scholarly journals Using machine learning analysis to interpret the relationship between music emotion and lyric features

2021 ◽  
Vol 7 ◽  
pp. e785
Author(s):  
Liang Xu ◽  
Zaoyi Sun ◽  
Xin Wen ◽  
Zhengxi Huang ◽  
Chi-ju Chao ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Decisive Role ◽  
Musical Structure ◽  
Recognition Model ◽  
Audio Features ◽  
Computer Scientists ◽  
The Relationship ◽  
Learning Analysis

Melody and lyrics, reflecting two unique human cognitive abilities, are usually combined in music to convey emotions. Although psychologists and computer scientists have made considerable progress in revealing the association between musical structure and the perceived emotions of music, the features of lyrics are relatively less discussed. Using linguistic inquiry and word count (LIWC) technology to extract lyric features in 2,372 Chinese songs, this study investigated the effects of LIWC-based lyric features on the perceived arousal and valence of music. First, correlation analysis shows that, for example, the perceived arousal of music was positively correlated with the total number of lyric words and the mean number of words per sentence and was negatively correlated with the proportion of words related to the past and insight. The perceived valence of music was negatively correlated with the proportion of negative emotion words. Second, we used audio and lyric features as inputs to construct music emotion recognition (MER) models. The performance of random forest regressions reveals that, for the recognition models of perceived valence, adding lyric features can significantly improve the prediction effect of the model using audio features only; for the recognition models of perceived arousal, lyric features are almost useless. Finally, by calculating the feature importance to interpret the MER models, we observed that the audio features played a decisive role in the recognition models of both perceived arousal and perceived valence. Unlike the uselessness of the lyric features in the arousal recognition model, several lyric features, such as the usage frequency of words related to sadness, positive emotions, and tentativeness, played important roles in the valence recognition model.

How emotions affect restaurant digital ordering experiences: a comparison of three ordering methods

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xi Y. Leung ◽  
Han Wen
Keyword(s):  
Positive Emotions ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Restaurant Industry ◽  
Content Type ◽  
Different Types ◽  
Expectancy Disconfirmation ◽  
Quick Service ◽  
The Relationship

Purpose The purpose of this study is to examine the role of consumption emotion in the digital food-ordering experience by comparing the performances of the three digital ordering methods in an experimental design. Design/methodology/approach A research model was developed based on the Feelings-as-Information (FaI) theory and the expectancy-disconfirmation theory. A 3 × 2 between-subjects lab experiment was conducted to compare the three digital ordering methods (online, mobile or chatbot) in two different types of restaurants (quick-service or full-service). Findings The results indicate that the chatbot ordering method evoked more negative emotions and less positive emotions than the other two methods. The online ordering method worked the best for quick-service restaurants, whereas the mobile ordering method was most suitable for full-service restaurants. Both positive and negative emotions (comfort and annoyance) significantly mediated the relationships between the ordering method and internal responses (satisfaction and behavioral intention). Only one negative emotion (anger) significantly mediated the relationship between the ordering method and order amount. Originality/value This is the first study that attempts to explore and compare consumers’ emotional responses resulting from restaurant digital ordering experiences in the context of the three food-ordering methods. The use of the FaI theory strengthens the theoretical foundation of research on emotion in the hospitality field. This study also pioneers the application of chatbot technology in the restaurant industry.

scholarly journals The power of positivity: Do emotions influence attentional breadth?

2021 ◽  
Author(s):  
◽  
Crysta Derham
Keyword(s):  
Reaction Time ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Flanker Task ◽  
Reaction Times ◽  
Attentional Scope ◽  
Attentional Breadth ◽  
Broaden And Build Theory ◽  
The Relationship ◽  
Flanker Interference

<p>Fredrickson's (2001) broaden and build theory describes how experiencing positive emotions, such as happiness, broadens our 'thought-action repertoire' leading us to be more likely to go out and act on our positive emotions. This results in the building of new relationships, resources and skills, which we can draw on in times of need throughout life. In contrast, the experience of negative emotion is thought to narrow our 'thought-action repertoire', leading to specific actions to aid in survival (Fredrickson, 2001). The current experiments aimed to explore the effect of briefly presented schematic faces (happy, sad, and neutral) on attentional scope using the flanker task. Based on the broaden and build theory it was hypothesised that there would be an increase in reaction time in trials primed with a happy face due to a broadening of attention, leading to increased flanker interference. A decrease in reaction time was predicted for trials primed with a sad face, due to a narrowing of attention leading to less flanker interference. Results lend partial support to the broaden and build hypothesis, with reaction times being slower following happy primes in incongruent flanker trials in Experiment 1. Recent research is discussed in regards to potential mediators of the relationship between emotion and attention.</p>

scholarly journals Emociones en aulas con Neuroeducación: diagnóstico en el contexto universitario

