Emotional Vocabulary Research Articles

A deep learning-based intelligent method for mining sentiment words in English translation texts

Abstract The current conventional sentiment lexicon mining methods mainly achieve lexical extraction by mining the sentiment features of words, which leads to poor mining effect due to the lack of building sentiment lexicon. In this regard, the intelligent mining method of sentiment lexicon of English translation text based on deep learning is proposed, and the intelligent mining algorithm is optimized by extracting lexical templates with generality, constructing sentiment lexicon, and building convolutional network to extract lexical features. In the experiments, the mining performance of the proposed method is verified. The experimental results show that the accuracy of the mining method is above 80%, which is higher than the other algorithms. The above results show that the proposed method has a more ideal effect in mining the emotional vocabulary of English translated text.

Picturebooks Increase the Frequency and Diversity of Emotion Vocabulary in Children’s Language Environments: Modeling Potential Benefits to Emotional Literacy, with Pedagogical Resources

ABSTRACT Research Findings: This study examines the frequency and diversity of emotion vocabulary in children’s picturebooks, as well as its deviation from typical spoken language environments. We analyzed a corpus of 2146 transcripts of individuals reading picturebooks aloud on social media platforms, using an emotion-specific vocabulary list, and two emotion-related word lists: the Valence Aware Dictionary for Sentiment Reasoning (VADER) List, and the NRC Word-Emotion Lexicon Intensity Lists. Models of daily input assess how regular book reading impacts the diversity and quantity of emotion vocabulary in children’s language environments. The findings reveal that emotion vocabulary in children’s picturebooks is more diverse than found in typical samples of child-directed speech and that regular reading substantially increases exposure to emotion vocabulary in the language environment of children beyond their input from child-directed speech alone. The study underscores the significant role of regular picturebook reading in enriching children’s quantity and quality of emotion vocabulary exposure and the opportunities this may provide for emotional literacy development. Practice or Policy: The findings are supplemented with emotion vocabulary wordlists produced by the study and provided here (https://tinyurl.com/4pvcb8b4). These constitute new resources for supporting children’s emotion vocabulary acquisition during early education and development.

Enhancing Emotional Intelligence of Adult Learners in Online EFL Teaching: Insights from Vietnamese Educators

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey’s model of emotional intelligence and Knowles’s theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study’s unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills.

Combining style generative adversarial networks with particle swarm optimisation-support vector regression to design affective social robot for public health intervention

In order to improve the attractiveness of social robot serving health interventions in public workspace, we propose a product design method with the combination of Style-generative adversarial network (StyleGAN) model and particle swarm optimisation-support vector regression (PSO-SVR). This paper aims to explore the modelling generation method of social robots for health intervention based on artificial intelligence generated content (AIGC) and a mapping model between the shape characteristics and users’ visual perception based on Kansei Engineering (KE). Firstly, to address the defects of typical KE over-reliance on existing samples, we introduce the StyleGAN model in AIGC to learn and train existing robots’ shape samples and generate new robots’ shape sample images. Secondly, the morphological deconstruction method is used to deconstruct the shape features of the new robot sample. Factor analysis (FA) is also used to reduce dimension and cluster emotional words and establish a Likert scale between the shape features of robots and users’ emotional vocabulary. Finally, particle swarm optimisation-support vector regression (PSO-SVR) is used to establish a mapping model between the shape features of social robots and the emotional images of users, thus obtaining the most attractive shape combination scheme. The research results showed that the StyleGAN model in AIGC can be used to assist industrial designers in creative expression and provide rich sample sources for KE; and the PSO-SVR of machine learning can be used to build a mapping model among users’ visual feelings, emotional images and shape features. In the end, we designed an attractive social robot for public health intervention.

Putting it into words: Emotion vocabulary, emotion differentiation, and depression among adolescents.

