Mood Induction in Children: Effect of the Affective Valence of a Text on Phonological Working Memory

The influence of mood on working memory capacity has been investigated in adults,albeit with conflicting results, but remains relatively unexplored in children.The present study examined the effect of a mood induction procedure onphonological working memory capacity in fourth and fifth graders. An initialworking memory span test was followed first by a collective mood inductionprocedure, then by a second working memory span test. Results showed an effectof mood induction procedure on phonological working memory performances, withdecreasing scores in the case of negative mood. These results suggest that, incertain contexts and situations, negative emotion has an impact on children’scognitive abilities.