New transatlantic research has discovered that sad children do better than happy children in particular educational tasks.
Psychologists at the Universities of Plymouth and Virginia have conducted experimental research that contrasts with the belief that happy children are the best learners. The findings show that where attention to detail is required, happy children may be at a disadvantage.
A series of experiments were conducted with different child age groups who had happy or sad moods induced with the aid of music (Mozart and Mahler) and selected video clips (Jungle Book and the Lion King). The groups were then asked to undertake a task which required attention to detail – to observe a detailed image such as a house and a simple shape such as a triangle, and then locate the shape within the larger picture*. The findings in each experiment with both music and video clips were conclusive, with the children induced to feel a sad or neutral mood performing the task better than those induced to feel a happy state of mind.
Lead researcher, Dr Simone Schnall of the University of Plymouth describes the psychology behind the findings;
“Happiness indicates that things are going well, which leads to a global, top-down style of information processing. Sadness indicates that something is amiss, triggering detail-orientated, analytical processing.
“However it is important to emphasize that existing research shows there are contexts in which a positive mood is beneficial for a child such as when a task calls for creative thinking, but this particular research demonstrates that when attention to detail is required, it may do more harm than good.”
Dr Vikram Jaswal of the University of Virginia, who was also involved in the work, added that the findings contradict conventional wisdom that happiness always leads to optimal outcomes:
“The good feeling that accompanies happiness comes at a hidden cost. It leads to a particular style of thinking that is suited for some types of situations, but not others.”
*Children’s Embedded Figures Test (CEFT)
‘A hidden cost of happiness in children’ was made available online this week as a ‘Fast-Track report’ by Developmental Science. The full report can be viewed at http://www.blackwell-synergy.com/doi/full/10.1111/j.1467-7687.2008.00709.x The report is due for print publication next month.
– The authors are Simone Schnall (School of Psychology, University of Plymouth); Vikram K. Jaswal (Department of Psychology, University of Virginia) and Christina Rowe (School of Psychology, University of Plymouth). The research was funded by a grant from the National Science Foundation (USA).
– Experiment 1used music to induce feelings of happiness and sadness in a group of 30 ten-eleven year olds. Both male and female pupils were recruited from and tested at a local primary school.
– Experiment 2 used video clips to induce feelings of happiness and sadness in a group of 61 six-seven year olds. Both male and female pupils were recruited from and tested at a local primary school.
Source: University of Plymouth
