The impact of positive encouragement on pre-school children while completing a constructive task
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Le résumé fourni par la source
Positive encouragement plays a significant role in parent-child interactions and preschool education, yet its underlying mechanisms are poorly understood. Therefore, this study aims to explore how positive encouragement affects preschool children's psychological and neurophysiological responses during a block-stacking task. A total of 45 children (average age 5 years) were assigned to either an encouragement group or a non-encouragement group. The facial expressions, heart rate variability, and brain activity using functional near-infrared spectroscopy (fNIRS) were spontaneously measured. The results revealed significant differences in oxyhemoglobin levels in the Middle Temporal Gyrus (channel 2), the Frontal Eye Fields (channel 21), and the Dorsolateral Prefrontal Cortex (channel 5). The encouragement group exhibited significantly higher proportions of happiness, lower negative emotions, and stronger functional connectivity between specific brain regions compared to the non-encouraged group. Additionally, heart rate variability was more stable, and the standard deviation of the normal-to-normal intervals was significantly lower in the encouraged group. These findings suggest that the positive encouragement may enhance the ability to regulate emotions, improve cognitive performance, and help maintain emotional stability, providing valuable insights into the neural mechanisms underlying emotional and cognitive responses to positive social interactions in preschool children.
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Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- The impact of positive encouragement on pre-school children while completing a constructive task
- Date Crossref
- 01/11/2025
- Éditeur
- Elsevier BV
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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Chengdu Medical College pays non établi dans la noticeÉtablissement de santé
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Southwest Minzu University pays non établi dans la noticeUniversité ou école supérieure
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School of Public Health Department of Evidence-based Medicine and Social Medicine pays non établi dans la noticeUniversité ou école supérieure
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Art College Department of art pays non établi dans la noticeUniversité ou école supérieure
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School of psychology Department of Psychology pays non établi dans la noticeUniversité ou école supérieure
Chengdu Medical College, Southwest Minzu University et Department of Evidence-based Medicine and Social Medicine — School of Public Health, avec 2 autres affiliations.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.