How Social Cognitive Understanding Relates to Task Frustration and Impairs Performance on a Narrative Task

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-4 - Poster Session 2: Motivational and Affective Processes

Abstract

Emotions have the ability to shape cognitive processes and affect learning outcomes. In this study, the role of social cognitive awareness is examined within the emotion-cognition relationship. Children were asked to tell a narrative about a wordless picture book, while facial coding software produced a movement index at 19 points on the face. Narratives were coded for competence and emotional understanding. The results demonstrated that musculature movement indicating frustration was negatively related to performance. Social cognitive awareness partially explained this relationship, as it was a significant predictor of narrative competence. This research will inform current understanding of the emotions related to performance on a narrative task, and the underlying mechanism of social cognition in language and literacy

Authors

• Stephanie Buono, University of Toronto

• Earl Woodruff, OISE/University of Toronto