The emotion potential of simple sentences: additive or interactive effects of nouns and adjectives?

Use of context in updating affective representations of words in older adults

Older adults (OAs) often prioritize positive over negative information during word processing, termed as a positivity bias. However, it is unclear how OAs update the affective representation of a word in contexts. The present study examined whether age-related positivity bias influences the update of the affective representation of a word in different emotional contexts. In Experiment 1 (web-based), younger and older participants read positive and negative target words in positive and negative contexts and rated the valence of the target words. Negative contexts biased the ratings more than positive ones, reflecting a negativity bias during offline valence evaluation in both age groups. In Experiment 2 (EEG), another group of participants read positive and negative target words in positive and negative contexts first, and then the same target words again, and made valence judgment on the target words. OAs showed a larger P2 (180-300 ms) difference before and after contexts for positive target words than younger adults (YAs). This suggests OAs' early attention to positive features of words in contexts. YAs showed a larger late positive complex (LPC) difference for target words before and after negative contexts than before and after positive contexts, while older adults showed comparable LPC effects across all the conditions. This suggests that YAs use negative contexts to update the affective representation of a word, whereas OAs do so in both positive and negative contexts. Our findings supported a reduced negativity bias in OAs in using (emotional) contexts to update the affective neural representation of a word.

The influence of emotional context on emotional word processing in discourse comprehension: evidence from event-related potential

This research utilized event-related potential (ERP) recording technology to examine the effect of emotional context on the processing of emotional information in sentences. Three types of emotion-consistent discourse materials (neutral-neutral, positive-positive and negative-negative) were constructed to specifically express neutral, positive and negative emotions, respectively. Each discourse comprised two sentences, with the emotionally significant words embedded at the penultimate position of the second sentence. Participants were asked to read these texts, respond to reading comprehension questions and the ERP amplitude induced by the emotional words was recorded. The results indicated a tripartite interaction in the N400 and Late positive component amplitudes involving emotional context, emotional words and brain hemispheres, observed in both frontal and central brain regions. Notably, there was a significant difference in response to positive words between positive and negative contexts. The findings suggest that emotional context has a substantial effect on the processing of emotional words. Positive words, in comparison to negative ones, are more influenced by emotional context, particularly in the frontal and central regions of the brain.

Task Effects in Irony Comprehension in English as a Foreign Language

Irony comprehension involves understanding implicit attitudes communicated on top of the explicit, literal meaning. Because of the double-binding stemming from the explicit-implicit incongruity, irony is assumed to be cognitively taxing when communicated in the native language (NL), and even more so in the foreign language (FL). Prior studies investigating irony comprehension in the FL indicated that irony may be processed with similar speed and accuracy in the foreign and the native language, and that irony comprehension efficiency in the former might be lower. Building on these findings, this study investigates if the tasks participants perform when reading irony in their FL affect the efficiency of irony comprehension. We invited 150 advanced Polish users of English to take part in one of two tasks. Participants were asked to read 3- to 5-sentence-long-scenarios, ending in literal (Literal Praise, Literal Criticism) or ironic comments (Ironic Praise, Ironic Criticism) and to either (1) make true/false judgments (T/F task; N = 83), or to (2) judge the emotional value in emotive decision task (EDT; N = 67). A full spectrum of verbal irony employed to communicate ironic praise and criticism, and their literal equivalents: literal praise and literal criticism, was tested. A three-way mixed ANOVA with 2× Valence (Praise, Criticism), 2× Mode (Literal, Ironic) as within-subject repeated-measures, and 2× Task (True/False, Emotive Decision) as a between-subject independent measure, revealed that efficiency of irony comprehension was differently modified by the two tasks. Therefore, we argue that irony comprehension in English as a foreign language is task-constrained.

Emoji Alter the Perception of Emotion in Affectively Neutral Text messages

Previous studies of emoji effects on text sentiment demonstrate mixed findings. Further, these studies are limited by confounds, e.g., underlying text sentiment, lack of ecological validity. We considered emoji effects on the emotional valence of affectively neutral English-language text messages. We additionally considered differences across US-American, British, and Danish participants. 217 participants considered screenshots of question-and-response text message exchanges with/without emoji, in a 4 (emoji type: no emoji, negative, neutral, positive) × 3 (nationality: American, British, Danish) mixed-factors design. Cumulative link mixed-effects models demonstrated that messages + negative emoji were rated more-negatively than any other emoji conditions. Responses + positive emoji were rated more-positively than any other emoji condition. Responses + neutral emoji and responses without emoji were perceived as equally emotive. There was no emoji type × nationality interaction, suggesting that emoji effects were consistent across participants. Findings are considered viz linguistic processing, social interactions, education, marketing, and public health interventions.

