The effect of emotional prosody on content learning in <scp>S</scp> wedish school children

Learning new information constitutes a fundamental part of children's school years. Reently, studies have found beneficial effects emotion on learning and memory. Here, we specifically examined the effect positive emotional prosody content in two groups Swedish children (ages 8–10 11–13 years). The participants listened to auditory spoken or neutral tone voice were asked content-based questions about information. For younger children, no difference was between number correct answers for compared voice. older however, had significantly more condition, suggesting that can learning, at least children. These results may implications educational psychology, development Information Communication Technology.