"Words and pictures stimuli are often used in study of perception, language, and memory. More and more studies are being done on how emotional words or pictures influence different cognitive processing. However, the emotional rating process of these stimuli has rarely been studied in young children. Especially, no study has investigated emotional rating process on pre-schoolers. This research examines how young children process emotional words and pictures stimuli. More precisely, we measured age (4, 5, and 6-years-old) and sex differences (girls and boys) in emotional valence rating of pictures and words. A corpus of 90 words and 90 pictures was selected from among the emotional databases compiled by Alario & Ferrand (1999), Bonin et al. (2003), Cannard et al. (2006) Syssau & Monnier (2009). This corpus was rated by 92 French children (28 four-years-old children, 16 girls and 12 boys; 34 five-years-old children, 14 girls and 20 boys; and 30 six-years-old children, 13 girls and 17 boys). These ratings were made using a three points emotional valence rating scale (negative, neutral, and positive) based on AEJE scale (Largy, 2018). To keep the rating task simple for the children, the scale labels were using drawings of faces. The 90 Words and 90 pictures were divided in sets of 15 stimuli. Each child rated all sets of stimuli in separate sessions. These sessions were in a random order between words and pictures stimuli sets. Good response reliability was observed in the three age groups. We assessed age differences in the valence ratings: Four-year-old children shown lower mean scores in valence rating (positive, neutral, and negative) than did five-year-old ones who shown lower mean scores in valence rating than did six-year-old ones. Despite a lack of consensus in the literature, we found sex differences in the valence ratings. Girls in each age groups shown higher mean scores in valence rating than did boys. Moreover, results shown a significant difference between pictures and words ratings. Children better rated words than pictures in each age group and sex. Besides, analyses revealed significant differences in emotional valence rating between negative, neutral, and positive words and pictures stimuli. Positive words and pictures stimuli were better rated by children than negative ones which were better rated than neutral ones. Future research will compile this corpus in a database, and it could become a worthwhile tool to control emotional verbal and visual stimuli in experimental design for children."
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Phonemic awareness has been observed to be a strong predictor of later reading skills (Ziegler, 2018, Ecalle & Magnan, 2015. Increasingly, recent studies specialized in orthophonic reeducation show that phonemic awareness can be trained by musical programs (Patscheke, Degé & Schwarzer, 2016). Few studies, according to the scientific literature, have developed a combined method that associates musical skills and phonemic awareness at the same time, for French speakers. In contrast with training programs, the originality of the present study consists in ecological conditions which fit in with teaching practices. If phonemic awareness and music skills share common information treatment mechanisms, the effect of a combined learning method should enhance phonemic awareness skills compared to a traditional one. The present experiment evaluated the effect of bimodal instruction that associates phonemic awareness with musical education on phonemic skills. Fifty-three children from four different classes (25 girls, 28 boys) aged 5 years old and 8 months (3.36) were assigned to two groups. We compared bimodal instruction to phonemic awareness (experimental group, n =33) to a traditional one (control group, n=20). Each learning conditions lasted 7 weeks and included two 30 minutes learning sessions per week. Children prerequisites to phonemic awareness have been measured with rhyme recognition and syllable suppression tasks. Four tasks divided in 12 items (3 increasing levels of difficulty) measured phonemic skills in recognition and suppression (initial, final). The same test was applied before and after the learning session. Each item's answers were rated from 0 to 1. Results analyses (ANOVA) show better improvement on epiphonemic skills in posttest from the experimental group that from the control one (F(1.52)=14.440, p=.00038). These positive results may be explained by a multi-sensory and multimodal instruction.
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