Emotion language supports the perception of emotion

2007 ◽  
Author(s):  
Maria Gendron ◽  
Kristen Lindquist ◽  
Lisa Feldman Barrett ◽  
Lawrence Barsalou
Keyword(s):  
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko

In Module 9, parents are introduced to their important role in helping their children with attention-deficit/hyperactivity disorder (ADHD) learn to regulate strong emotions. Parents are the child’s first teachers for how to regulate emotions and serve the role of “external regulator” for their children. Children with ADHD are more sensitive to their environments and look to their parents for signs of how to react to a situation or stressor. The goal is for parents to stay calm and collected, modeling effective emotion regulation for their child during periods of stress. When parents learn to be “emotion coaches,” they are more likely to consider the child’s emotions without judgment and decrease critical or invalidating responses. By serving as the child’s “emotion coach” (noticing, tolerating and labeling the child’s emotion), the child learns “emotion language” so that acting out in response to emotions is not necessary to express how they are feeling.


2014 ◽  
Vol 1 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Gary B. Palmer

Cross-linguistic studies of emotion language have explored the universality of emotion concepts (Koveces 1990; Wierzbicka 1999), the cultural specificity of emotion concepts (Wierzbicka 1999; Ning Yu 2009), and the sources of emotion in culturally specific discourse practices (Lutz 1988; Rosaldo 1990; Chen 2004). A few have investigated how emotions or feelings are expressed by certain kinds of grammatical constructions such as metaphors with predicate-base clause structure (Occhi 1999; Palmer and Brown 1998; Palmer, Bennett and Stacey 1999; and Palmer 2003b). This paper shows how grammatical constructions that express emotions and evaluations may arise from subjectification. We compare theories of subjectification proposed by Langacker (2000) and Traugott (2010), and we analyze examples from Shona and Tagalog. Our findings have led us to expand Langacker’s cognitive linguistic approach to include cultural scenarios and themes in the discourse ground. This new perspective has potential applications to the study of ideological communications.


2017 ◽  
Vol 4 (1) ◽  
pp. 24-46
Author(s):  
Annalisa Baicchi

Abstract This article examines the ‘Adj em +PP’ construction in the English-Italian language pair (e.g., angry at my audacity/arrabbiato per la mia audacia) with the aim of identifying the kinaesthetic embodied schemas that motivate the language of emotions. The analysis of corpus data highlights the interplay between culture and mind, and the cross-linguistic comparison offers some interesting observations that appear to undermine some stereotypes about the way in which emotions are conceived of in the two cultures. Comparative semantics foregrounds the non-diagrammatic rendition in the translation of emotion language and allows for typological hypotheses about cultural cognition and the connection between Talmy’s dichotomy of manner-framed and path-framed languages.


2005 ◽  
Vol 57 (2) ◽  
pp. 232-238 ◽  
Author(s):  
Cleveland G. Shields ◽  
Ronald M. Epstein ◽  
Peter Franks ◽  
Kevin Fiscella ◽  
Paul Duberstein ◽  
...  

2017 ◽  
Vol 36 (6) ◽  
pp. 628-653 ◽  
Author(s):  
Britney M. Wardecker ◽  
Robin S. Edelstein ◽  
Jodi A. Quas ◽  
Ingrid M. Cordón ◽  
Gail S. Goodman

Traumatized individuals are often encouraged to confront their experiences by talking or writing about them. However, survivors of childhood sexual abuse (CSA) might find it especially difficult to process abuse experiences, particularly when the abuse is more severe. The current study examined whether CSA survivors who use emotion language when describing their abuse experiences exhibit better mental health. We analyzed the trauma narratives of 55 adults who, as children, were part of a larger study of the long-term emotional effects of criminal prosecutions on CSA survivors. Abuse narratives were analyzed using the Linguistic Inquiry and Word Count program. We examined whether positive and negative emotion language in participants’ abuse narratives were associated with self- and caregiver-reported mental health symptoms and whether these associations differed by abuse severity. As hypothesized, participants who used more positive and negative emotion language had better psychological outcomes, especially when the abuse was more severe.


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