Emotions in the space: arrangement and biases in preschool children and adults

Abstract

With the first experiment of our study we have empirically tested the hypothesis that in adult and in adolescent subjects there is a consistency of the spatial representation of emotion terms. We explore the stability of the association between valence and verticality through modulation effect of the valence priming on spatial arrangement of emotion terms. In the second part of our study we focused on spatial representation of emotions by preschoolers when tested explicitly and implicitly with a task of spatial recall. It was found that the arrangement of emoticons on vertical and horizontal line by preschool children varied significantly as a function of the valence of emotions. The results from our third experiment suggest that the effect of the valence of nonverbal stimuli on the spatial recall was only evident when they were with a negative value and when placed at more central positions near to the horizontal line.


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