The role of valence in word processing: Evidence from lexical decision and emotional Stroop tasks

The Flexible Role of Social Experience in the Processing of Abstract Concepts

Multiple representation theories propose that social experience plays an important role in grounding abstract concepts. However, it is less clear how social experience influences the processing of abstract concepts, especially whether this influence is modulated by emotional experience and task demands. To address this question, we orthogonally manipulated the socialness (high vs. low) and emotional valence (positive vs. negative vs. neutral) of abstract words in a lexical decision task (LDT, Experiment 1) and an emotional Stroop task (Experiment 2). Results show that the role of socialness in abstract concept processing was modulated by the concept's emotional valence, with different patterns between the two tasks. Specifically, positive high-socialness (HS) words elicited slower responses than positive low-socialness (LS) words in the emotional Stroop task, but no such difference was observed in the LDT. In both tasks, however, faster responses were found for negative HS than for negative LS words, and no response differences were observed for neutral HS and LS words. These results provide behavioral evidence for the importance of social experience in the processing of abstract concepts and suggest that concept knowledge derived from social experiences interacts with concept knowledge derived from emotional experiences during lexical-semantic processing. This finding clarifies the heterogeneity of abstract concepts, with positive and negative social words constituting distinct subcategories, and confirms experience-based abstract concepts are inherently flexible, selectively combining with other associated embodied experiences based on task demands, thereby dynamically influencing abstract concept processing.

Perception of emotion across cultures: Norms of valence, arousal, and sensory experience for 4923 Chinese words translated from English in Warriner et al. (2013)

Perception of emotion conveyed through language is influenced by embodied experiences obtained from social interactions, which may vary across different cultures. To explore cross-cultural differences in the perception of emotion between Chinese and English speakers, this study collected norms of valence and arousal from 322 native Mandarin speakers for 4923 Chinese words translated from Warriner et al., (Behavior Research Methods, 45, 1191-1207, 2013). Additionally, sensory experience ratings for each word were collected. Analysis demonstrated that the reliability of this dataset is satisfactory, as indicated by comparisons with previous datasets. We examined the distributions of valence and arousal for the entire dataset, as well as for positive and negative emotion categories. Further analysis suggested that valence, arousal, and sensory experience correlated with various psycholinguistic variables, including the number of syllables, number of strokes, imageability, familiarity, concreteness, frequency, and age of acquisition. Cross-language comparison indicated that native speakers of Chinese and English differ in their perception of emotional valence and arousal, largely due to cross-cultural variations associated with ecological, sociopolitical, and religious factors. This dataset will be a valuable resource for research examining the impact of emotional and sensory information on Chinese lexical processing, as well as for bilingual research investigating the interplay between language and emotion across different cultural contexts.

Learning new words via reading: The influence of emotional narrative context on learning novel adjectives

People learn new words in narrative contexts, but little is known about how the emotional valence of the narrative influences word learning. In a pre-registered experiment, 76 English-speaking adults read 30 novel adjectives embedded in 60 short narratives (20 positive, 20 negative, and 20 neutral valence). Both immediately after and 24 hr later, participants completed a series of post-tests, including speeded recognition, sentence completion, meaning generation, and valence judgement. Results showed that participants learned both the novel word form and its meaning. Compared with novel words experienced in the neutral contexts, those read in the emotional contexts (both positive and negative) showed better learning of orthographic form in the immediate post-test, but only those read in the negative context were recognised with greater accuracy in the delayed post-test. Furthermore, the valence of the context was reflected in the word meanings participants generated for each novel word, suggesting that word valence can be inferred from the valence of the contexts. Results from sentence completion and valence judgement were mixed, depending on the task demands. These findings are discussed with reference to theories of affective embodiment and the implications for learning abstract words are considered.

