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
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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.

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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;
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