Abstract
This study investigated the influence of positive, neutral, and negative affective states on young children's cognitive performance. Participants were 36 first- and second-grade children who were randomly assigned to one of the three affect conditions. Affect was manipulated by having participants listen to a story with a happy, sad, or neutral stopping point. Responses using a facial affect scale indicated that this manipulation was effective. At the stopping point, participants were given a block design task. Children in the positive affect condition scored substantially higher than children in the neutral or negative affect conditions and showed greater efficiency. This finding shows that a small, temporary change in affective state can significantly impact a child's performance on a challenging cognitive task requiring spatial analysis, having a clear solution, and requiring flexible thought.
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