Emotion Concepts Research Articles

A Research on Defects and Improvements to Multi-Armed Slots

In recent years, various large language models have sprung up, which are constantly being trained and updated. Most of the time, these models can provide answers more accurately. However, in some specific cases, the answers generated by training on a large corpus of non-emotion text may not be correct. This paper proposes a feasible method to reduce the sum of squares as much as possible so that the fitting function is closer to the true value. By adding the concept of emotion to deep learning, combined with the fusion model of multi-layer linear regression and neural network learning, it was found that adding emotion is more helpful to the language model through multiple trainings, so that the "arm" pulled by the AI each time gets a larger expectation than the original, which significantly improves the reliability and provides a new idea and direction for the problem in this direction.

Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion

ABSTRACT Developing emotional competence during childhood is critical because it is a significant resource for building psychological well-being, social relationships and even school achievement. Language plays an important role in fostering emotional competence among monolingual children but for bilingual children, the relationship between culture, language and emotions is significantly more complex. Although bilinguals may have more emotion concepts due to their engagement in multiple languages and cultures, this potential may only materialise under specific conditions. In this study, we investigate whether ethnic minoritised bilingual children’s emotional competence (i) differs from that of majority monolingual children based on their language proficiency profile and (ii) is shaped by their exposure to the majority culture, independent of their language competencies. Using a sample of primary school children (aged 10–12; N = 924) living in Belgium, the results of our quantitative analyses suggest that being fluently bilingual is beneficial to fostering emotional competence for minoritized children. However, Belgian socialisation efforts, exposure to Dutch media and demographic proxies of the degree of cultural exposure were not significantly related to emotional competence. Our results contradict contemporary deficit views surrounding bilingualism and suggest important policy implications for educational professionals.

An image-based investigation on color associations among 100 Chinese emotion words

ABSTRACT Image data serves as a valuable resource for investigating relationships between colors and emotions. This study conducts an image-based visual corpus analysis on the color associations of 100 Chinese emotion words, aiming to uncover the pivotal roles of colors in understanding emotional concepts. The study addresses two primary objectives: (i) examining the interrelations among four affective properties (valence, arousal, prototypicality, and emotionality) and four image-based color attributes (Jz: a dimension depicting black–white color distinction, Az: a dimension for green-red, Bz: a dimension for blue–yellow, and color variability) associated with these emotion words; and (ii) assessing the efficacy of image-based color information in profiling affective (dis)similarities among different emotion words. The empirical results reveal (i) significant positive correlations between color variability and arousal, Jz and valence, Az and arousal, Bz and valence, as well as a negative correlation between Jz and prototypicality; (ii) the effectiveness of image-based color information in depicting the valence-dominated affective (dis)similarities among the 100 Chinese emotion words. This study contributes image-based empirical support to complement existing research on color-emotion mappings. Moreover, it advances methodological approaches by advocating for the utilisation of image data to address theoretical inquiries in cognitive science.

The role of emotional prototypicality in Chinese emotion word recognition: evidence from implicit and explicit emotion tasks

Abstract Emotional prototypicality (EmoPro) quantifies the extent to which an emotion-label word represents emotion concepts. While previous research demonstrated faster recognition for high EmoPro words than low EmoPro words in Spanish, the modulation of EmoPro on emotion word recognition in other languages and its dependence on task demands remain unclear. This study employed both the lexical decision task (Experiment 1) and the valence judgment task (Experiment 2) to investigate the EmoPro effect among Chinese speakers. The results not only confirmed the role of EmoPro in Chinese emotion word recognition, supporting the prototype theory of emotion concepts, but also highlighted that the EmoPro effect was more pronounced in the valence judgment task (an explicit emotion task) than in the lexical decision task (an implicit emotion task). This suggests that EmoPro is associated with the ease of accessing emotion concepts and serves as an affective-semantic variable.

Processing of Emotional Words in Children and Adolescents with Autism Spectrum Disorders.

