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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Emotional and Imaginative Anticipation Specifies Research in Preschool Age While Solving Cognitive Tasks 951

Podzorova E.L., Moscow State University of Psychology and Education, pedagogue-psychologist, Moscow, Russia, elena7772@yandex.ru
Abstract
The article describes results of the research of an emotional image impact on a preschool child's behavior when choosing a cognitive task. Children of younger, middle and older pre-school age were involved in the research. Method was based on modeling a success/failure situation while accomplishing a cognitive task. The findings indicate age specifics of emotional and imaginative anticipation that appears during perception of a certain object embedded in an emotionally significant situation for the child. Also, changing emotional valence of the situation may change the child's attitude to the object. It was also found that preschool age is the age when ability of emotional and imaginative anticipation appears and develops. This age is also favorable for levelling negative emotional feelings by changing situation's meaning.

For Reference

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