Abstract
Although there is increasing evidence to suggest that language is grounded in perception and action, the relationship between language and emotion is less well understood. We investigate the grounding of language in emotion using a novel approach that examines the relationship between the comprehension of a written discourse and the performance of affect-related motor actions (hand movements towards and away from the body). Results indicate that positively and negatively valenced words presented in context influence motor responses (Experiment 1), whilst valenced words presented in isolation do not (Experiment 3). Furthermore, whether discourse context indicates that an utterance should be interpreted literally or ironically can influence motor responding, suggesting that the grounding of language in emotional states can be influenced by discourse-level factors (Experiment 2). In addition, the finding of affect-related motor responses to certain forms of ironic language, but not to non-ironic control sentences, suggests that phrasing a message ironically may influence the emotional response that is elicited.
Highlights
Despite the fact that intuitively, language can evoke strong emotional responses in the reader or listener, the relationship between language and emotion is poorly understood
We investigate the grounding of language in emotion simulation, using a novel approach that examines the relationship between the reading and comprehension of a written discourse and the performance of affect-related motor actions
An affect–movement compatibility effect was found in Experiment 1 even though the participant's task was to respond to an emotion-unrelated stimulus dimension
Summary
Despite the fact that intuitively, language can evoke strong emotional responses in the reader or listener, the relationship between language and emotion is poorly understood. Recent theoretical developments in grounded cognition (see e.g., Barsalou, 2010, for a review) provide a framework in which this relationship can be investigated. These theories claim that neural systems involved in nonlinguistic activities such as perception, action, and emotion are utilised during language comprehension. It is assumed that the same modality-specific (sensorimotor) representations that are activated whilst interacting with the environment are re-enacted or ‘simulated’ when reading about a similar experience (e.g., Barsalou, 1999, 2008; Crocker, Knoeferle, & Mayberry, 2010; Fischer & Zwaan, 2008; Glenberg, 2008; Glenberg & Gallese, 2012; Glenberg & Robertson, 2000; Zwaan, 2004). We investigate the grounding of language in emotion simulation, using a novel approach that examines the relationship between the reading and comprehension of a written discourse and the performance of affect-related motor actions.
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