Individuals with autism spectrum disorder (ASD) have difficulties in understanding emotional language, but little research has discussed the developmental course of the processing of emotional words in the clinical population. Previous studies have revealed distinct processing for emotion-label (e.g., happiness) and emotion-laden (e.g., birthday) words in typically developing (TD) children and adolescents. Extending these findings, the study used event-related potentials (ERPs) to explore the processing of these two types of emotional words in children and adolescents with ASD. The stimuli included two-character Chinese words with factors of word type (emotion-label versus emotion-laden) and valence (positive versus negative). The participants were 11 to 14-year-old children and adolescents with ASD (N = 23) and age-matched TD peers (N = 23). They categorized emotion valence for words while their brain responses were recorded. Both the TD and the ASD groups exhibited emotional processing for all emotional words across the N400 and late positivity component (LPC). The emotional processing was modulated by word type but varied with group and valence. A trend for group differences was observed in processing positive words at 500-600ms. In particular, the emotion effects of positive emotion-label words were positively correlated with social dysfunction across all participants. These findings suggested that children and adolescents with ASD have a selective impairment in understanding emotional concepts from language. The ERP measurements may reflect atypical emotional word processing for individuals with higher autistic severity in positive valence contexts.

Emotions of perpetrators and victim-survivors: multi-layered violence against Chinese women during the Asia-Pacific War

ABSTRACT This essay uses a microhistory of Chinese comfort women during the Asia-Pacific War to illuminate the gendered dynamics of violence and the contrasting emotions experienced by both sexually abused women and their Japanese perpetrators, forming a perpetrator-victim dyad. The essay employs the concept of intersectional emotions within a micro-historical framework to demonstrate that this violence against Chinese women, marked by racialization, constitutes one of the many facets of wartime violence. This violence manifests in two contrasting emotional responses that characterize the dyadic interactions against the backdrop of widespread violence during the Asia-Pacific War. This analysis is highly relevant in contexts of power-saturated sites defined by multi-layered violence that is racial, gendered, and imperial. By investigating the dichotomy of emotive dimensions of violence, this essay contributes to a nuanced understanding of the complex interplay among emotions, violence, gender, race, and imperialism. This examination reveals insights into the emotional framework governing the dynamics of violence and challenges the prevailing assumption of uniformity in studies of violence against victim-survivors.

Color–emotion associations by speakers of Spanish and Mandarin in verbal and visual tasks: a comparison

Abstract This study aims to determine if there are differences in color–emotion association between monolingual speakers of Spanish and Mandarin, depending on how colors are presented (verbally or visually). We tested two groups of 25 speakers of these two languages in two different tasks using the Geneva Emotion Wheel, which encompasses 20 types of emotions. In Task 1, 13 colors were presented to participants as color terms in their native language, whereas in Task 2 the same colors were presented as color patches from the Munsell chart. Participants were then asked to associate color terms or color patches to the set of emotion concepts (and intensities of emotion) in the Geneva Emotion Wheel. Overall, differences between languages were not significant, regarding either the type of emotion or individual dimensions of emotion (valence, arousal or power), although significant differences were observed for specific colors. Also, Spanish speakers tended to attribute higher intensity values and higher numbers of emotion values to colors. At the same time, speakers of both languages reacted similarly to color presentation, with color terms being associated with the same emotions as color patches, but eliciting stronger reactions with respect to intensity and the number of emotion values. Finally, we found less variability in color–emotion associations within the Spanish-speaking group. Overall, our study points to a mixed pattern of universality and culture-specificity regarding how colors are used for conveying emotions by people.

Similar, not universal: the cognitive dimensions of conceptual prototypes of basic emotions in English and in Polish.