The In-Out Effect in the Perception and Production of Real Words

The in‐out effect refers to the tendency that novel words whose consonants follow an inward‐wandering pattern (e.g., P‐T‐K) are rated more positively than stimuli whose consonants follow an outward‐wandering pattern (e.g., K‐T‐P). While this effect appears to be reliable, it is not yet clear to what extent it generalizes to existing words in a language. In two large‐scale studies, we sought to extend the in‐out effect from pseudowords to real words and from perception to production. In Study 1, we investigated whether previously collected affective ratings for English and Dutch words were more positive for inward‐wandering words and more negative for outward‐wandering words. No systematic relationship between wandering direction and affective valence was found. In Study 2, we investigated whether inward‐wandering words are more likely to occur in positive online consumer restaurant reviews written in English and Dutch, compared to negative reviews, and whether this association was stronger for food ratings than for decor ratings. Again, no systematic relationship between wandering direction and review rating emerged. We suggest that the affective states triggered by different consonantal wandering directions might be used as a cue for forming judgments in the absence of other information, but that wandering direction is too low in salience to drive the shape of words in the lexicon.

The Elephant in the Room: A Systematic Review of Stimulus Control in Neuro-Measurement Studies on Figurative Language Processing

The processing of metaphors and idioms has been the subject of neuroscientific research for several decades. However, results are often contradictory, which can be traced back to inconsistent terminology and stimulus control. In this systematic review of research methods, we analyse linguistic aspects of 116 research papers which used EEG, fMRI, PET, MEG, or NIRS to investigate the neural processing of the two figurative subtypes metaphor and idiom. We critically examine the theoretical foundations as well as stimulus control by performing a systematic literature synthesis according to the PRISMA guidelines. We explicitly do not analyse the findings of the studies but instead focus on four primary aspects: definitions of figurative language and its subtypes, linguistic theory behind the studies, control for factors influencing figurative language processing, and the relationship between theoretical and operational definitions. We found both a lack and a broad variety in existing definitions and operationalisation, especially in regard to familiarity and conventionality. We identify severe obstacles in the comparability and validation potential of the results of the papers in our review corpus. We propose the development of a consensus in fundamental terminology and more transparency in the reporting of stimulus design in the research on figurative language processing.

Neuroimaging of valence decisions in children and adults

To date, the neural underpinnings of affective components in language processing in children remain largely unknown. To fill this gap, the present study examined behavioural and neural correlates of children and adults performing the same auditory valence decision task with an event-related fMRI paradigm. Based on previous findings in adults, activations in anterior and posterior cingulate cortex, orbitofrontal cortex and left inferior frontal gyrus were expected for both positive and negative valence categories. Recent behavioural findings on valence decisions showed similar ratings and reaction time patterns in children and adults. This finding was successfully replicated in the present study. On a neural level, our analysis of affective language processing showed activations in regions associated with both semantic (superior and middle temporal and frontal) and affective (anterior and posterior cingulate, orbitofrontal and inferior frontal, insula and amygdala) processing. Neural activations in children and adults were systematically different in explicit affective word processing. In particular, adults showed a more distributed semantic network activation while children recruited additional subcortical structures.

Neural correlates of affective contributions to lexical decisions in children and adults

The goal of the present study was to investigate whether 6-9-year old children and adults show similar neural responses to affective words. An event-related neuroimaging paradigm was used in which both age cohorts performed the same auditory lexical decision task (LDT). The results show similarities in (auditory) lexico-semantic network activation as well as in areas associated with affective information. In both age cohorts' activations were stronger for positive than for negative words, thus exhibiting a positivity superiority effect. Children showed less activation in areas associated with affective information in response to all three valence categories than adults. Our results are discussed in the light of computational models of word recognition, and previous findings of affective contributions to LDT in adults.

