scholarly journals Does emotional valence modulate word recognition? A behavioral study manipulating frequency and arousal

2022 ◽  
Vol 223 ◽  
pp. 103484
Author(s):  
Catarina I. Barriga-Paulino ◽  
Milene Guerreiro ◽  
Luís Faísca ◽  
Alexandra Reis
2005 ◽  
Vol 57 (3) ◽  
pp. 165-173 ◽  
Author(s):  
Midori Inaba ◽  
Michio Nomura ◽  
Hideki Ohira

2018 ◽  
Author(s):  
Wilhelmiina Toivo ◽  
Christoph Scheepers

Late bilinguals often report less emotional involvement in their second language, a phenomenon called reduced emotional resonance in L2. The present study measured pupil dilation in response to high- versus low-arousing words (e.g., riot vs. swamp) in German-English and Finnish-English late bilinguals, both in their first and in their second language. A third sample of English monolingual speakers (tested only in English) served as a control group. To improve on previous research, we controlled for lexical confounds such as length, frequency, emotional valence, and abstractness – both within and across languages. Results showed no appreciable differences in post-trial word recognition judgements (98% recognition on average), but reliably stronger pupillary effects of the arousal manipulation when stimuli were presented in participants' first rather than second language. This supports the notion of reduced emotional resonance in L2. Our findings are unlikely to be due to differences in stimulus-specific control variables or to potential word-recognition difficulties in participants' second language. Linguistic relatedness between first and second language (German-English vs. Finnish-English) was also not found to have a modulating influence.


2014 ◽  
Vol 29 (10) ◽  
pp. 1257-1267 ◽  
Author(s):  
Francesca M.M. Citron ◽  
Brendan S. Weekes ◽  
Evelyn C. Ferstl

2020 ◽  
Vol 35 (8) ◽  
pp. 1064-1072
Author(s):  
Caroline Newton ◽  
Helena Thornley ◽  
Carolyn Bruce

2008 ◽  
Vol 23 (2) ◽  
pp. 307-314 ◽  
Author(s):  
Olivier Piguet ◽  
Emily Connally ◽  
Anne C. Krendl ◽  
Jessica R. Huot ◽  
Suzanne Corkin

2015 ◽  
Vol 57 (2) ◽  
pp. 83-94 ◽  
Author(s):  
Amparo MORENO-CID ◽  
◽  
Carmen MORET-TATAY ◽  
Tatiana Quarti IRIGARAY ◽  
Irani I. L. ARGIMON ◽  
...  

2012 ◽  
Vol 35 (2) ◽  
pp. 313-331 ◽  
Author(s):  
FRANCESCA M. M. CITRON ◽  
BRENDAN S. WEEKES ◽  
EVELYN C. FERSTL

ABSTRACTEmotional content of verbal material affects the speed of visual word recognition in various cognitive tasks, independently of lexicosemantic variables. However, little is known about how the dimensions of emotional arousal and valence interact with the lexicosemantic properties of words such as age of acquisition, familiarity, and imageability, that determine word recognition performance. This study aimed to examine these relationships using English ratings for affective and lexicosemantic features. Eighty-two native English speakers rated 300 words for emotional valence, arousal, familiarity, age of acquisition, and imageability. Although both dimensions of emotion were correlated with lexicosemantic variables, a unique emotion cluster produced the strongest quadratic relationship. This finding suggests that emotion should be included in models of word recognition as it is likely to make an independent contribution.


Author(s):  
Larissa Lusnig ◽  
Ralph Radach ◽  
Markus J. Hofmann

AbstractThis work represents one of the first attempts to examine the effects of meditation on the processing of written single words. In the present longitudinal study, participants conducted a lexical decision task and rated the affective valence of nouns before and after a 7-week class in mindfulness meditation, loving-kindness meditation, or a control intervention. Both meditation groups rated the emotional valence of nouns more neutral after the interventions, suggesting a general down-regulation of emotions. In the loving-kindness group, positive words were rated more positively after the intervention, suggesting a specific intensification of positive feelings. After both meditation interventions, response times in the lexical decision task accelerated significantly, with the largest facilitation occurring in the loving-kindness group. We assume that meditation might have led to increased attention, better visual discrimination, a broadened attentional focus, and reduced mind-wandering, which in turn enabled accelerated word recognition. These results extend findings from a previous study with expert Zen meditators, in which we found that one session of advanced meditation can affect word recognition in a very similar way.


1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.


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