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How do positive and negative emotions influence children's and adolescents' arithmetic performance?
Nurit Viesel-Nordmeyer1, Patrick Lemaire1
1Aix-Marseille University & CNRS, Marseille, France.
Plos One
|April 17, 2025
Summary
Both positive and negative emotions impair children's arithmetic skills, with negative emotions having a stronger effect. These emotional impacts on math performance vary with age and problem type.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Educational Psychology
Background:
- Emotional states are known to influence cognitive functions.
- Limited research exists on how emotions specifically impact children's arithmetic abilities and developmental trajectories.
- Understanding these influences is crucial for educational and clinical settings.
Purpose of the Study:
- To investigate the impact of negative and positive emotional states on children's arithmetic performance.
- To examine age-related differences in how emotions affect arithmetic skills.
- To explore how emotional influences are modulated by problem type and prior emotional experiences.
Main Methods:
- 149 children aged 8-14 completed a one-digit addition verification task.
- Arithmetic problems were presented alongside emotionally negative, positive, or neutral images.
- Performance accuracy and reaction times were recorded.
Main Results:
- Both positive and negative emotions significantly impaired arithmetic performance.
- Negative emotions had a more detrimental effect than positive emotions.
- Emotional effects were influenced by problem type (true/false) and preceding emotional trials, and these modulations changed with age.
Conclusions:
- Emotional states play a significant role in modulating children's arithmetic performance.
- The impact of emotions on mathematical cognition is age-dependent and complex.
- Findings highlight the importance of considering emotional factors in children's learning and development.
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