Emotion differentiation (ED; the ability to distinguish discrete internal emotion states) may reflect or benefit from knowledge of linguistic labels. The present study uses natural language processing to examine how emotion vocabulary (EV; diversity of unique emotion terms within active vocabulary) relates to ED and depression in an adolescent sample. We tested two competing preregistered (https://osf.io/4j75w/) models regarding the EV-ED link. In the lexical facilitation hypothesis, we posited that larger EV may inform ED, perhaps resulting in larger EVs being associated with greater ED. In the emotional concision hypothesis, we theorized that ED may reflect narrower emotional experiences that are more succinctly labelled, which could result in larger EV being associated with lower ED. A community sample of adolescents (N = 241, ages 14-17, predominantly White) completed interviews, self-report measures, and ecological momentary assessments as part of a larger study conducted between 2014 and 2016. EV was derived using speech samples from transcribed recordings of life stress interviews. In line with the emotion concision hypothesis, EV and ED were inversely related for negative emotions. Moreover, larger negative EV and lower negative ED were each uniquely associated with depression, casting further doubt on whether diverse negative EVs within spontaneous language are fundamentally adaptive for emotional functioning. Replication in more diverse samples is needed to extend generalizability. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Action Research on Picture Book Reading Activities to Support the Development of Korean Emotional Vocabulary for a Child from a Foreign Family

Action Research on Picture Book Reading Activities to Support the Development of Korean Emotional Vocabulary for a Child from a Foreign Family

Research on Leisure Tourism Destination Image Innovation Driven by Artificial Intelligence

As the public’s demand for tourism experience continues to improve, the demand for tourism products gradually develops in the direction of personalization, customization and differentiation. In order to mine the image of leisure tourism destinations, this paper conducts theme mining on the review texts of leisure tourism destinations by means of LDA model. An improved neural network language model CBOW and a Glove model are used to train the review word vectors of leisure tourism destination texts. Based on the deep fully connected neural network model, the perceptual features of tourist destinations are studied and analyzed. Taking Sanya tourist attractions as a research case, by analyzing the perception of tourist attractions, the cognitive image vocabulary of Sanya tourist attractions includes three major categories. Among them, tourism attractions, tourism infrastructure and services, tourism service atmosphere, and tourists’ travel behavior accounted for 53.1%, 22.3%, 5.1%, and 19.5% respectively. Then the emotional vocabulary in the perception of tourism destination image in Sanya City was categorized in terms of positive, neutral and negative, and from the neutral vocabulary, the word frequency number of words such as waiting (101), understanding (185), fun (61), and relaxation (56) was high. Regression analysis was used to explore the factors influencing the effect of tourists’ perception of destination image. Among them, tangibility (0.43), reliability (0.463), and responsiveness (0.434) were positively and significantly related to tourist satisfaction. Improving the image of leisure tourism destination can focus on these three aspects.

The effects of shared book reading on the emotional vocabulary development of preschool children

The effects of shared book reading on the emotional vocabulary development of preschool children

ENHANCING EMOTIONAL VOCABULARY FOR PSYCHOLOGICAL LITERACY

Various aspects of language development, comprehension and neurological functioning contribute to reflective psychological attitudes and indicate the importance of language in understanding human behaviour. In this perspective we focus our attention on the role of emotional language in shaping psychological literacy. Our research mostly relies on the findings of the Theory of Constructed Emotion (TCE) and EmotionFocused Therapy (EFT) that confirmed the importance of emotional vocabulary in the process of forming the effective understanding of the emotions and creating new conscious experiences. Due to the development of affective neuroscience, emotional vocabulary is presented as a necessary tool for psychological studies of personality, emotions and mood that aim to increase empirical evidence on the ways how emotions are organised in the mind. Special attention is given to the phenomenon of blended emotions that refer to the simultaneous experience of two or more emotions. We show that the awareness of the complexity of emotional experience is directly related to finding words that capture combinations of a variety of emotions. Keywords: emotional vocabulary; psychological literacy; emotion awareness; emotional psychology

