种类型的奇幻视频对中国儿童英语学习的影响。它提供了与观看后EF变化相关的直接行为和生理证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信