2020 ◽  
Vol 5 (4) ◽  
pp. 111
Author(s):  
Kenna Josefina Ferrer Villasmil ◽  
Lorelis Molero Rodríguez ◽  
Anirelis Leal Pacheco ◽  
Omaira Añez Fernández ◽  
María De los Ángeles Araque
Keyword(s):  
Positive Emotions ◽  
Emotional State ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Decisive Role ◽  
Long Term Memory ◽  
Emotional States ◽  
Low Level ◽  
Palabras Clave ◽  
The University

Actualmente está científicamente probado que las emociones desempeñan un papel decisivo en la formación de la memoria. Por esta razón, en educación, el docente es pieza fundamental para incluir este aspecto en la enseñanza, planificando y creando acontecimientos didácticos emocionalmente positivos en el aula. En consonancia con ello, el objetivo de este estudio fue analizar las emociones predominantes en los estudiantes de Química Analítica de la Escuela de Bioanálisis de la Universidad del Zulia luego de aplicar un programa de estrategias neurodidácticas basadas en la memoria de largo plazo. La investigación fue descriptiva, no experimental, transeccional, de campo, conformada por una población de 197 estudiantes correspondientes a los períodos académicos U-2015 y I-2016, bajo un muestreo por conveniencia. Para el procesamiento de los datos se emplearon técnicas descriptivas y prueba t de Student para muestras independientes a través del programa SPSS®. Los resultados revelaron predominio de emociones positivas de inspiración, agradecimiento y amor en ambos grupos experimentales; seguidos de alegría, orgullo, esperanza y diversión (también alto). Por otro lado, la emoción negativa más ponderada en ambas poblaciones fue la vergüenza (nivel bajo), seguido de enojo (U-2015), ansiedad y miedo (I-2016). El resto de las emociones negativas se presentaron a nivel muy bajo. Finalmente, al comparar los estados emocionales de los estudiantes en ambos períodos se obtuvo que el estado emocional positivo predominó sobre el estado emocional negativo (p<0.05), señalando así, que la metodología aplicada bajo el enfoque de las neurociencias influyó eficaz y satisfactoriamente en las emociones de los estudiantes. PALABRAS CLAVE: neuroeducación; emociones; emociones positivas; emociones negativas; memoria. Emotions in aulas with Neuroeducation: diagnostic in the university context ABSTRACT It is currently scientifically proven that emotions play a decisive role in memory formation. For this reason, in education, the teacher is fundamental to include this aspect in teaching, planning and creating emotionally positive didactic events in the classroom. In line with this, the objective of this study was to analyze the prevailing emotions in the students of Analytical Chemistry of the School of Bioanalysis of the University of Zulia after implementing a program of neurodidactic strategies based on the long-term memory. The research was descriptive, non-experimental, transactional, field, consisting of a population of 197 students corresponding to the academic periods U-2015 and I-2016, under a sampling for convenience. For the processing of the data, descriptive techniques and student t-test were used for independent samples through the SPSS® program. The results revealed predominance of positive emotions of inspiration, gratitude, and love in both experimental groups; followed by joy, pride, hope and fun (also high). On the other hand, the most weighted negative emotion in both populations (low level) was shame. Then anger (U-2015), anxiety and fear (I-2016), also low. All other negative emotions were presented at an exceptionally low level. Finally, comparing the emotional states of the students in both periods it was obtained that the positive emotional state dominated the negative emotional state (p<0.05), thus noting, that the methodology applied under the approach of neurosciences effectively and satisfactorily influenced students' emotions. KEYWORDS: neuroeducation; emotions; positive emotions; negative emotions; memory.

Emotional complexity across the life story: Diminished positive emodiversity and elevated negative emodiversity in sufferers of chronic depression

2018 ◽  
Author(s):  
Aliza Werner-Seidler ◽  
Caitlin Hitchcock ◽  
Emily Hammond ◽  
Emma Travers-Hill ◽  
Ann-Marie Golden ◽  
...  
Keyword(s):  
Positive Emotion ◽  
Positive Emotions ◽  
Prolonged Exposure ◽  
Life Story ◽  
Negative Emotion ◽  
Clinical Depression ◽  
Control Group ◽  
Emotional States ◽  
Treatment Resistant ◽  
The Relationship

Greater diversity in the experience of negative and positive emotion – emodiversity - is associated with better mental health outcomes in the general population (Quoidbach et al. 2014). However, conceptual accounts of clinical depression suggest that extensive and prolonged exposure to negative emotional states might actually be reflected in enhanced diversity across negative emotion experiences. Conversely, the opportunity to experience a myriad of varied positive emotions is likely to be reduced in depression, given existing deficits in positive affective experience associated with the disorder. In this study, the diversity of negative and positive emotion experiences in a treatment-resistant chronically depressed sample and a never-depressed control group were compared. We hypothesized that depressed individuals (n=22) would show enhanced emodiversity in the negative emotion domain but reduced emodiversity in the positive domain, relative to the control group (n=20). Results supported these hypotheses. Analyses also showed that among those with depression, reduced positive emodiversity was associated with disorder chronicity, such that both length of time depressed and frequency of past episodes were linked to reduced positive emodiversity. No support was found for an association between negative emotion diversity and depression chronicity. This study provides the first investigation into the relationship between clinical depression and emodiversity, and suggests that supporting depressed individuals to experience a range of diverse positive emotions could be a valuable therapeutic target.

scholarly journals The power of positivity: Do emotions influence attentional breadth?

