Dynamic Influence of Emotional States on Novel Word Learning

The temporal mechanism of contextual emotions’ effects on novel abstract and concrete word learning

While previous studies have explored the neurocognitive mechanism of novel word learning under sentential contexts, few studies have probed the potential effects of contextual emotions. The current study used behavioral methods and electroencephalography to elucidate the dynamic influences of contextual emotions while encoding abstract or concrete novel words on subsequent retrieval of the learned meanings. Enhanced N400 and smaller late positive components (LPC) were elicited when encoding abstract words in the positive context. Furthermore, negative contexts were found to hinder both abstract and concrete word learning, while positive contexts had a greater inhibitory effect on learning abstract words than concrete words. Taken together, these findings suggest that the effects of contextual emotions on novel word learning depend on the concreteness of the learned word and occur during the early and late processing stages while mapping abstract and concrete semantic concepts to novel words.

Positive emotion of self-referential contexts could facilitate adult's novel word learning: An fNIRS study

Learning words through contextual inference is a key way to enlarge one's vocabulary especially for adults. However, few studies focused on the effects of different information contained in contexts on novel word learning. The present study used behavioral and fNIRS techniques to investigate the influences of positive, neutral and negative emotions inherent in self-related or other-related referential contexts. Participants were asked to perform a semantic consistency and a source judgment task after learning the relations between novel words and concepts in different contexts. The results showed that self-reference during lexical encoding could promote word learning generally. More importantly, there existed a self-positivity bias which is manifested in the significant interactions between contextual emotions and referential value. These interactions are related to the neural activities of the DLPFC and IFG. These results revealed the contextual information's integrative contributions to semantic meaning acquisition and episodic source memory related with novel word learning.

The Influence of Academic Emotions on Learning Effects: A Systematic Review

Academic emotions can have different influences on learning effects, but these have not been systematically studied. In this paper, we objectively evaluate the influence of various academic emotions on learning effects and studied the relationship between positive and negative academic emotions and learning effects by using five electronic databases, including WOS, EMBASE, PubMed, PsycINFO, and Google Scholar. According to established standards, a total of 14 articles from 506 articles were included in the analysis. We divided the 14 studies into nine intervention studies and five observational studies; five of the nine intervention studies found that students who used active learning materials performed better and had higher mental loads than those who used neutral learning materials. Positive academic emotions promoted the learning effect. Four of the five observational studies with high school, college, and postgraduate participants reported that regulating academic emotions can improve learning effects. In conclusion, this paper holds that positive academic emotions are better than negative academic emotions at improving academic performance. In future research, a new method combining multichannel video observation, physiological data, and facial expression data is proposed to capture learners’ learning behavior in various learning environments.

Modulating Effects of Contextual Emotions on the Neural Plasticity Induced by Word Learning

Recently, numerous studies have investigated the neurocognitive mechanism of learning words in isolation or in semantic contexts. However, emotion as an important influencing factor on novel word learning has not been fully considered in the previous studies. In addition, the effects of emotion on word learning and the underlying neural mechanism have not been systematically investigated. Sixteen participants were trained to learn novel concrete or abstract words under negative, neutral, and positive contextual emotions over 3 days; then, fMRI scanning was done during the testing sessions on day 1 and day 3. We compared the brain activations in day 1 and day 3 to investigate the role of contextual emotions in learning different types of words and the corresponding neural plasticity changes. Behaviorally, the performance of the words learned in the negative context was lower than those in the neutral and positive contexts, which indicated that contextual emotions had a significant impact on novel word learning. Correspondingly, the functional plasticity changes of the right angular gyrus (AG), bilateral insula, and anterior cingulate cortex (ACC) induced by word learning were modulated by the contextual emotions. The insula also was sensitive to the concreteness of the learned words. More importantly, the functional plasticity changes of the left inferior frontal gyrus (left IFG) and left fusiform gyrus (left FG) were interactively influenced by the contextual emotions and concreteness, suggesting that the contextual emotional information had a discriminable effect on different types of words in the neural mechanism level. These results demonstrate that emotional information in contexts is inevitably involved in word learning. The role of contextual emotions in brain plasticity for learning is discussed.