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The LIFE Knowledge Base compiles the research papers, presentations, conference presentations, and findings by LIFE Center researchers and their collaborators. This searchable database includes findings about how learning occurs in a variety of learning environments across the lifespan. You may search the Knowledge Base for research by specific authors, browse by key terms, or retrieve research related to specific categories or constructs of interest.

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Young children’s reasoning about the effects of emotional and physiological states on academic performance

Posted on Thursday, Aug. 20th 2009 |


Authors: Jennifer Amsterlaw, Kristin Hansen Lagattuta, Andrew N. Meltzoff
Institution: University of Washington and UC Davis

Abstract: This study assessed young children’s understanding of the effects of emotional and physiological states on cognitive performance. Five, 6-, 7-year-olds, and adults (N 5 96) predicted and explained how children experiencing a variety of physiological and emotional states would perform on academic tasks. Scenarios included: (a) negative and positive emotions, (b) negative and positive physiological states, and (c) control conditions. All age groups understood the impairing effects of negative emotions and physiological states. Only 7-year-olds, however, showed adult-like reasoning about the potential enhancing effects of positive internal states and routinely cited cognitive mechanisms to explain how internal states affect performance. These results shed light on theory-of-mind development and also have significance for children’s everyday school success.

Young children’s reasoning about the effects of emotional and physiological states on academic performance (41)



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Posted on Thursday, Aug. 20th 2009 |

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