Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Empathy

Empathy

Some researchers suggest that altruism operates on empathy. Empathy is the capacity to understand another person’s perspective, to feel what he or she feels. An empathetic person makes an emotional connection with others and feels compelled to help (Batson, 1991). Empathy can be expressed in several ways, including cognitive, affective, and motor.

Socioemotional Development during Infancy

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types

Piaget's Stage 3 of Cognitive Development

Piaget's Stage 3 of Cognitive Development

During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...

Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...

Emotional Expression

Emotional Expression

Emotional expression encompasses how individuals convey their emotions through verbal communication and non-verbal cues. These non-verbal actions include facial expressions, body language, and physical gestures, such as frowning or smiling. Among these, facial expressions play a crucial role in emotional expression and are understood universally, indicating a biological basis for how humans communicate emotions.
Universal Facial Expressions
Psychologist Paul Ekman identified seven basic...

Socioemotional Experience and Gender Development

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Shame and development of self: a relational, cognitive, and linguistic perspective.

Frontiers in psychology·2026

Same author

Number-action mapping in human newborns.

Cognition·2025

Same author

Exploring size-action and number-action associations in infancy.

Infant behavior & development·2025

Same author

The role and scope of gamification in education: A scientometric literature review.

Acta psychologica·2025

Same author

Developmental trajectories of visual temporal integration and segregation in children with and without developmental dyslexia.

The British journal of developmental psychology·2025

Same author

Enhancing the Symbolic Abilities of Preschoolers: Do Non-Symbolic Representations Outweigh Visual Features?

The Journal of genetic psychology·2025

Search research articles

Related Experiment Video

Updated: Jun 7, 2025

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Emotions and interactive tangible tools for math achievement in primary schools.

Filippo Saccardo¹, Gisella Decarli¹, Valentina Irene Missagia¹

¹Department of Psychology and Cognitive Science, University of Trento, Trento, Italy.

Frontiers in Psychology

|November 13, 2024

Summary

Positive emotions enhance math task efficiency with traditional tools, while digital tools improve performance regardless of emotion. Interactive technology may particularly benefit students with less positive attitudes toward math.

Keywords:

children emotions math learning primary education tangible tools

More Related Videos

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Related Experiment Videos

Last Updated: Jun 7, 2025

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Area of Science:

Cognitive Psychology
Educational Technology
Developmental Psychology

Background:

Mathematical concept acquisition is vital for academic success and well-being.
Emotional states can influence cognitive task performance.
The impact of digital versus traditional tools on learning, considering emotional factors, requires further investigation.

Purpose of the Study:

To investigate the influence of positive and neutral emotions on a symbolic number comparison task.
To examine the effect of digital tools versus pen and paper on task efficiency.
To explore the interaction between emotional state and tool modality in children's mathematical learning.

Main Methods:

A between-subject design was employed with 59 healthy children aged 6–7 years.
Participants were assigned to either a digital tool or pen-and-paper condition.
Emotional states were manipulated to be either positive or neutral during the symbolic number comparison task.

Main Results:

Positive emotions significantly improved task efficiency in the pen-and-paper condition.
Digital tools enhanced task efficiency in both positive and neutral emotional states.
The use of digital tools showed a broader benefit across different emotional conditions.

Conclusions:

Pre-task emotional regulation can enhance learning in symbolic tasks.
Interactive digital technology may offer greater advantages for students with less positive academic attitudes.
Integrating tangible devices within positive emotional contexts can optimize mathematical engagement and achievement.