Sentiment Analysis of Children and Youth Literature: Is There a Pollyanna Effect?

If the words of natural human language possess a universal positivity bias, as assumed by Boucher and Osgood’s (1969) famous Pollyanna hypothesis and computationally confirmed for large text corpora in several languages (Dodds et al., 2015), then children and youth literature (CYL) should also show a Pollyanna effect. Here we tested this prediction applying an unsupervised vector space model-based sentiment analysis tool called SentiArt (Jacobs, 2019) to two CYL corpora, one in English (372 books) and one in German (500 books). Pitching our analysis at the sentence level, and assessing semantic as well as lexico-grammatical information, both corpora show the Pollyanna effect and thus add further evidence to the universality hypothesis. The results of our multivariate sentiment analyses provide interesting testable predictions for future scientific studies of literature.

From Abstract Symbols to Emotional (In-)Sights: An Eye Tracking Study on the Effects of Emotional Vignettes and Pictures

Reading is known to be a highly complex, emotion-inducing process, usually involving connected and cohesive sequences of sentences and paragraphs. However, most empirical results, especially from studies using eye tracking, are either restricted to simple linguistic materials (e.g., isolated words, single sentences) or disregard valence-driven effects. The present study addressed the need for ecologically valid stimuli by examining the emotion potential of and reading behavior in emotional vignettes, often used in applied psychological contexts and discourse comprehension. To allow for a cross-domain comparison in the area of emotion induction, negatively and positively valenced vignettes were constructed based on pre-selected emotional pictures from the Nencki Affective Picture System (NAPS; Marchewka et al., 2014). We collected ratings of perceived valence and arousal for both material groups and recorded eye movements of 42 participants during reading and picture viewing. Linear mixed-effects models were performed to analyze effects of valence (i.e., valence category, valence rating) and stimulus domain (i.e., textual, pictorial) on ratings of perceived valence and arousal, eye movements in reading, and eye movements in picture viewing. Results supported the success of our experimental manipulation: emotionally positive stimuli (i.e., vignettes, pictures) were perceived more positively and less arousing than emotionally negative ones. The cross-domain comparison indicated that vignettes are able to induce stronger valence effects than their pictorial counterparts, no differences between vignettes and pictures regarding effects on perceived arousal were found. Analyses of eye movements in reading replicated results from experiments using isolated words and sentences: perceived positive text valence attracted shorter reading times than perceived negative valence at both the supralexical and lexical level. In line with previous findings, no emotion effects on eye movements in picture viewing were found. This is the first eye tracking study reporting superior valence effects for vignettes compared to pictures and valence-specific effects on eye movements in reading at the supralexical level.

The SLS-Berlin: Validation of a German Computer-Based Screening Test to Measure Reading Proficiency in Early and Late Adulthood

Reading proficiency, i.e., successfully integrating early word-based information and utilizing this information in later processes of sentence and text comprehension, and its assessment is subject to extensive research. However, screening tests for German adults across the life span are basically non-existent. Therefore, the present article introduces a standardized computerized sentence-based screening measure for German adult readers to assess reading proficiency including norm data from 2,148 participants covering an age range from 16 to 88 years. The test was developed in accordance with the children's version of the Salzburger LeseScreening (SLS, Wimmer and Mayringer, 2014). The SLS-Berlin has a high reliability and can easily be implemented in any research setting using German language. We present a detailed description of the test and report the distribution of SLS-Berlin scores for the norm sample as well as for two subsamples of younger (below 60 years) and older adults (60 and older). For all three samples, we conducted regression analyses to investigate the relationship between sentence characteristics and SLS-Berlin scores. In a second validation study, SLS-Berlin scores were compared with two (pseudo)word reading tests, a test measuring attention and processing speed and eye-movements recorded during expository text reading. Our results confirm the SLS-Berlin's sensitivity to capture early word decoding and later text related comprehension processes. The test distinguished very well between skilled and less skilled readers and also within less skilled readers and is therefore a powerful and efficient screening test for German adults to assess interindividual levels of reading proficiency.

