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Negative emotions impair children's arithmetic performance, especially on harder problems. This emotional impact lessens with age, but negative emotions on prior trials still affect current performance.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Negative emotions can impact cognitive functions, including mathematical abilities.
  • Understanding the developmental trajectory of emotion-math interactions is crucial for educational interventions.

Purpose of the Study:

  • To investigate how negative emotions influence arithmetic performance in children aged 8-15.
  • To examine age-related changes in the effects of negative emotions on mathematical problem-solving.

Main Methods:

  • A within-trial emotion induction procedure was employed with 207 children (aged 8-15).
  • Participants solved arithmetic problems presented with either negative or neutral emotional images.
  • Performance was assessed across varying problem difficulties and emotional conditions.

Main Results:

  • Poorer arithmetic performance was observed under negative emotional conditions across all age groups.
  • The detrimental effects of negative emotions were more pronounced on more difficult arithmetic problems.
  • The influence of negative emotions decreased with increasing age.
  • Sequential carry-over effects indicated that emotional trials negatively impacted subsequent neutral trials.

Conclusions:

  • Negative emotions consistently impair arithmetic performance in children, with effects moderated by problem difficulty and age.
  • The findings highlight the diminishing but persistent influence of emotions on mathematical cognition during childhood.
  • Emotional regulation strategies may be important for optimizing arithmetic performance in children.