[Ontogeny-specific interaction of psychophysiological mechanisms of emotional perception and educational achievement in students].
In order to explore the process of adaptation of children to school environment psychophysiological characteristics of perception of emotional speech information and school progress were experimentally studied. Forty-six schoolchildren of three age groups (7-10, 11-13, and 14-17 years old) participated in the study. In experimental session, a test sentence was presented to a subject through headphones with two emotional intonations (joy and anger) and without emotional expression. A subject had to recognize the type of emotion. His/her answers were recorded. School progress was determined by year grades in Russian, foreign language, and mathematics. Analysis of variance and linear regression analysis showed that ontogenetic features of a correlation between psychophysiological mechanisms of emotion recognition and school progress were gender- and subject-dependent. This correlation was stronger in 7-13-year-old children than in senior children. This age boundary was passed by the girls earlier than by the boys.
Dmitrieva
E S
ES
Sechenov Institute of Evolutionary Physiology and Biochemistry, Russian Academy of Sciences, St. Petersburg.
Gel'man
V Ia
VIa
Zaĭtseva
K A
KA
Orlov
A M
AM
D000293:Adolescent; D000339:Affect / Q000502:physiology*; D005075:Biological Evolution; D001921:Brain / Q000502:physiology*; D002648:Child; D004522:Educational Status; D005260:Female; D006801:Humans; D007802:Language; D007858:Learning; D008297:Male; D017603:Signal Detection, Psychological / Q000502:physiology*; D013067:Speech Perception / Q000502:physiology*