The current study explores the differences in conceptualisation of the prototypical basic emotion lexicalisations (anger, disgust, fear, joy, sadness, surprise) in English and in Polish. Measures of concreteness, imageability and context availability were collected and analysed across the six semantic categories of basic emotions, across different parts of speech and between the self-determined genders of the study participants. The initial results indicate that within these cognitive dimensions the conceptualisations of basic emotions in English and in Polish are only similar on the more general but not the higher levels of conceptualisation. The folk-psychological division between positive and negative emotions and the grammatical parts of speech reveal similar patterns in basic emotion concepts in both Polish and in English. However, on the higher levels of conceptualisations that include specific basic emotion semantic categories and self-identified gender, marked language-specific differences become apparent. Different negative emotions drive the statistical differences in Polish and in English, and the gender effects on the measures of concreteness, imageability and context availability are opposite from one language to the other. In other words, basic emotions may be broadly mutually intelligible, but not exactly the same when communicated across languages and cultures.

배럿의 ‘구성된 감정이론’의 도덕 상대주의 문제에 관한 연구: 초등 도덕교육적 시사점을 중심으로

L. F. Barrett criticizes the existing essential view of emotion and insists on ‘The theory of constructed emotion’. From the perspective of construction, emotions are not passive reactions, but rather a process of active meaning construction based on concepts accumulated in experience. L. F. Barrett’s theory, which provides a new perception about emotions, suggests a new direction when educating emotions in moral education. However, L. F. Barrett’s theory falls into the problem of relativism in terms of moral emotion. In other words, problems claiming different moral legitimacy for different emotions felt in the same problem situation arise. Therefore, this study focuses on emotional language to overcome the relativism problem of moral emotion. In particular, it is intended to provide a basis for solving the problem of moral relativism by distinguishing the language of thin ethical concepts and the language of thick ethical concepts of meta-ethics. As a specific educational method for this, the application of role play for the communication and expansion of concepts, and the learning of emotional concepts were presented.

Inheriting the family: emotions, identities and things

This introduction to the special issue ‘Inheriting the family: emotions, identities and things’ briefly explores how attention to different forms of inheritance as emotional practices offers new ways to understand ‘intergenerational emotion’. It explains the importance of new methodologies to interrogating this emotion and introduces a range of possibilities that are taken further by the contributors in the issue. These include analysis of emotional concepts, object-oriented investigations, particularly as parts of interviews and ethnographies, postmemorial creative practices and researcher self-reflexivity, notably in relation to family history research.

Application Research of Image-based Methods in Aby Walburg's Emotive Formula

This paper centers around Aby Walburg's theory of 'motive Formula' and applies the image-based research method known as the 'Good Neighbor Principle' to analyze two case studies, aiming to validate the interdisciplinary applicability of the 'Good Neighbor Principle.' Firstly, the method is employed to analyze and interpret Plate 30 from Walburg's work, 'The Goddess of Memory Atlas,' to validate the theories related to Walburg's image-based emotive formula. Subsequently, the same research method is applied to analyze a case study in design, revealing that the design genes of Apple products originated from the German classical functionalism of Braun. This further confirms the effectiveness of the 'Good Neighbor Principle' and demonstrates how Walburg's concepts of memory and emotion are given new interpretations within the current social context. Drawing conclusions from these two case studies, it is evident that the power of memory and emotion has long been present, not only in artistic works but also in various other fields and different eras. Walburg's image-based re-search method, the 'Good Neighbor Principle,' can be applied across multiple disciplines and establish energetic connections among research sub-jects in different fields.

Conceptual structure of emotions.

Theories of semantic organization have historically prioritized investigation of concrete concepts pertaining to inanimate objects and natural kinds. As a result, accounts of the conceptual representation of emotions have almost exclusively focused on their juxtaposition with concrete concepts. The present study aims to fill this gap by deriving a large set of normative feature data for emotion concepts and assessing similarities and differences between the featural representation of emotion, nonemotion abstract, and concrete concepts. We hypothesized that differences between the experience of emotions (e.g., happiness and sadness) and the experience of other abstract concepts (e.g., equality and tyranny), specifically regarding the relative importance of interoceptive states, might drive distinctions in the dimensions along which emotion concepts are represented. We also predicted, based on constructionist views of emotion, that emotion concepts might demonstrate more variability in their representation than concrete and other abstract concepts. Participants listed features which we coded into discrete categories and contrasted the feature distributions across conceptual types. Analyses revealed statistically significant differences in the distribution of features among the category types by condition. We also examined variability in the features generated, finding that, contrary to expectation, emotion concepts were associated with less variability. Our results reflect subtle differences between the structure of emotion concepts and the structure of, not only concrete concepts, but also other abstract concepts. We interpret these findings in the context of our sample, which was restricted to native English speakers, and discuss the importance of validating these findings across speakers of different languages. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Emotional concepts shape the perceptual representation of body expressions.

