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Can Stimulus Valence Modulate Task-Switching Ability? A Pilot Study on Primary School Children.

Giulia D'Aurizio1, Daniela Tempesta1, Gennaro Saporito1

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Summary

Emotional stimuli impact children's executive functions, slowing response times and reducing accuracy during task switching. Understanding this link aids in developing educational strategies and early diagnosis of executive function alterations.

Keywords:
attentioncognitive developmentemotionsexecutive functionfrontal lobe

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Area of Science:

  • Developmental psychology
  • Cognitive neuroscience
  • Educational psychology

Background:

  • Executive functions and emotional processes develop over time, linked to brain maturation.
  • While executive functions are studied, the influence of emotions on children's mental set-shifting remains under-researched.

Purpose of the Study:

  • To investigate how the emotional valence of stimuli affects attention shifting in primary school children.
  • To assess the modulation of task-switching performance by emotional stimuli during development.

Main Methods:

  • A novel emotional task-switching paradigm was developed, manipulating stimulus valence and physical features.
  • Sixty-two primary school children completed two tasks: a Valence task (emotional stimuli) and a Color task (neutral stimuli).

Main Results:

  • Children exhibited longer response times and lower accuracy on the emotional Valence task compared to the neutral Color task.
  • Emotional stimulus processing was found to modulate task-switching performance in developing children.

Conclusions:

  • Emotional stimuli significantly impact children's executive functions, specifically task-switching abilities.
  • Findings can inform teaching strategies to enhance executive functions and academic performance.
  • Improved understanding of developmental trajectories aids in early diagnosis and treatment of executive alterations by neuropsychologists.