Связь между словами-цветообозначениями и эмотивной лексикой: сопоставительный аспект

The purpose of the article is to fix the connection between color terms and emotive vocabulary, to describe the results of the directed association experiment. In the article, we demanded the respondents to write down color terms related to the emotions (sadness, pleasure, anger, anxiety, aggression, love, calmness, fear, optimism, envy, relaxation, happiness, astonishment, delight, pity, embarrassment). The comparison of the results obtained made it possible to determine the correlation between emotions and color in the linguistic consciousness of speakers of Russian and Chinese linguistic cultures. The experiment involved 100 people of each linguistic culture (aged 18-40). The results showed similarities and differences between colors and emotions.

한국어능력시험(TOPIK) 읽기 영역 텍스트의 난이도 분석

The Test of Proficiency in Korean (TOPIK) stands as a reputable examination capable of assessing Korean language proficiency for various purposes. In order for TOPIK, with its pivotal significance, to be effectively utilized for multifaceted objectives, the validity and reliability of its evaluations must be substantiated. Thus, this study aims to scrutinize the disparities between TOPIK I and TOPIK II, focusing on reading texts, across various factors. Initially, a corpus was constructed comprising reading texts from the 35th session (post-2014 revision) to the most recent 83rd session available as of March 2014, obtained from the TOPIK website's archive. Subsequently, utilizing the Data Evaluation Unified System (DEUS), linguistic indicators including surface features (vocabulary and sentence length), lexical factors (vocabulary frequency, diversity, pronoun usage, emotional vocabulary usage), syntactic factors (proportion of function words, sentence constituent ratio), and discursive factors (referential coherence, patterns of adverbial conjunction usage) were employed to compare the text difficulty. Additionally, recommendations for future test construction were proposed based on the outcomes derived from each factor analysis.

DEVELOPMENT OF SOFT SKILLS OF ELEMENTARY SCHOOL STUDENTS BY THE MEANS OF THEATRICALIZATION

The article investigates the problem of forming "soft skills" of the students of primary education institutions by means of theatricalization based on the Concept of the New Ukrainian School (NUS). The general characteristics of theatricalization are given and it is defined as an artistic activity related to the perception of works of theatrical art and reproduction in a playful form of acquired ideas, impressions, feelings, one of the most effective means of pedagogical influence on the development of a child's personality. The effectiveness of theatricalization as a means of forming soft skills in elementary school students based on their psychological and pedagogical characteristics (emotional sensitivity to the events taking place, differentiation of emotional experiences and cognitive schemes for recognizing emotions; sensory coloring of perception, imagination, mental and physical activity; immediacy) and frankness in the expression of one's emotional experiences; formation of speech skills, verbal expression of emotions, active development of the vocabulary of emotions, etc.). A systematized toolkit of means of theatricalization in terms of the development of soft skills of primary school students was tested in practice. The main stages of theatricalization, as well as the development of soft skills in elementary school students by means of theatricalization are proposed, with the basic forms of their implementation in the practice of school education (preparatory and active implementation) being highlighted. A description of effective forms of theatrical art that ensure the development of soft skills is presented, including: collective viewings of plays, theatrical games, dramatization games, staging games, games on the themes of literary works, roleplaying games, director's games, production of plays, creation of mini-theaters, etc. Examples of the use of exercises with theatrical elements for the formation of "soft skills" in elementary school students are given. They include: "All About Me", "The Moment of Glory", "Butterflies", "Gloves", "New Year's Boots of St. Nicholas", "A picture of fear" and others. A conclusion was made about the perspective of using theatrical means for the development of soft skills in the "Child" program in the sections: "Child's personality", "Child's speech", "Child in society", "Child's play", "Child in sensory cognitive space" in the course "I explore the world" of elementary school.