Emotion perception interacts with how we think and speak, including our concept of emotions. Body expression is an important way of emotion communication, but it is unknown whether and how its perception is modulated by conceptual knowledge. In this study, we employed representational similarity analysis and conducted three experiments combining semantic similarity, mouse-tracking task, and one-back behavioral task with electroencephalography and functional magnetic resonance imaging techniques, the results of which show that conceptual knowledge predicted the perceptual representation of body expressions. Further, this prediction effect occurred at approximately 170 ms post-stimulus. The neural encoding of body expressions in the fusiform gyrus and lingual gyrus was impacted by emotion concept knowledge. Taken together, our results indicate that conceptual knowledge of emotion categories shapes the configural representation of body expressions in the ventral visual cortex, which offers compelling evidence for the constructed emotion theory.

Emotion and Conversion on the Early Modern Spanish Stage

ABSTRACT Historians of the religious culture of early modern Spain have long paid attention to the emotional and sensual valences of their subject. Yet it is only recently that Hispanists have begun to fully exploit the systematic theoretical approaches offered by historians of emotion and the senses. This article examines two literary representations of conversion—one successful and one failed—in order to demonstrate how close attention to seventeenth-century concepts of emotion and sense can help us better understand the social dynamics of conversion and religious experience in the period. Both Lope de Vega’s Bautismo del príncipe de Marruecos and Calderón de la Barca’s Nuevo palacio del Retiro explicitly link conversion to the body’s sensory and emotional capabilities. Though they take quite different approaches, both suggest that physical revelation must precede intellectual enlightenment. Faith was, in their presentations, a matter of the eyes, ears, and heart. The author argues that future scholarship on the religious cultures of early modern Spain must take account of the ways in which contemporary authors paid so much attention to emotion and sensory experience in their depictions of conversion and of religious experience more generally.

Western-trained Vietnamese teachers’ EFL writing instruction: A collaborative autoethnography of tensions, emotion, and agency from an activity theoretical perspective

In response to the need for more attention to teachers of writing (Lee, 2024), this collaborative autoethnography (CAE) aims to explore the lived experiences of Western-trained teachers teaching EFL writing in the tertiary-level educational context of Vietnam. Drawing upon the concepts of systemic tensions, emotion, and agency from an activity theoretical perspective, we report on tensions we encountered between our Western-based TESOL education and our local activity of teaching EFL writing as well as on how we emotionally and agentively responded to these tensions to allow for practices compatible with the local context. Our CAE unveiled a host of intricate tensions between multiple components of our activity systems. These tensions triggered our emotional responses, which in turn spurred us to exercise our pedagogical and relational agency to reconstruct our pedagogical cognition and implement adaptive pedagogies. Notably, the dynamic interplay between our tensions, emotion, agency constituted critical experiences which fostered the emergence of participatory pedagogical content knowledge of writing, and in turn, of situated possibilities for learning and teaching EFL writing. The study provides implications for Western-based TESOL teacher education and relevant stakeholders regarding how to better support teachers like us in our transition from learning in the West to teaching in the East.

