Cognition & Emotion最新文献

This special issue provides an overview of recent developments in the relationship between language and emotion. It includes a theoretical paper reviewing the extensive empirical evidence of this relationship, as well as 25 empirical studies. The studies address topics related to the conveyance of emotional content by language, focusing on semantics and speech sounds; the impact of emotion on language processing, from words to sentences; and the influence of language in the perception, experience and regulation of emotions throughout life. The findings highlight several modulatory factors, primarily relating to the affective and non-affective properties of verbal information, as well as some inter-individual differences. The conclusion is that all these factors must be considered to achieve a comprehensive understanding of the complex relationship between language and emotion.

Figurative expressions are commonly used in everyday language as a device for conveying emotion. Hyperbole (e.g. "It took ages for him to arrive") specifically can provide linguistic emphasis; especially when speakers wish to convey emotional evaluations of negative situations. In sexual crime cases, the victim's behavioural emotionality often enhances credibility, however, some research suggests that hyperbole-induced linguistic emotionality can be perceived negatively. In this study, we examined whether hyperbole impacts perceived emotionality and assessed the extent of this impact on measures of valence, intensity, and appropriateness. Participants were professionals (police officers) or jury-eligible laypersons who rated testimonies containing either hyperbolic or non-hyperbolic expressions. Results suggested that the use of hyperbole increased the perceived emotional intensity of the testimony, but made testimonies appear less emotionally appropriate than non-hyperbolic counterparts. In addition, regardless of the presence of hyperbole, laypersons judged the scenarios to be more unpleasant, and more emotionally intense compared to professionals. Findings suggest discrepancies between hyperbole usage and discourse goals, versus its perception. That is, hyperbole effectively enhances emotionality, but its role in victim speech may come with more caveats than anticipated, particularly when considering the proposed importance of victim emotionality in establishing credibility.

Emojis are frequently used in digital communication to supplement the lack of non-verbal cues, but their integration during reading has not been thoroughly examined. This study explores the interplay between language and emotion by testing the influence of emotional valence and face-status of emojis on visual word recognition. Two online experiments were conducted with 92 native English-speaking university students, examining priming effects between congruent (e.g. [Formula: see text] delicious) and incongruent (e.g. [Formula: see text] hate) prime-target pairs, varying the face-status of the emoji prime (face vs. non-face) and the valence (positive vs. negative) of the word target. Irrespective of valence, face emojis demonstrated a processing advantage over non-face emojis, implying automatic attention capture. Additionally, the results revealed an interaction between prime-target congruency and valence, with a facilitatory effect for positive, but not negative, items, suggesting a valence-specific mechanism of affective priming in the lexical decision task. The research suggests that the rapid integration of emoji content occurs during the early stages of visual word recognition, with heightened attentional sensitivity to both face-like and positive stimuli when reading digital communications.

While previous research has found an in-group advantage (IGA) favouring native speakers in emotional prosody perception over non-native speakers, the effects of semantics on emotional prosody perception remain unclear. This study investigated the effects of semantics on emotional prosody perception in Chinese words and sentences for native and non-native Chinese speakers. The critical manipulation was the congruence of prosodic (positive, negative) and semantic (positive, negative, and neutral) valence. Participants listened to a series of audio clips and judged whether the emotional prosody was positive or negative for each utterance. The results revealed an IGA effect: native speakers perceived emotional prosody more accurately and quickly than non-native speakers in Chinese words and sentences. Furthermore, a semantic congruence effect was observed in Chinese words, where both native and non-native speakers recognised emotional prosody more accurately in the semantic-prosody congruent condition than in the incongruent condition. However, in Chinese sentences, this congruence effect was only present for non-native speakers. Additionally, the IGA effect and semantic congruence effect on emotional prosody perception were influenced by prosody valence. These findings illuminate the role of semantics in emotional prosody perception, highlighting perceptual differences between native and non-native Chinese speakers.

