Research output: Contribution to journal › Article › peer-review
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.Research output: Contribution to journal › Article › peer-review
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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