SEMANTIC SPACE OF THE UNIVERSAL MORAL AND ETHICAL CONCEPT ЖАЛІСТЬ/SYMPATHY

The paper deals with the study of the concept ЖАЛІСТЬ/SYMPATHY in Ukrainian and English languages which can be considered rather relevant for the present-day political, economic, social and educational situation in Ukraine because it is the universal, moral and ethical emotion concept which is utilised as the element of war professional propaganda via specific formats and technologies to deliver social and political impact and manipulation on the existing system of social and political views and outlooks. The concept was selected as the basic unit for the analysis because it is defined as the operational memory unit, the mental entity, the result of knowledge objectivisation. Moreover, as the concept functioning relates to specific national context and particular conditions of society existence, it can express its semantic potential and adapt it in accordance with the existing value priorities at a particular stage of society development and cause purposeful influence or even manipulation on its members. The comparison of the semantic spaces of the universal moral and ethical concept ЖАЛІСТЬ/SYMPATHY in Ukrainian and English languages has revealed the fact that this mental unit is determined as important in moral and ethical paradigms in the both languages because it it is stipulated for the basic human antithesis "good/evil". In Ukrainian it relates, to more extent, to emotional feature of moral, ethical value of both humans and any living creatures implying the desire to introduce not only love, pity, weal for others and even an element of empathy. In English it also expresses spontaneous irrational emotional response to any misfortune or disaster, but, at the same time, implies the pragmatic decision-making to render some practical assistance. The results of the study can be used for teaching semiotics, cognitive linguistics or PR technologies.

The Influence Of Individualism On The Specificity Of Emotion Concepts Esc Pride And Germ. Stolz: Corpus-Based Analysis

A self-conscious emotion of pride is viewed in the proposed article as a complex concept comprising the meanings of authentic, hubristic, and collective pride. It has been revealed that the specificity of cross-cultural expression and perception of this concept is to some extent influenced by the level of individualism serving as one of the criteria for culture classification. Different level of individualism in such related cultures as German and English-speaking cultures (ESC) served as the basis for the hypothesis that the emotion concept (EC) PRIDE in ESC (1) may be perceived more positively and (2) may contain more intensive meanings than Germ. STOLZ due to the fact that the level of individualism in the ESC is higher than German. Аs a result, their pride is more “individualistic”, i.e. it is more oriented towards an individual’s interests and needs bringing them more pleasure.

The Grammar of Emotion Verbs in the Qurʾān: A Case Study of the verb xāfa

Abstract The concept of emotions has been studied from numerous perspectives in psychology, the history of emotions and religion. This study sheds light on the linguistic devices implemented to articulate emotions in the Qurʾān by taking the emotion verb xāfa ‘to fear’ or ‘to be afraid’ (and its derivatives) as a case study. In both modern and classical dictionaries of the Arabic language as well as in Quranic exegesis, the verb xāfa is often replaced by another verb that expresses fear such as xašiya ‘to be afraid’ or ‘to be in awe’. Here it is shown that the verb xāfa occurs in certain syntactic structures and has specific meanings that are not denoted by other verbs expressing fear in the Qurʾān. Specifically, when the verb xāfa is followed by a subordinate clause that starts with the particle ‘an, it can be rendered as ‘to fear’ or ‘to be afraid’ since the cause of this fear is a probable event. When the verb xāfa is followed by the preposition ‘alā it denotes ‘to fear for [the wellbeing of] someone (e.g., a family member)’ because of a situation in which they are likely to be found. When it is followed by the noun rabb ‘Lord’ or Allāh ‘God’, the verb refers to ‘fear of God’, where fear of His punishment motivates the people to worship Him. When the verbal noun xawf has no object and is used in conjunction with the verbal noun ‘amn (‘security’) it can be interpreted as ‘insecurity about something’. Because the verb xāfa is central to the religious concept of fear of God, it is used in the Qurʾān to express a general and collective attitude of fear or awe. However, xāfa is also used to express individual experiences of fright at specific times or places.

More than labels: neural representations of emotion words are widely distributed across the brain.