Exploring the differences in processing between Chinese emotion and emotion-laden words: A cross-task comparison study

Affective words can be classified into two types: emotion words (EM words, e.g., "happy") and emotion-laden words (EL words, e.g., "wedding"). Several studies have shown differences in processing between EM and EL words, although results are inconclusive. These two types of words may have representational differences because affective content is an inherent part of the semantic features of EM words (i.e., denotative meaning) but not of EL words, whose affective content is part of their connotative meaning (i.e., these words do not name emotions, but are associated with emotions). In this study, we tested a set of Chinese EM and EL words. Both conditions included positive and negative words. The study involved two tasks, an implicit task, in which emotional content was not relevant (lexical decision task, LDT), and an explicit task, in which the emotional content was relevant (affective categorisation task, ACT). Our results showed that participants responded faster to EM words than to EL words. This advantage was mostly observed in the ACT and with negative words. These results reveal differences in processing between EM and EL words which can be related to the greater relevance of affective content in the meaning of EM words compared with EL words.

Revisiting the concreteness effect: Non-arbitrary mappings between form and concreteness of English words influence lexical processing

How do we represent and process abstract and concrete concepts? The "concreteness effect", in which words with more concrete meanings are processed more quickly and accurately across a range of language tasks compared to abstract ones, suggests a differential conceptual organization of these words in the brain. However, concrete words tend to be marked by specific phonotactic features, such as having fewer syllables and more phonological neighbours. It is unclear whether these non-arbitrary form-meaning relationships that systematically denote the concreteness of a word impact language processing. In the current study, we first establish the extent of systematic mappings between phonological/phonetic features and concreteness ratings in a large set of monosyllabic and polysyllabic English words (i.e., concreteness form typicality), then demonstrate that they significantly influence lexical processing using behavioural megastudy datasets. Surface form features predicted a significant proportion of variance in concreteness ratings of monomorphemic words (25 %) which increased with the addition of polymorphemic forms (43 %). In addition, concreteness form typicality was a significant predictor of performance on visual and auditory lexical decision, naming, and semantic (concrete/abstract) decision tasks, after controlling for a range of psycholinguistic variables and concreteness ratings. Overall, our results provide the first evidence that concreteness form typicality influences lexical processing. We discuss theoretical implications for interpretations of the concreteness effect and models of language processing that have yet to incorporate non-arbitrary relationships between form and meaning into their feature sets.

Emojis and affective priming in visual word recognition

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.

Neurocognitive mechanisms of emotional interference in native and foreign languages: evidence from proficient bilinguals

Currently available data show mixed results as to whether the processing of emotional information has the same characteristics in the native (L1) as in the second language (L2) of bilinguals. We conducted a functional magnetic resonance imaging (fMRI) experiment to shed light on the neurocognitive mechanisms underlying bilinguals' emotional processing in L1 and L2 during an emotional interference task (i.e., the Emotional Stroop Task - EST). Our sample comprised proficient Italian-English bilinguals who learned their L2 during childhood mainly in instructional rather than immersive contexts. In spite of no detectable behavioural effects, we found stronger brain activations for L1 versus L2 emotional words in sectors of the posteromedial cortex involved in attention modulation, episodic memory, and affective processing. While fMRI findings are consistent with the hypothesis of a stronger emotional resonance when processing words in a native language, our overall pattern of results points to the different sensitivity of behavioural and hemodynamic responses to emotional information in the two languages of bilingual speakers.

Extrapolation of affective norms using transformer-based neural networks and its application to experimental stimuli selection

Data on the emotionality of words is important for the selection of experimental stimuli and sentiment analysis on large bodies of text. While norms for valence and arousal have been thoroughly collected in English, most languages do not have access to such large datasets. Moreover, theoretical developments lead to new dimensions being proposed, the norms for which are only partially available. In this paper, we propose a transformer-based neural network architecture for semantic and emotional norms extrapolation that predicts a whole ensemble of norms at once while achieving state-of-the-art correlations with human judgements on each. We improve on the previous approaches with regards to the correlations with human judgments by Δr = 0.1 on average. We precisely discuss the limitations of norm extrapolation as a whole, with a special focus on the introduced model. Further, we propose a unique practical application of our model by proposing a method of stimuli selection which performs unsupervised control by picking words that match in their semantic content. As the proposed model can easily be applied to different languages, we provide norm extrapolations for English, Polish, Dutch, German, French, and Spanish. To aid researchers, we also provide access to the extrapolation networks through an accessible web application.

