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

Abstract

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.