Although emotion words such as "anger," "disgust," "happiness," or "pride" are often thought of as mere labels, increasing evidence points to language as being important for emotion perception and experience. Emotion words may be particularly important for facilitating access to the emotion concepts. Indeed, deficits in semantic processing or impaired access to emotion words interfere with emotion perception. Yet, it is unclear what these behavioral findings mean for affective neuroscience. Thus, we examined the brain areas that support processing of emotion words using representational similarity analysis of functional magnetic resonance imaging data (N = 25). In the task, participants saw 10 emotion words (e.g. "anger," "happiness") while in the scanner. Participants rated each word based on its valence on a continuous scale ranging from 0 (Pleasant/Good) to 1 (Unpleasant/Bad) scale to ensure they were processing the words. Our results revealed that a diverse range of brain areas including prefrontal, midline cortical, and sensorimotor regions contained information about emotion words. Notably, our results overlapped with many regions implicated in decoding emotion experience by prior studies. Our results raise questions about what processes are being supported by these regions during emotion experience.

Vicarious shame in a cross-cultural perspective: emotion concepts A.-S. SPANISH SHAME and Ger. FREMDSCHÄMEN/FREMDSCHAM

The article is devoted to revealing the cross-cultural specificity of the emotion of vicarious shame on the example of the German concept fremdschämen/fremdscham and the Anglo-Saxon spanish shame. The study aims to identify those cultural factors that led to the most noticeable differences in the conceptual structures of emotion concepts of Ger. fremdschämen/fremdscham and A.-S. spanish shame. To meet this objective, a three-stage methodology was developed, which was based on the use of interdisciplinary research tools (traditional linguistics, cognitive and corpus linguistics), as well as the involvement of data from psychology, anthropology, and sociology. Strengthening the cross-cultural analysis with the empirical data of language corpora made it possible to reveal divergences in the conceptual structures of the concepts of A.-S. shame and Ger. scham, which are the base for such derivatives as spanish shame and fremdschämen/fremdscham. A selection of the most relevant English lemmas Eng. shame and Germ. Scham is performed on the basis of two frequency indicators – (1) the combinability of these lemmas (Freq.) and (2) the typicality (regularity) of this combinability (logDice/MI-index). On the conceptual level Freq. is an indicator of the relevance of a concept in a certain linguistic community, and logDice/ MI-index are indicators of the collocational strength, i.e. the invariability of the compatibility of this concept with other concepts. The proposed methodology made it possible to reveal divergences in the conceptual structures of the concepts of A.-S. shame and Ger. scham, which are the base for such derivatives as spanish shame and fremdschämen/fremdscham. It was established that these differences led to different approaches to the cross-cultural transfer of the Spanish “foreign” (vicarious) shame, represented by the emotion concept of vergüenza ajena, to German and Anglo-Saxon culture. Divergences were established against the background of two criteria for dividing cultures: “cultures of shame – cultures of guilt” and “individualism – collectivism” because these criteria are closely correlated with concepts representing the emotion of shame and its varieties. A certain correlation of the concepts of A.-S. shame and Ger. scham with the level of individualism in the respective cultures has been established, since a higher individualism index in Anglo-Saxons and a lower one in Germans somewhat influenced the external sanctioning of shame. In the Anglo-Saxon culture, a high index of individualism determined the greater privacy of shame, which brought the concept of shame closer in terms of sanctioning to guilt. Therefore, in the English-speaking environment, the connection between the concepts of shame and guilt is of significant relevance, which emphasizes that the Anglo-Saxons belong to the “guilt culture”. However, the shame that an individual empathically experiences in a situation of shameful acts or the shameful behaviour of a stranger is not private, since it is based solely on external sanctioning. Therefore, “foreign” (vicarious) shame, to some extent, does not agree with the “individualistic” nature of Anglo-Saxon shame. This divergence between shame and vicarious shame led to the establishment of the association of “foreign” (vicarious) shame with the Spaniards in the English-speaking environment. As a result, the emotion concept of spanish shame was formed. But among the Germans, who also belong to the “guilt culture”, shame is not private but public, i.e., it has a distinctive external sanctioning. This means that, unlike shame and spanish shame, German concepts of scham and fremdschämen/fremdscham are entirely consistent in terms of sanctioning. Therefore, in the German linguo-society, ethnic and socio-cultural restrictions did not arise during the transfer of the Spanish concept vergüenza ajena.