词汇情绪体验和参与者情绪对词汇决策的影响

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ethan Prueitt, Mark Yates
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引用次数: 0

摘要

先前的研究表明,单词的情感内容会影响它们被识别的速度。最近有一种衡量词汇情绪性的方法是“情感体验”,它衡量的是阅读一个单词能在多大程度上唤起与该单词相关的情感体验。在词汇决策任务中,情感体验较高的单词被识别得更快。本研究考察了词汇的情绪体验和参与者的情绪如何影响词汇决策任务的表现。为此,参与者被给予了五种情绪测量,并完成了一项词汇决策任务,其中的词汇随情绪体验而变化。研究发现,积极和消极情绪量表得分越高的参与者,其情绪体验效应越弱。没有其他情绪测量与情绪体验相互作用。这些结果是通过一个框架来预测和解释的,在这个框架中,单词的语义表示包括基于我们内部状态经验的情感信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of word emotional experience and participant emotionality in lexical decision
Previous research has shown that the emotional content of words affects how quickly they are recognised. One recent measure of word emotionality is emotional experience that measures the degree to which reading a word can invoke emotional experiences tied to the word. Words that are higher in emotional experience are recognised more rapidly in the lexical decision task.The current study examines how words' emotional experience and participants' emotionality affect performance on the lexical decision task. To this end, participants were given five emotion measures and completed a lexical decision task with words varying on emotional experience.It was found that participants who scored higher on the Positive and Negative Affect Schedule showed a weaker emotional experience effect. No other emotion measures interacted with emotional experience.These results are predicted by and interpreted within a framework where the semantic representation of words includes emotion information that is grounded in experience of our internal states.
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来源期刊
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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