scholarly journals Do not (Just) Think, But (Also) Feel!: Empirical Corroboration of Emotion-Involved Processing Hypothesis on Foreign Language Lexical Retention

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Yu Kanazawa
Keyword(s):  
Reaction Time ◽  
Foreign Language ◽  
Correct Response ◽  
Semantic Processing ◽  
Correct Recall ◽  
Test Session ◽  
Correct Recognition ◽  
Affective States ◽  
Japanese Learners Of English ◽  
Processing Modes

Emotion plays important roles in learning, memory, and other cognitive processes; it does so not only in the form of macro-level emotion (e.g., salient affective states and self-reportable motivational currents) but also in the form of micro-level emotion (e.g., subtle feelings and linguistic attributes that are usually processed subconsciously without special attention). According to the Emotion-Involved Processing Hypothesis (EIPH), processing that draws attention to emotional aspects (EmInvProc+) is postulated as a deeper version of semantic processing which has cognitive advantage to facilitate linguistic processing and retention more than non-emotional semantic processing (EmInvProc−). This study empirically investigated whether the EIPH can be experimentally corroborated for learners of a distant foreign language (viz., Japanese learners of English). In the experiment, participants processed visually presented English words that were either positively or negatively valenced under different conditions, followed by the test session in which they engaged in memory tests. Two processing modes were compared (EmInvProc+ vs. EmInvProc−). The dependent variables were correct recall frequency, correct recognition frequency, and correct recognition reaction time. It was revealed that EmInvProc+ was more cognitively facilitatory in making stronger foreign language lexical memory traces than EmInvProc− for all the measures employed in the experiment, regarding both accuracy (correct response frequency) and fluency (correct response reaction time). Therefore, it is implied that EmInvProc+ can be regarded as a sui generis deeper level of processing that is qualitatively distinguishable from mere semantic processing, supporting the Emotion-Involved Processing Hypothesis.

The Generalization of Instruction on Genitive Relative Clause in the Acquisition of English as a Foreign Language

2006 ◽  
Vol 151 ◽  
pp. 99-113
Author(s):  
Akihiro Ito
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Relative Clause ◽  
Relative Clauses ◽  
Foreign Language Learning ◽  
Control Group ◽  
Test Results ◽  
Japanese Learners Of English ◽  
Special Instruction ◽  
Japanese Learners

This study examines the generalization of instruction in foreign language learning. A group of Japanese learners of English served as participants and received special instruction in the structure of genitive relative clauses. The participants were given a pre-test on combining two sentences into one containing a genitive relative clause wherein the relativized noun phrase following the genitive marker "whose" is either the subject, direct object, or object of preposition. Based on the TOEFL and the pre-test results, four equal groups were formed; three of these served as experimental groups, and one as the control group. Each experimental group was given instruction on the formation of only one type of genitive relative clause. The participants were then given two post-tests. The results indicated that the generalization of learning begins from structures that are typologically more marked genitive relative clauses to those structures that are typologically less marked, and not vice versa.

scholarly journals Correct response negativity may reflect subjective value of reaction time under regulatory fit in a speed‐rewarded task

2021 ◽  
Author(s):  
Benjamin T. Files ◽  
Kimberly A. Pollard ◽  
Ashley H. Oiknine ◽  
Peter Khooshabeh ◽  
Antony D. Passaro
Keyword(s):  
Reaction Time ◽  
Correct Response ◽  
Regulatory Fit ◽  
Subjective Value

Effects of model types in observational learning on implicit sequential learning

2018 ◽  
Vol 71 (7) ◽  
pp. 1596-1606
Author(s):  
Kanji Tanaka ◽  
Katsumi Watanabe
Keyword(s):  
Reaction Time ◽  
Action Observation ◽  
Reaction Time Task ◽  
Test Session ◽  
Sequential Learning ◽  
Test Sequence ◽  
Learning Effects ◽  
Behavior Type ◽  
Movie Clip ◽  
Motor Representations

This study investigated whether implicit learning of sequence by observation occurred in a serial reaction time task and whether the learning effects were modulated by model behavioral type. In Experiment 1, we let 20 participants perform a sequence for 12 blocks and chose the best and worst performance models based on reaction time and errors. In Experiment 2, new observers viewed a movie clip chosen from the following three: the best model performing the sequential task in the first (the first six blocks) or second session (the last six blocks), or the worst model performing the task in the first session. Then, the observers performed the observed sequence, a test sequence and awareness test. We found that (1) implicit sequential learning occurred by observation regardless of model behavior type, (2) the learning effects were not susceptible to model behavior type and (3) speed index reflecting reaction time became larger even in the test session when the observers viewed the best model performing the second session. Overall, observers developed general motor representations through action–observation. In addition, their responses were also contagious; if the model performed the sequence faster, the observer might be able to perform the sequence faster.

scholarly journals Emotion-Involved Semantic Processing and L2 Vocabulary Memory: A Micro-Level Emotion Manifesto

