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Social Psychology and Society

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2221-1527

ISSN (online): 2311-7052

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

License: CC BY-NC 4.0

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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., Master’s degree student, Novosibirsk State University, Novosibirsk, Russia, Ayusheeva.ta@gmail.com
Saprygin A.E., Post-graduate student, State Scientific-Research Institute of Physiology & Basic Medicine, Novosibirsk, Russia, saprigyn@mail.ru
Savostyanov A.N., Doctor in Philosophy, the leading staff scientist at the State Research Institute of Physiology and Basic Medicine, full professor in the chair of Fundamental and Applied Linguistics at the Humanitarian, Institution of the Novosibirsk State University, Novosibirsk, Russia, Alexander.Savostyanov@gmail.com
Stеpanova V.V., Ph.D. in Psychology, Leading specialist of “Harmony” Science and pedagogical center, Smolensk, Scientific leader of the innovation and trainee center at the regional center of innovative technologies, Ministry of Education and Science, Novosibirsk, Russia, valent@yandex.ru
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’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

Column: Empirical Research

DOI: http://dx.doi.org/10.17759/sps.2017080406

Funding

One part of the study assosiated with the development of research desing was supported by the Russian Foundation for Basic Research (RFBR) under Grant №17-06-00055. The other part assosiated with the collection of EEG data was supported by the Russian Science Foundation (RSF) under Grant № 16-18-00003

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