Intact counterfactual emotion processing in autism spectrum disorder: Evidence from eye-tracking

Counterfactual emotions, such as regret and relief, require an awareness of how things could have been different. We report a preregistered experiment that examines how adults with and without ASD process counterfactual emotions in real-time, based on research showing that the developmental trajectory of counterfactual thinking may be disrupted in people with ASD. Participants were eye-tracked as they read narratives in which a character made an explicit decision then subsequently experienced either a mildly negative or positive outcome. The final sentence in each story included an explicit remark about the character's mood that was either consistent or inconsistent with the character's expected feelings of regret or relief (e.g., "… she feels happy/annoyed about her decision."). Results showed that adults with ASD are unimpaired in processing emotions based on counterfactual reasoning, and in fact showed earlier sensitivity to inconsistencies within relief contexts compared to TD participants. This finding highlights a previously unknown strength in empathy and emotion processing in adults with ASD, which may have been masked in previous research that has typically relied on explicit, response-based measures to record emotional inferences, which are likely to be susceptible to demand characteristics and response biases. Therefore, this study highlights the value of employing implicit measures that provide insights on peoples' immediate responses to emotional content without disrupting ongoing processing. Autism Res 2019, 12: 422-444 © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Despite known difficulties with empathy and perspective-taking, we found that adults with autism are unimpaired at inferring complex emotions (regret and relief) in others. This finding extends existing evidence showing dysfunctional counterfactual thinking in children with autism. We highlight the value of using implicit measures to identify strengths and abilities in ASD that may be masked by explicit tasks that require participants to interact socially or report their own thoughts.

The Fictive Brain: Neurocognitive Correlates of Engagement in Literature

Fiction is vital to our being. Many people enjoy engaging with fiction every day. Here we focus on literary reading as 1 instance of fiction consumption from a cognitive neuroscience perspective. The brain processes which play a role in the mental construction of fiction worlds and the related engagement with fictional characters, remain largely unknown. The authors discuss the neurocognitive poetics model ( Jacobs, 2015a ) of literary reading specifying the likely neuronal correlates of several key processes in literary reading, namely inference and situation model building, immersion, mental simulation and imagery, figurative language and style, and the issue of distinguishing fact from fiction. An overview of recent work on these key processes is followed by a discussion of methodological challenges in studying the brain bases of fiction processing.

Minho Affective Sentences (MAS): Probing the roles of sex, mood, and empathy in affective ratings of verbal stimuli

During social communication, words and sentences play a critical role in the expression of emotional meaning. The Minho Affective Sentences (MAS) were developed to respond to the lack of a standardized sentence battery with normative affective ratings: 192 neutral, positive, and negative declarative sentences were strictly controlled for psycholinguistic variables such as numbers of words and letters and per-million word frequency. The sentences were designed to represent examples of each of the five basic emotions (anger, sadness, disgust, fear, and happiness) and of neutral situations. These sentences were presented to 536 participants who rated the stimuli using both dimensional and categorical measures of emotions. Sex differences were also explored. Additionally, we probed how personality, empathy, and mood from a subset of 40 participants modulated the affective ratings. Our results confirmed that the MAS affective norms are valid measures to guide the selection of stimuli for experimental studies of emotion. The combination of dimensional and categorical ratings provided a more fine-grained characterization of the affective properties of the sentences. Moreover, the affective ratings of positive and negative sentences were not only modulated by participants' sex, but also by individual differences in empathy and mood state. Together, our results indicate that, in their quest to reveal the neurofunctional underpinnings of verbal emotional processing, researchers should consider not only the role of sex, but also of interindividual differences in empathy and mood states, in responses to the emotional meaning of sentences.

On the Relation between the General Affective Meaning and the Basic Sublexical, Lexical, and Inter-lexical Features of Poetic Texts-A Case Study Using 57 Poems of H. M. Enzensberger

