Emotions and arithmetic in children

How negative emotions influence arithmetic performance and how such influence changes with age during childhood? To address these issues, I used a within-trial emotion induction procedure while children solve arithmetic problems. More specifically, 8—15 year-old participants ( N =207) solved arithmetic problems (8+4=13. True? False?) that were displayed superimposed on emotionally negative or neutral pictures. The main results showed (a) poorer performance in emotionally negative conditions in all age groups, (b) larger deleterious effects of negative emotions on harder problems, (c) decreased effects of emotions as children grow older, and (d) sequential carry-over effects of emotions in all age groups such that larger decreased performance under emotions occurred on current trials immediately preceded by emotional trials. These findings have important implications for furthering our understanding of how emotions influence arithmetic performance in children and how this influence changes during childhood.