2017 ◽  
Vol 6 (2) ◽  
pp. 23-30
Author(s):  
Yu Kanazawa ◽  
◽  
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Lexical Decision ◽  
Semantic Processing ◽  
Memory Performance ◽  
Judgment Task ◽  
Foreign Language Anxiety ◽  
Decision Task ◽  
Micro Level ◽  
L2 Vocabulary

Emotion is a pervasive phenomenon whose pivotal impacts on cognition have been proposed and increasingly acknowledged (e.g., operator effect and “(de-)energizing” effect; cf. Ciompi & Panksepp, 2005; Damasio, 2003; LeDoux, 2012). In accordance with this, second language acquisition (SLA) studies have recently seen an “affective turn” (Pavlenko, 2013) and several theories have been proposed and studies conducted concerning the effect of affect in SLA from such perspectives as motivation (Dörnyei & Ushioda, 2011), foreign language anxiety/enjoyment (Dewaele & MacIntyre, 2016), Directed Motivational Currents (Dörnyei, Henry, & Muir, 2016), and emotional intelligence (Gregersen & MacIntyre, 2017; Kanazawa, 2016b). The purpose of the experiments was to examine whether emotion-involved semantic processing (EmInvSemProc) results in better incidental L2 memory performance compared to other types of semantic processing (viz., a lexical decision task [LDT] for Experiment A and an imageability judgment task [IJT] for Experiment B).

Heart Rate, Recall, and Reaction-Time Measures of Levels of Processing

1978 ◽  
Vol 46 (1) ◽  
pp. 187-198 ◽  
Author(s):  
L. M. Shangi ◽  
J. P. Das ◽  
R. Mulcahy
Keyword(s):  
Heart Rate ◽  
Reaction Time ◽  
Semantic Processing ◽  
Heart Rate Change ◽  
Levels Of Processing ◽  
Independent Evidence ◽  
Rate Acceleration ◽  
Learning Conditions ◽  
Intentional Condition ◽  
Incidental Condition

A problem of circularity emerges in any attempt to index depth by retention alone. In the present study, reaction time (RT), and heart-rate response were used to index the three qualitatively distinct levels of physical, phonemic, and semantic processing. An additional objective was to distinguish between the three levels under incidental vs intentional learning conditions. Subjects were 46 male undergraduates who were given 30 trials. A trial consisted of the presentation of an orienting question and an imperative word-stimulus separated by a 6-sec. interval. There were three types of questions in order to induce processing to one of the three target levels. The results indicated that recall as well as heart-rate acceleration distinguished between two (physical vs phonemic and semantic) rather than three levels of processing in the incidental condition. Heart-rate change differentiated between incidental and intentional, the intentional condition showing a smaller change. Semantic and phonemic RTs were faster than physical RT, but there were no differences between semantic and phonemic RTs. Intentional recall was superior to incidental recall. It is suggested that psychophysiological indices can provide independent evidence for ‘levels of processing.’

Some Types of Error in a Choice Response Task

1972 ◽  
Vol 24 (2) ◽  
pp. 149-158 ◽  
Author(s):  
T. R. G. Green ◽  
M. E. Sime ◽  
D. J. Guest
Keyword(s):  
Reaction Time ◽  
Error Correction ◽  
Choice Reaction Time ◽  
Correct Response ◽  
Choice Response ◽  
Stimulus Response ◽  
Single Finger ◽  
The Times ◽  
Response Task ◽  
Types Of Error

Errors from a serial response task involving single-finger responses to alphabetic stimuli are analysed and discussed in relation to findings which have been reported from tasks with more compatible stimulus-response relationships. Errors are divided into three distinguishable subsets and in each case found to have longer latencies than correct responses. Those which result from mirroring the required response about the centre of the hand are found to resist elimination during practice and their frequency seems to depend on the type of code used. In all cases error correction times are faster than the times to make a correct response but mirror errors and errors involving a finger adjacent to the correct response are corrected faster than other errors. The findings are discussed in relation to the theory of choice reaction time and error correction.

The Immediate Processing of Sentences

1977 ◽  
Vol 29 (1) ◽  
pp. 135-146 ◽  
Author(s):  
D. W. Green
Keyword(s):  
Reaction Time ◽  
Speech Signal ◽  
Semantic Processing ◽  
Voluntary Control ◽  
Auditory Signal ◽  
Speech Comprehension ◽  
Integrative Process

Two independent groups of subjects, under instruction orienting them towards understanding or towards memorizing sentences were timed to respond to a brief auditory signal which occurred at some point during the course of a sentence. Latency appeared to be primarily a function of the task, such that the deeper the semantic processing of the sentence the longer the reaction time. Together with other aspects of the data, it is argued that such tasks affect the extent to which a subject retrieves the meanings of the words in a sentence and integrates them at the end of it. Concrete and abstract sentences were processed in fundamentally the same way. The conclusion drawn is that speech comprehension is an integrative process, under voluntary control, which collates together different aspects of the speech signal.

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