Affect and memory in young children

Duncan, S. Wayne; Todd, Christine M.; Perlmutter, Marion; Masters, John C.

doi:10.1007/bf00992208

Cited by 13 publications

(8 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The face scale is frequently used with younger children whose verbal skills are not as well developed as those of older children. Investigators have used two (e.g., Bartlett & Santrock, 1979), three (e.g., Duncan, Todd, Perlmutter, & Masters, 1985), five (e.g., Hom & Arbuckle, 1988), or seven (e.g., Forgas et al, 1988) faces as anchors on the face scale. Although the psychometric characteristics of the face scale have not been examined systematically, use of more anchors on Likert scales has been found to increase reliability, at least to a point (Nunnally, 1978).…”

Section: Methodological Variablesmentioning

confidence: 99%

“…Formal coding schemes have the advantage of delineating more specific emotions than simply positive or negative. The system designed by Ekman, Friesen, and Ellsworth (1971) is the most frequently used coding scheme for children's facial expression (Barden et al, 1981, 1986; Carlson et al, 1983; Carlson & Masters, 1986; Cole, 1986; Cole et al, 1989; Duncan et al, 1985; Hayes et al, 1987; Masters et al, 1979). Gillen (1989) used the AFFEX facial coding system (Izard & Dougherty, 1982), which is also capable of identifying discrete emotions.…”

Section: Methodological Variablesmentioning

confidence: 99%

“…A number of investigators have used multiple methods of mood measurement in a single study (e.g., Barden et al, 1981; Carlson & Masters, 1986; Duncan et al, 1985; Hom & Arbuckle, 1988). Many of these investigators administered a self-report measure and a measure of facial expression (e.g., Barden et al, 1981; Duncan et al, 1985). Using multiple mood measures that involve different methodologies decreases nonrandom measurement error (Green, Goldman, & Salovey, 1993).…”

Section: Methodological Variablesmentioning

confidence: 99%

See 2 more Smart Citations

Mood Induction in Children: Methodological Issues and Clinical Implications

Brenner

2000

Review of General Psychology

View full text Add to dashboard Cite

The author reviews 7 different types of mood induction procedures for use with children and discusses these procedures in light of a number of critical methodological issues. The issues considered are administration, participant characteristics, measurement, mood quality, and demand characteristics. The author proposes a broad framework for the future investigation of mood induction procedures for children that includes comparative outcome studies, parametric studies, and more comprehensive mood measurement. Several issues are outlined that investigators might consider when designing experiments to test the generality of negative mood induction studies to clinical depression, including specificity or comorbidity, intensity or severity, age, and sex.

show abstract

Section: Methodological Variablesmentioning

confidence: 99%

Section: Methodological Variablesmentioning

confidence: 99%

Section: Methodological Variablesmentioning

confidence: 99%

See 1 more Smart Citation

Mood Induction in Children: Methodological Issues and Clinical Implications

Brenner

2000

Review of General Psychology

View full text Add to dashboard Cite

show abstract

“…One open question is whether the findings apply to children. All three of the studies with noises, and nearly all CDM studies in general, used adults (mostly university students) as subjects (though there are several mood-state dependent memory studies which have found effects in children; Bartlett & Santrock, 1979;Bartlett, Burleson, & Santrock, 1982; but see Duncan, Todd, Perlmutter, & Masters, 1985). Given that the effectiveness of mnemonic cues increases with age (Kobasigawa, 1974), it is plausible to think that auditory CDM effects are different in adults and children, and perhaps only present in adults.…”

Section: Introductionmentioning

confidence: 99%

Sounds in the classroom: Auditory context-dependent memory in school-aged children

2020

View full text Add to dashboard Cite

AbstractContext-dependent memory (CDM) is the effect whereby information is retrieved more accurately in the presence of the contextual information that was present during encoding than in the absence of that contextual information. Most previous CDM experiments have focused on spatial location, but contexts such as sights, smells, and sounds have also been shown to be effective mnemonic cues, although the research is more limited. In relation to auditory contexts, much of the previous research has focused on music and on adults. We were interested in determining whether auditory CDM effects could be found in a classroom setting in school-aged children using background noises. Across two experiments we found that the reinstatement of the auditory context improved memory performance for 2nd, 3rd, and 5th grade students. Sounds, not just musical pieces, are stored in memory and can be effective contextual mnemonic cues. Further, (auditory) CDM effects can be found in young children. Teachers should be aware of the influence of contextual auditory cues in the classroom setting, and how this information is stored along with the focus of the teaching lesson.

show abstract

“…Velten, 1968), mood induction procedures have also been shown to effectively alter children's positive and negative feelings and behaviors in various domains (see Brenner (2000) for a comprehensive review of utilising mood induction procedures 6 with children). For example, positive mood has been found to increase children's helping behavior (Barnett, King & Howard, 1979;Clark & Isen, 1982), to improve recall of certain target items (Barlett & Santrock, 1979;Duncan, Todd, Perlmutter & Masters, 1985) and to promote creative thinking (Greene & Noice, 1988). It is clear that children are sensitive to the influence of various mood inductions yet the effects of contrasting mood induction procedures has not been systematically researched in relation to children's drawings.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Brief and Elaborate Mood Induction Procedures on the Size of Young Children’s Drawings

Burkitt

Barnett

2006

Educational Psychology

View full text Add to dashboard Cite

It has been claimed that children's drawings following brief mood induction procedures differ in size depending on positive or negative mood. However there are conflicting findings in the field as to the existence and direction of scaling changes. Such inconsistencies may be the result of methodological differences or may indicate that this phenomenon is unreliable. This study was designed to investigate the size of young children's (n=80, median age 6 years 1 month) human figure drawings. The focus was on both the surface area and height of drawings elicited in a clinical context using brief or elaborate mood induction procedures. Children drew larger pictures under both negative and positive affect conditions, relative to a prior baseline condition. Positive mood elicited slightly larger drawings than negative mood. However, such mood effects were only significant when the affect inductions were brief, and were not found when the affect inductions were elaborated. It is suggested that brief mood inductions can alter the young child's drawing response in predictable ways. The importance of considering the type of emotion eliciting procedure when interpreting children's drawings is discussed.

show abstract

Affect and memory in young children

Cited by 13 publications

References 17 publications

Mood Induction in Children: Methodological Issues and Clinical Implications

Mood Induction in Children: Methodological Issues and Clinical Implications

Sounds in the classroom: Auditory context-dependent memory in school-aged children

The Effects of Brief and Elaborate Mood Induction Procedures on the Size of Young Children’s Drawings

Contact Info

Product

Resources

About