Effet de la valence émotionnelle induite sur le raisonnement déductif chez les enfants de 9-10Â ans

This study looking at the effect of experimentally induced emotional states on reasoning invites further research in two ways. First, studies on reasoning with children living in emotionally negative contexts, such as hospitalization, could give us further information on negative exposure and reasoning in the long term. Furthermore, it seems important to investigate ways to improve the use of logical rules in reasoning tasks. For example, the influence of using play material for reasoning tasks which could elicit emotion and increase performances. Moreover, comparing different educational situations (teachers' support/no support/reprimanding) when learning how to resolve reasoning tasks could allow improving teacher training. Increasing knowledge of the relationships between emotion and reasoning would offer an education system suitable for school learning. Following this study, we plan to continue to study the effect of integral emotions on reasoning for students in difficulty or failing in school.