The Stroop legacy: A cautionary tale on methodological issues and a proposed spatial solution

The Stroop task is a seminal paradigm in experimental psychology, so much that various variants of the classical color-word version have been proposed. Here we offer a methodological review of them to emphasize the importance of designing methodologically rigorous Stroop tasks. This is not an end by itself, but it is fundamental to achieve adequate measurement validity, which is currently hindered by methodological heterogeneity and limitations. Among the several Stroop task variants in the literature, our methodological overview shows that the spatial Stroop task is not only a potentially methodologically adequate variant, which can thus assure measuring the Stroop effect with the required validity, but it might even allow researchers to overcome some of the methodological limitations of the classical paradigm due to its use of verbal stimuli. We thus focused on the spatial Stroop tasks in the literature to verify whether they really exploit such inherent potentiality. However, we show that this was generally not the case because only a few of them (1) are purely spatial, (2) ensure both all the three types of conflicts/facilitations (at the stimulus, response, and task levels) and the dimensional overlaps considered fundamental for yielding a complete Stroop effect according to the multiple loci account and Kornblum's theory, respectively, and (3) controlled for low-level binding and priming effects that could bias the estimated Stroop effect. Based on these methodological considerations, we present some examples of spatial Stroop tasks that, in our view, satisfy such requirements and, thus, ensure producing complete Stroop effects.

A critical review of hot executive functioning in youth attention-deficit/hyperactivity disorder: Methodological limitations, conceptual considerations, and future directions

Hot executive functioning (EF) - EF under emotionally or motivationally salient conditions - is a putative etiology of attention-deficit/hyperactivity disorder (ADHD), disruptive behavior problems (DBPs), and their related impairments. Despite two decades of research, the present study is the first review of the construct in youth ADHD, with a particular focus on the role of task design, age, and DBPs, as well as relevant conceptual and methodological considerations. While certain hot EF tasks have been investigated extensively (e.g., choice impulsivity), substantial inconsistency in measurement of the broader construct remains, severely limiting conclusions. Future research should a) consider the extent to which various hot EF tasks relate to one another, a higher order factor, and other related constructs; b) further investigate task design, particularly the elicitation of emotion or motivation and its anticipated effect on EF; and c) incorporate multiple levels of analysis to validate similarities and differences among tasks with regard to the affective experiences and cognitive demands they elicit. With improved measurement and conceptual clarity, hot EF has potential to advance the literature on etiological pathways to ADHD, DBPs and associated impairments and, more broadly, may represent a useful tool for understanding the influence of emotion and motivation on cognition.

Colored valence in a lexical decision task

Color influences behavior, from the simplest to the most complex, through controlled and more automatic information elaboration processes. Nonetheless, little is known about how and when these highly interconnected processes interact. This study investigates the interaction between controlled and automatic processes during the processing of color information in a lexical decision task. Participants discriminated stimuli presented in different colors (red, blue, green) as words or pseudowords. Results showed that while color did not affect the faster and more accurate recognition of words compared to pseudowords, performance was influenced when examining words and pseudowords separately. Pseudowords were recognized faster when presented in blue or red, suggesting a potential influence of evolutionary color preferences when processing is not guided by more controlled processes. With words, emotional enhancement effects were found, with a preference for green independent of valence. These results suggest that controlled and more automatic processes do interact when processing color information according to stimulus type and task.

Sentiment annotations for 3827 simplified Chinese characters

Sentiment analysis in Chinese natural language processing has been largely based on words annotated with sentiment categories or scores. Characters, however, are the basic orthographic, phonological, and in most cases, semantic units in the Chinese language. This study collected sentiment annotations for 3827 characters. The ratings demonstrated high levels of reliability, and were validated through a comparison with the ratings of some characters' word equivalents reported in a previous norming study. Relations with other lexico-semantic variables and character processing efficiency were investigated. Furthermore, analyses of the association between constituent character valence and word valence revealed semantic compositionality and sentiment fusion characteristic of larger Chinese linguistic units. These ratings for characters, expanding current Chinese sentiment lexicons, can be utilized for the purposes of more precise stimuli assessment in research on Chinese character processing and more efficient sentiment analysis equipped with annotations of single-character words.

