Effect of Emotion on Primary School Pupils Spelling Summary

Abstract

The aim of this study is to examine the effects of an emotional content of pictures on spelling performances, with 2^nd, 3^rd, 4^th and 5^th graders. According to the attentional resource allocation model (Ellis & Moore, 1999), emotions should monopolize a part of the attentional resource at the expense of the writing task. Creating a cognitive overload, emotional content should have a negative effect on attentional resources necessary for the writing process, affecting text size, and spelling performances. Results show an emotional content effect on spelling performances of primary school pupils.