2021 ◽  
Author(s):  
◽  
Crysta Derham
Keyword(s):  
Reaction Time ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Flanker Task ◽  
Reaction Times ◽  
Attentional Scope ◽  
Attentional Breadth ◽  
Broaden And Build Theory ◽  
The Relationship ◽  
Flanker Interference

<p>Fredrickson's (2001) broaden and build theory describes how experiencing positive emotions, such as happiness, broadens our 'thought-action repertoire' leading us to be more likely to go out and act on our positive emotions. This results in the building of new relationships, resources and skills, which we can draw on in times of need throughout life. In contrast, the experience of negative emotion is thought to narrow our 'thought-action repertoire', leading to specific actions to aid in survival (Fredrickson, 2001). The current experiments aimed to explore the effect of briefly presented schematic faces (happy, sad, and neutral) on attentional scope using the flanker task. Based on the broaden and build theory it was hypothesised that there would be an increase in reaction time in trials primed with a happy face due to a broadening of attention, leading to increased flanker interference. A decrease in reaction time was predicted for trials primed with a sad face, due to a narrowing of attention leading to less flanker interference. Results lend partial support to the broaden and build hypothesis, with reaction times being slower following happy primes in incongruent flanker trials in Experiment 1. Recent research is discussed in regards to potential mediators of the relationship between emotion and attention.</p>

Does Ego-Resilience Impact Friendship Outcomes?

2016 ◽  
Vol 37 (2) ◽  
pp. 128-134 ◽  
Author(s):  
Elizabeth B. Lozano ◽  
Mahzad Hojjat ◽  
Judith Sims-Knight
Keyword(s):  
Social Support ◽  
Young Adults ◽  
Indirect Effects ◽  
Positive Emotions ◽  
Positive Outcomes ◽  
Ego Resilience ◽  
Maintenance Behaviors ◽  
Received Social Support ◽  
Trait Resilience ◽  
The Relationship

Abstract. The present study examined the relationship between resilience and positive outcomes in friendships of young adults. SEM and bootstrapping analyses were performed to test whether positive emotions mediate the relationship between ego-resilience and enhanced friendship outcomes. Findings revealed indirect effects for friendship closeness, maintenance behaviors, and received social support. Our findings demonstrate the importance of positive emotions and its connection with trait resilience in the realm of friendships.

Relationship of Love, Affect and Wellbeing

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Dr. Thiyam Kiran Singh ◽  
Aastha Dhingra
Keyword(s):  
Positive Affect ◽  
Positive Emotions ◽  
Positive Relationship ◽  
Interpersonal Relationship ◽  
Significant Positive Relationship ◽  
Young Females ◽  
Close Friendship ◽  
Major Facilitator ◽  
Relationship Of ◽  
The Relationship

Love is more than a close friendship. It acts as a major facilitator of interpersonal relationship. Love is positive in nature and leaves a positive affect on every individual. An individual in love not only feels positive but spreads positivity around. They smile, be kind to other people, behave compassionately with everyone. If the person is happy then he is likely to be psychologically and emotionally healthy. The current study aimed at understanding the relationship between love, affect and wellbeing among young females aged between 20-25 years. The study reported a significant positive relationship between love and positive affect with the significant correlation of 0.29 at 0.05 levels (p<0.05). It was also found a significant positive relationship between love and wellbeing with the significant correlation of 0.58 at 0.01 level (p<0.01). This means that people in love experience positive emotions and healthy wellbeing. The correlation between love and negative affect came out to be insignificant. The correlation turned out to be -0.13. This means that people in love do not experience negative emotions.

Social class and envy among Chinese undergraduates: Victim justice sensitivity as a mediator

2020 ◽  
Vol 48 (6) ◽  
pp. 1-9
Author(s):  
You-Juan Hong ◽  
Rong-Mao Lin ◽  
Rong Lian
Keyword(s):  
Social Class ◽  
Negative Emotion ◽  
Social Hierarchy ◽  
Scholarly Research ◽  
Justice Sensitivity ◽  
Lower Social Class ◽  
Subjective Social Class ◽  
The Relationship ◽  
Chinese Undergraduates

We examined the relationship between social class and envy, and the role of victim justice sensitivity in this relationship among a group of 1,405 Chinese undergraduates. The students completed measures of subjective social class, victim justice sensitivity, and dispositional envy. The results show that a lower social class was significantly and negatively related to envy and victim justice sensitivity, whereas victim justice sensitivity was significantly and positively related to envy. As predicted, a lower social class was very closely correlated with envy. In addition, individuals with a lower (vs. higher) social class had a greater tendency toward victim justice sensitivity, which, in turn, increased their envy. Overall, our results advance scholarly research on the psychology of social hierarchy by clarifying the relationship between social class and the negative emotion of envy.

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