Abstract
Writing processes depend on the development and the capacity of working memory. Their execution is highly costly in cognitive resources. During writing, emotions are potentially present. According to Ellis and Ashbrook’s (1988) model, emotions are expected to cause interferences in working memory by creating extra cognitive load. Our main hypothesis was that emotions should be compared to a secondary task, overloading working memory capacities. Two experiments using emotional induction procedures were carried out on two different writing tasks (text production and dictation) with young graders. Results showed that emotional content interfered as cognitive overload within the limited working memory resources and had an impact on orthographic abilities. In terms of computational intelligence, as emotions seem to have an impact on the availability of cognitive resources, this could lead to important theoretical and practical implications for the elaboration of interactive scenarios or modeling learning and processing procedures.
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Fartoukh, M., Chanquoy, L., Piolat, A. (2013). Emotion and Complex Tasks: Writing Abilities in Young Graders. In: Apolloni, B., Bassis, S., Esposito, A., Morabito, F. (eds) Neural Nets and Surroundings. Smart Innovation, Systems and Technologies, vol 19. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-35467-0_35
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DOI: https://doi.org/10.1007/978-3-642-35467-0_35
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