Young children's reasoning about the effects of emotional and physiological states on academic performance.
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= 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.
Amsterlaw
Jennifer
J
Department of Psychology, Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA. amsterj@u.washington.edu
Lagattuta
Kristin Hansen
KH
Meltzoff
Andrew N
AN
D000124:Achievement; D000328:Adult; D001076:Aptitude; D002648:Child; D002675:Child, Preschool; D003210:Concept Formation; D004644:Emotions; D005221:Fatigue / Q000523:psychology*; D005260:Female; D006801:Humans; D006815:Hunger; D007858:Learning; D008297:Male; D009042:Motivation; D018187:Personal Construct Theory; D012951:Socialization