Recent studies suggest that instrumental hypnosis is a useful experimental tool to investigate emotional and language processing effects. However, the capacity of hypnotic suggestions to intervene during the response inhibition of emotional words remains elusive. This study investigated whether hypnotic suggestion can improve the inhibition of prepotent negative word responses in an emotional Hayling sentence completion task. High-suggestible participants performed a computerised emotional Hayling task. They were first asked to select the appropriate words ending highly predictable sentences among two propositions (initiation part), and then to select the filler words that did not end the sentences correctly (inhibition part). Half of the expected final words had a negative emotional valence, while the other half was neutral. The task was performed in a control condition (without suggestion) and with a hypnotic suggestion to decrease emotional reactivity. The results revealed that hypnotic suggestion (compared to the control condition) hastened response times on negative final words in the inhibition part, showing that hypnotic suggestion can enhance cognitive control over prepotent negative word responses in a sentence completion task. We suggest that this modulation stems from a reduction in the emotional relevance of the final words caused by the hypnotic suggestion.

This review addresses the interface between language and emotion, focusing on three key aspects related to the emotion process. The first section is devoted to research on language as an emotional stimulus. In addition to a characterisation of emotional content, relevant studies on the acquisition of emotional words by children and adult speakers are reviewed. The second section reviews the literature on the influence of both the emotional content of verbal stimuli and the emotional state of the individual on language processing. The third section focuses on characterising the lexicon of emotion terms and also addresses the modulatory role of language in the understanding, experience, and regulation of emotions. The most influential theoretical frameworks are presented in each section. The findings reviewed illustrate the bidirectional nature of the language-emotion interface, with emotion affecting language and language affecting emotion. The concluding discussion highlights the benefits of a comprehensive approach that considers findings from different disciplines to adequately characterise the relationship between language and emotion.

Emotion differentiation (ED) - complexity in the mental representation and description of one's emotional experiences - is important for mental health. However, less is known whether ED can be enhanced in adults. We investigated if scaffolding emotion language use during affect labelling - initial provision of emotion word prompts (close-ended) followed by free response (open-ended) - impacts ED and psychological health. Utilising a crossover design, 92 college students completed questionnaires assessing psychological health at three time-points and ecological momentary assessment of emotions, affect valence and emotional self-efficacy for 14 days. Participants were randomised to the "scaffolding" group, where they reported emotions using the close-ended (7 days) followed by open-ended (7 days) approach, or the reverse sequence (control group). We extracted two ED indices: traditional intraclass correlation coefficient from close-ended reports and novel specificity index from open-ended reports. Primary analyses examined group differences across weeks while exploratory analyses examined moment-to-moment differences using multilevel modelling. Relative to controls, the scaffolding group demonstrated greater ED during open-ended emotion reporting of negative emotions and associated shifts in negative affect and emotional self-efficacy. There were no significant group differences in psychological symptoms. Results provide preliminary evidence that scaffolding may enhance ED and have implications for psychological intervention.

Older adults process emotional speech differently than young adults, relying less on prosody (tone) relative to semantics (words). This study aimed to elucidate the mechanisms underlying these age-related differences via an emotional speech-in-noise test. A sample of 51 young and 47 older adults rated spoken sentences with emotional content on both prosody and semantics, presented on the background of wideband speech-spectrum noise (sensory interference) or on the background of multi-talker babble (sensory/cognitive interference). The presence of wideband noise eliminated age-related differences in semantics but not in prosody when processing emotional speech. Conversely, the presence of babble resulted in the elimination of age-related differences across all measures. The results suggest that both sensory and cognitive-linguistic factors contribute to age-related changes in emotional speech processing. Because real world conditions typically involve noisy background, our results highlight the importance of testing under such conditions.

The brain processes underlying the distinction between emotion-label words (e.g. happy, sad) and emotion-laden words (e.g. successful, failed) remain inconclusive in bilingualism research. The present study aims to directly compare the processing of these two types of emotion words in both the first language (L1) and second language (L2) by recording event-related potentials (ERP) from late Chinese-English bilinguals during a lexical decision task. The results revealed that in the early word processing stages, the N170 emotion effect emerged only for L1 negative emotion-laden words and L2 negative emotion-label words. In addition, larger early posterior negativity (EPN) was elicited by emotion-laden words than emotion-label words in both L1 and L2. In the later processing stages, the N400 emotion effect was evident for L1 emotion words, excluding positive emotion-laden words, while it was absent in L2. Notably, L1 emotion words elicited enhanced N400 and attenuated late positive complex (LPC) compared to those in L2. Taken together, these findings confirmed the engagement of emotion, and highlighted the modulation of emotion word type and valence on word processing in both early and late processing stages. Different neural mechanisms between L1 and L2 in processing written emotion words were elucidated.

Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children's and adolescents' emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10-11-year-old children (N = 29) and 16-17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight the ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages.