Contributions of emotion understanding to narrative comprehension in children and adults

Mouw, Jolien M.; Leijenhorst, Linda Van; Saab, Nadira; Danel, Marleen S.; Broek, Paul van den

doi:10.1080/17405629.2017.1334548

Cited by 35 publications

(37 citation statements)

References 36 publications

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“…We then focused on the effects of valence (positive or negative) and intensity (low, medium, or high) in text comprehension. We expected to observe better scores for the negatively valenced texts than for the positively valenced ones, as research in the literature shows that texts associated with negative emotions give rise to an easier processing of the events (Davidson, 2006; Mouw et al, 2017). Also we expected better scores for the highly emotional texts than for the less emotional ones like previous works where participants in the strongly emotional condition achieved better recall performances (Legros, 1988).…”

Section: Introductionmentioning

confidence: 90%

“…Up to now, studies of the link between emotions and text comprehension have either examined the effect of inducing of an emotional state in the reader beforehand, using emotionally charged material (Ziegler, 2014; Niemiec and Lachowicz-Tabaczek, 2015), or explored readers’ construction of a representation of the main protagonist’s emotional status (i.e., Gernsbacher et al, 1992; Gygax et al, 2003; Gillioz et al, 2012; Mouw et al, 2017). In the present study, we focused on emotions conveyed by the whole text rather than focusing on the main protagonist.…”

Section: Introductionmentioning

confidence: 99%

“…Other more recent studies have manipulated the intensity of emotional terms (Schmidt, 2012). Concerning text comprehension, in a recent study, Mouw et al (2017) examined how children and adults process negative emotions while reading target sentences, and how they rate their own emotional states and those of the protagonists. The authors used an offline measure to assess participants’ ratings of the valence and arousal dimensions of emotional states, in addition to sentence reading times.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Valence and Emotional Intensity on the Comprehension and Memorization of Texts

2019

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In the present study, we independently manipulated valence (positive, negative, or neutral) and emotional intensity (low, medium, or high), asking what impact they have on text comprehension (via surface, paraphrase, and inference questions) and memorization (via Remember/Know test) in adults. Results show that emotional contents, including valence and intensity affects comprehension. Emotional valence had a significant effect on text comprehension, with higher scores for positive and neutral texts than for negative ones. Participants scored higher on the surface questions for positive texts and on the inference questions for negative texts, with equivalent scores for paraphrase questions. Regarding emotional intensity, medium intensity generally fostered better comprehension of both positive and negative texts. High emotional intensity is beneficial for positively valenced texts, but hinders the understanding of negatively valenced ones. Regarding memorization, participants recalled more emotional words than neutral ones, and more words for positive texts than for either negative or neutral ones. In conclusion, our results show that emotions play an important role and improve the processing of information.

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Section: Introductionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of Valence and Emotional Intensity on the Comprehension and Memorization of Texts

2019

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“…An important element in the perception of emotions is the level of activation and valence, for example, in boys it has been observed that there are gender differences in emotional reactivity to girls, who tend to react more intensely to emotions related to aversion (Sharp et al, 2006). On the other hand, studies have shown that boys classify emotions similarly to adults in terms of valence; however, differences have been observed in reactivity, as boys tend to qualify their emotional states with more neutrality (Mouw et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Emotions and Reactions to the Confinement by COVID-19 of Children and Adolescents With High Abilities and Community Samples: A Mixed Methods Research Study

et al. 2020

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The goal of this research is to know and compare the emotions and reactions to confinement due to the COVID-19 pandemic in children and adolescents with high abilities and community samples. This is a mixed study with an exploratory reach that is descriptive, and which combines survey and qualitative methodologies to examine the emotions and reactions to confinement experiences of children and adolescents aged between 5 and 14 years. An online poll was designed with 46 questions, grouped into three sections: (1) General Data, (2) Reactions to the health contingencies of COVID-19, and (3) Positive and negative emotions. This last section was included the Oros’ positive emotions questionnaire (2014) and the scales of the negative effect of the PANAS Schedule positive and negative affect on children and adolescents between 8 and 14 years old (Sandin, 2003). Data were collected online with a convenience sample. Quantitative data were analyzed with the SPSS statistics program and qualitative data with Alceste software. Among the main findings is the fact that there are no significant differences between the groups by ability in terms of reactions and emotions; however, there are differences between age groups and sex. The study discusses the implications for educational intervention in situations like the current pandemic.

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“…Por fim, em relação à didática, a idade mínima do manual passou para 8 anos, conforme foi orientado pelos especialistas. Vale ressaltar que a infância é uma fase em que a criança desenvolve suas emoções, já sendo capaz, aos 10 anos, de identificar o estado emocional de forma mais exata (16) , por isso, aumentar a idade mínimo para oito anos possibilitaria melhor entendimento das competências da inteligência emocional trabalhadas nas oficinas do manual junto às crianças.…”

Section: Discussionunclassified

Validation of content and appearance of an educational manual to promote children’s mental health

et al. 2020

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Objective: to validate the content and appearance of an educational manual to promote children’s mental health. Methods: this is a methodological study, in which 16 specialists (health and education professionals) and six of the target audience (nurses) participated. The Content Validity Index and the Agreement Index were calculated according to the response to the instrument, which assessed the objectives, appearance, structure, organization, relevance and didactics of the manual. Results: the Content Validity Index was 0.984 for the target audience, and the Agreement Index was 100.0%. The main changes were in the title, objectives and theoretical framework, excluding workshops and spelling and grammatical revision. Conclusion: the manual presented satisfactory Content Validity and Agreement indexes. It can assist nurses and other health professionals in promoting children’s mental health, promoting the development of emotional intelligence.

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Contributions of emotion understanding to narrative comprehension in children and adults

Cited by 35 publications

References 36 publications

Effects of Valence and Emotional Intensity on the Comprehension and Memorization of Texts

Effects of Valence and Emotional Intensity on the Comprehension and Memorization of Texts

Emotions and Reactions to the Confinement by COVID-19 of Children and Adolescents With High Abilities and Community Samples: A Mixed Methods Research Study

Validation of content and appearance of an educational manual to promote children’s mental health

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