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Behavioral and EEG reactions in primary school-aged children to emotionally colored verbal stimuli with the condition of their own or forced choice. / Aiusheeva, T. A.; Saprigyn, A. E.; Savostyanov, A. N. et al.

In: Social psychology and society, Vol. 8, No. 4, 5, 2017, p. 72-90.

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Aiusheeva TA, Saprigyn AE, Savostyanov AN, Stepanova VV. Behavioral and EEG reactions in primary school-aged children to emotionally colored verbal stimuli with the condition of their own or forced choice. Social psychology and society. 2017;8(4):72-90. 5. doi: 10.17759/sps.2017080406

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Aiusheeva, T. A. ; Saprigyn, A. E. ; Savostyanov, A. N. et al. / Behavioral and EEG reactions in primary school-aged children to emotionally colored verbal stimuli with the condition of their own or forced choice. In: Social psychology and society. 2017 ; Vol. 8, No. 4. pp. 72-90.

BibTeX

@article{75c29f9e7b8949ed8163d668dbb9b916,
title = "Behavioral and EEG reactions in primary school-aged children to emotionally colored verbal stimuli with the condition of their own or forced choice",
abstract = "The aim of the study is to compare behavioral and EEG reactions of primary school-aged children during the recognition of syntactic errors in emotionally (positively or negatively) colored sentences that appeal to the choice of the child differently. 20 children (mean age 9,0±0,3 years, 12 boys, 8 girls) were examined. We found out that the children with a high quality of solving a linguistic task concentrate all their attention on finding an error in the sentences, and children with a low quality of solving a task demonstrate increased emotionality, possibly connected with their unsuccessfulness. The strongest EEG reactions in the ranges of alpha- and theta- rhythms were recorded in children with slow speed and bad quality of the solution of the task. The recognition of sentences with negative emotions took longer than sentences with positive emotions. The increase of emotions (synchronization in theta range) during the recognition of negative sentences was provoked by the expectation of failure and “identification” with it. The children found the mistake better in the sentences with their own choice than in the sentences that describes the forced-choice situation. Desynchronization (i.e. decrease in the spectral power) and synchronization (i.e. increase in spectral power) was detected on the EEG in the alpha-rhythm range. Desynchronization was associated with the recognition of sentences describing the children{\textquoteright}s own choice; synchronization was recorded when recognizing sentences describing the forced-choice situation.",
keywords = "verbal stimuli, EEG reactions, behavioral reactions, emotions, own choice, forced choice, schoolchildren, ASPERGERS SYNDROME, Behavioral reactions, EEG reactions, Emotions, Forced choice, Own choice, Schoolchildren, Verbal stimuli",
author = "Aiusheeva, {T. A.} and Saprigyn, {A. E.} and Savostyanov, {A. N.} and Stepanova, {V. V.}",
note = "Аюшева Т.А., Сапрыгин А.Е., Савостьянов А.Н., Степанова В.В. Поведенческие и ЭЭГ-реакции младших школьников на вербальные стимулы с различной эмоциональной окраской и условием собственного или навязанного выбора // Социальная психология и общество. - 2017. - Том. 8. - № 4. - С. 72-90",
year = "2017",
doi = "10.17759/sps.2017080406",
language = "русский",
volume = "8",
pages = "72--90",
journal = "Social psychology and society",
issn = "2221-1527",
publisher = "ФГБОУ ВО «Московский государственный психолого-педагогический университет»",
number = "4",

}

RIS

TY - JOUR

T1 - Behavioral and EEG reactions in primary school-aged children to emotionally colored verbal stimuli with the condition of their own or forced choice

AU - Aiusheeva, T. A.

AU - Saprigyn, A. E.

AU - Savostyanov, A. N.

AU - Stepanova, V. V.

N1 - Аюшева Т.А., Сапрыгин А.Е., Савостьянов А.Н., Степанова В.В. Поведенческие и ЭЭГ-реакции младших школьников на вербальные стимулы с различной эмоциональной окраской и условием собственного или навязанного выбора // Социальная психология и общество. - 2017. - Том. 8. - № 4. - С. 72-90

PY - 2017

Y1 - 2017

N2 - The aim of the study is to compare behavioral and EEG reactions of primary school-aged children during the recognition of syntactic errors in emotionally (positively or negatively) colored sentences that appeal to the choice of the child differently. 20 children (mean age 9,0±0,3 years, 12 boys, 8 girls) were examined. We found out that the children with a high quality of solving a linguistic task concentrate all their attention on finding an error in the sentences, and children with a low quality of solving a task demonstrate increased emotionality, possibly connected with their unsuccessfulness. The strongest EEG reactions in the ranges of alpha- and theta- rhythms were recorded in children with slow speed and bad quality of the solution of the task. The recognition of sentences with negative emotions took longer than sentences with positive emotions. The increase of emotions (synchronization in theta range) during the recognition of negative sentences was provoked by the expectation of failure and “identification” with it. The children found the mistake better in the sentences with their own choice than in the sentences that describes the forced-choice situation. Desynchronization (i.e. decrease in the spectral power) and synchronization (i.e. increase in spectral power) was detected on the EEG in the alpha-rhythm range. Desynchronization was associated with the recognition of sentences describing the children’s own choice; synchronization was recorded when recognizing sentences describing the forced-choice situation.

AB - The aim of the study is to compare behavioral and EEG reactions of primary school-aged children during the recognition of syntactic errors in emotionally (positively or negatively) colored sentences that appeal to the choice of the child differently. 20 children (mean age 9,0±0,3 years, 12 boys, 8 girls) were examined. We found out that the children with a high quality of solving a linguistic task concentrate all their attention on finding an error in the sentences, and children with a low quality of solving a task demonstrate increased emotionality, possibly connected with their unsuccessfulness. The strongest EEG reactions in the ranges of alpha- and theta- rhythms were recorded in children with slow speed and bad quality of the solution of the task. The recognition of sentences with negative emotions took longer than sentences with positive emotions. The increase of emotions (synchronization in theta range) during the recognition of negative sentences was provoked by the expectation of failure and “identification” with it. The children found the mistake better in the sentences with their own choice than in the sentences that describes the forced-choice situation. Desynchronization (i.e. decrease in the spectral power) and synchronization (i.e. increase in spectral power) was detected on the EEG in the alpha-rhythm range. Desynchronization was associated with the recognition of sentences describing the children’s own choice; synchronization was recorded when recognizing sentences describing the forced-choice situation.

KW - verbal stimuli

KW - EEG reactions

KW - behavioral reactions

KW - emotions

KW - own choice

KW - forced choice

KW - schoolchildren

KW - ASPERGERS SYNDROME

KW - Behavioral reactions

KW - EEG reactions

KW - Emotions

KW - Forced choice

KW - Own choice

KW - Schoolchildren

KW - Verbal stimuli

UR - http://www.scopus.com/inward/record.url?scp=85078544843&partnerID=8YFLogxK

UR - https://elibrary.ru/item.asp?id=32312698

UR - https://www.mendeley.com/catalogue/4310de27-6f2a-396e-bc2a-f555a1b31fd2/

U2 - 10.17759/sps.2017080406

DO - 10.17759/sps.2017080406

M3 - статья

VL - 8

SP - 72

EP - 90

JO - Social psychology and society

JF - Social psychology and society

SN - 2221-1527

IS - 4

M1 - 5

ER -

ID: 25350503