CROWD-5e: A Croatian psycholinguistic database of affective norms for five discrete emotions

The present study introduces affective norms for a set of 3022 Croatian words on five discrete emotions: happiness, anger, sadness, fear, and disgust. The words were rated by 1239 Croatian native speakers. Each participant rated 251 or 252 words for one discrete emotion on a five-point Likert scale. The analyses revealed a significant relationship between discrete emotions, emotional dimensions (valence and arousal), and other psycholinguistic properties of words. In addition, small sex differences in discrete emotion ratings were found. Finally, the analysis of the distribution of words among discrete emotions allowed a distinction between "pure" words (i.e., those mostly related to a single emotion) and "mixed" words (i.e., those related to more than one emotion). The new database extends the existing Croatian affective norms collected from a dimensional conception of emotions, providing the necessary resource for future experimental investigation in Croatian within the theoretical framework of discrete emotions.

How do word valence and classes influence lexical processing? Evidence from virtual reality emotional contexts

The current study examines the influence of word class (i.e., noun vs. adjective) and valence (i.e., positive vs. negative vs. neutral) on the processing of emotional words under different virtual reality (VR) emotional contexts. To this end, 115 participants performed a modified affect labeling task after experiencing different VR scenarios. Their galvanic skin responses were also examined to further gauge the different effects of VR contexts. The results demonstrated significant main effect for word valence, indicating more processing of positive words relative to neutral words which are processed more than negative words. The results also demonstrated significant main effect for word class, indicating more processing of nouns in contrast to adjectives. Additionally, the results indicated that both positive and negative VR contexts could stimulate participants to select more positive words though negatively valenced words were processed more under negative VR context relative to positive VR context. However, the amplitude of galvanic skin responses in positive VR was lower than that in negative VR. The results were interpreted in line with the situation-consistency effects, the mood-consistency effects, the specific nature of VR context, and the different features of different word classes in terms of concreteness, imageability, arousal, and valence.

The embodiment of emotion-label words and emotion-laden words: Evidence from late Chinese-English bilinguals

Although increasing studies have confirmed the distinction between emotion-label words (words directly label emotional states) and emotion-laden words (words evoke emotions through connotations), the existing evidence is inconclusive, and their embodiment is unknown. In the current study, the emotional categorization task was adopted to investigate whether these two types of emotion words are embodied by directly comparing how they are processed in individuals' native language (L1) and the second language (L2) among late Chinese-English bilinguals. The results revealed that apart from L2 negative emotion-laden words, both types of emotion words in L1 and L2 produced significant emotion effects, with faster response times and/or higher accuracy rates. In addition, processing facilitation for emotion-label words over emotion-laden words was observed irrespective of language operation; a significant three-way interaction between the language, valence and emotion word type was noted. Taken together, this study suggested that the embodiment of emotion words is modulated by the emotion word type, and L2 negative emotion-laden words tend to be affectively disembodied. The disassociation between emotion-label and emotion-laden words is confirmed in both L1 and L2 and therefore, future emotion word research should take the emotion word type into account.

Impaired attentional bias toward one's own face in autism spectrum disorder: ERP evidence

Converging lines of evidence seem to indicate reduced self-referential processing in individuals with autism spectrum disorder (ASD). However, processing of one's own face has rarely been investigated in the context of ASD. Thus, the aim of the present study was to elucidate the role of attentional biases in the processing of self- and other faces in ASD. To achieve this goal we presented participants with images of their own face, the face of a close-other, and famous and unknown faces in a Stroop-like paradigm. Participants (22 with ASD, 22 typically developing [TD]) were instructed to indicate the color of presented faces while EEG was recorded. Our event-related potential results clearly showed that self-face was associated with larger P3 amplitudes than all other faces in the TD group, thus indicating a strong attentional bias toward one's own face. In the ASD group, P3 to the self-face and the close-other's face did not differ, suggesting similar attentional biases in both cases. In line with these P3 findings, nonparametric cluster-based permutation tests showed an analogous pattern of results: significant clusters for the self-face compared with all other faces in the TD group, and no significant cluster in the ASD group. Overall, our findings revealed impaired attentional bias to one's own face and diminished self versus other differentiation in individuals with ASD. The similar neural underpinnings of the self-face and other faces supports previous findings indicating reduced self-prioritization among individuals with ASD.