The literary genre of poetry is inherently related to the expression and elicitation of emotion via both content and form. To explore the nature of this affective impact at an extremely basic textual level, we collected ratings on eight different general affective meaning scales—valence, arousal, friendliness, sadness, spitefulness, poeticity, onomatopoeia, and liking—for 57 German poems (“die verteidigung der wölfe”) which the contemporary author H. M. Enzensberger had labeled as either “friendly,” “sad,” or “spiteful.” Following Jakobson's (1960) view on the vivid interplay of hierarchical text levels, we used multiple regression analyses to explore the specific influences of affective features from three different text levels (sublexical, lexical, and inter-lexical) on the perceived general affective meaning of the poems using three types of predictors: (1) Lexical predictor variables capturing the mean valence and arousal potential of words; (2) Inter-lexical predictors quantifying peaks, ranges, and dynamic changes within the lexical affective content; (3) Sublexical measures of basic affective tone according to sound-meaning correspondences at the sublexical level (see Aryani et al., 2016). We find the lexical predictors to account for a major amount of up to 50% of the variance in affective ratings. Moreover, inter-lexical and sublexical predictors account for a large portion of additional variance in the perceived general affective meaning. Together, the affective properties of all used textual features account for 43–70% of the variance in the affective ratings and still for 23–48% of the variance in the more abstract aesthetic ratings. In sum, our approach represents a novel method that successfully relates a prominent part of variance in perceived general affective meaning in this corpus of German poems to quantitative estimates of affective properties of textual components at the sublexical, lexical, and inter-lexical level.

On Elementary Affective Decisions: To Like Or Not to Like, That Is the Question

Perhaps the most ubiquitous and basic affective decision of daily life is deciding whether we like or dislike something/somebody, or, in terms of psychological emotion theories, whether the object/subject has positive or negative valence. Indeed, people constantly make such liking decisions within a glimpse and, importantly, often without expecting any obvious benefit or knowing the exact reasons for their judgment. In this paper, we review research on such elementary affective decisions (EADs) that entail no direct overt reward with a special focus on Neurocognitive Poetics and discuss methods and models for investigating the neuronal and cognitive-affective bases of EADs to verbal materials with differing degrees of complexity. In line with evolutionary and appraisal theories of (aesthetic) emotions and data from recent neurocognitive studies, the results of a decision tree modeling approach simulating EADs to single words suggest that a main driving force behind EADs is the extent to which such high-dimensional stimuli are associated with the “basic” emotions joy/happiness and disgust.

Language for Winning Hearts and Minds: Verb Aspect in U.S. Presidential Campaign Speeches for Engaging Emotion

How does language influence the emotions and actions of large audiences? Functionally, emotions help address environmental uncertainty by constraining the body to support adaptive responses and social coordination. We propose emotions provide a similar function in language processing by constraining the mental simulation of language content to facilitate comprehension, and to foster alignment of mental states in message recipients. Consequently, we predicted that emotion-inducing language should be found in speeches specifically designed to create audience alignment – stump speeches of United States presidential candidates. We focused on phrases in the past imperfective verb aspect (“a bad economy was burdening us”) that leave a mental simulation of the language content open-ended, and thus unconstrained, relative to past perfective sentences (“we were burdened by a bad economy”). As predicted, imperfective phrases appeared more frequently in stump versus comparison speeches, relative to perfective phrases. In a subsequent experiment, participants rated phrases from presidential speeches as more emotionally intense when written in the imperfective aspect compared to the same phrases written in the perfective aspect, particularly for sentences perceived as negative in valence. These findings are consistent with the notion that emotions have a role in constraining the comprehension of language, a role that may be used in communication with large audiences.

The Berlin Affective Word List for Children (kidBAWL): Exploring Processing of Affective Lexical Semantics in the Visual and Auditory Modalities

While research on affective word processing in adults witnesses increasing interest, the present paper looks at another group of participants that have been neglected so far: pupils (age range: 6-12 years). Introducing a variant of the Berlin Affective Wordlist (BAWL) especially adapted for children of that age group, the "kidBAWL," we examined to what extent pupils process affective lexical semantics similarly to adults. In three experiments using rating and valence decision tasks in both the visual and auditory modality, it was established that children show the two ubiquitous phenomena observed in adults with emotional word material: the asymmetric U-shaped function relating valence to arousal ratings, and the inversely U-shaped function relating response times to valence decision latencies. The results for both modalities show large structural similarities between pupil and adult data (taken from previous studies) indicating that in the present age range, the affective lexicon and the dynamic interplay between language and emotion is already well-developed. Differential effects show that younger children tend to choose less extreme ratings than older children and that rating latencies decrease with age. Overall, our study should help to develop more realistic models of word recognition and reading that include affective processes and offer a methodology for exploring the roots of pleasant literary experiences and ludic reading.