The role of foreign language in the experience and emotional expression of guilt: evidence from moral scenarios and autobiographical memories of bilinguals

ABSTRACT This study investigated the influence of language – first language (L1) versus second language (L2) – on the experience and the expression of the emotion of guilt. Fifty-two Greek – Spanish bilinguals read two moral scenarios that induced guilt in their L2 (Spanish) and rated the intensity with which they felt a series of emotions (moral scenario task). Then they were asked to recall and write about a real-life event that made them feel guilty in their L2 (autobiographical memory task). A month later they performed the same tasks in their L1. Content analysis and emotional vocabulary analysis were conducted to examine cross-linguistic differences in the expression of guilt. Overall, these bilinguals experienced higher levels of guilt and regret when they read the moral scenarios in their L1 Greek. They also used a greater number of emotion words in their autobiographical memories in L1. However, they appeared to be more willing to talk about sensitive topics (e.g. infidelity, homosexuality, and death) in their L2. These findings have implications for both psychotherapy and L2 instruction.

A Review of the Impact of Native Language on Emotional Aspects of Second Language Acquisition

This review explores how native language affects second language learners' abilities in processing emotional information, including the cognitive processing of emotional vocabulary, emotional expression and communication, and cross-cultural understanding of emotions. The research found that native language background plays a multi-dimensional role in this process, affecting not only the processing of emotional information within the language but also individuals' cross-cultural communication skills. Furthermore, this paper emphasizes the importance of focusing on emotional vocabulary teaching and the cultivation of emotional expression strategies in second language teaching, as well as directions for further research. By deeply understanding the impact of native language on emotional processing in a second language, practical guidance can be provided for cross-cultural education, promoting effective communication and understanding among people from different cultural backgrounds.

The Limits of Words: Expanding a Word-Based Emotion Analysis System with Multiple Emotion Dictionaries and the Automatic Extraction of Emotive Expressions

Wide adoption of social media has caused an explosion of information stored online, with the majority of that information containing subjective, opinionated, and emotional content produced daily by users. The field of emotion analysis has helped effectively process such human emotional expressions expressed in daily social media posts. Unfortunately, one of the greatest limitations of popular word-based emotion analysis systems has been the limited emotion vocabulary. This paper presents an attempt to extensively expand one such word-based emotion analysis system by integrating multiple emotion dictionaries and implementing an automatic extraction mechanism for emotive expressions. We first leverage diverse emotive expression dictionaries to expand the emotion lexicon of the system. To do that, we solve numerous problems with the integration of various dictionaries collected using different standards. We demonstrate the performance improvement of the system with improved accuracy and granularity of emotion classification. Furthermore, our automatic extraction mechanism facilitates the identification of novel emotive expressions in an emotion dataset, thereby enriching the depth and breadth of emotion analysis capabilities. In particular, the automatic extraction method shows promising results for applicability in further expansion of the dictionary base in the future, thus advancing the field of emotion analysis and offering new avenues for research in sentiment analysis, affective computing, and human–computer interaction.

The “emotional brain” of adolescent Spanish–German heritage speakers: is emotional intelligence a proxy for productive emotional vocabulary?

The “emotional brain” of adolescent Spanish–German heritage speakers: is emotional intelligence a proxy for productive emotional vocabulary?

Using dialogic reading and direct instruction of emotion words to increase emotion vocabulary knowledge in the preschool classroom

PurposeThis research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.Design/methodology/approachThis mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.FindingsThe results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.Practical implicationsThis research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.Originality/valueThis research uniquely applies this intervention as a universal strategy with preschool-aged children.

Judicial videoconferencing interpreting. Features of emotive vocabulary interpreting. Non-verbal emotional interaction

Judicial videoconferencing interpreting. Features of emotive vocabulary interpreting. Non-verbal emotional interaction

Feelings in words: Emotion word use and cardiovascular reactivity in marital interactions.

Putting feelings into words is often thought to be beneficial. Few studies, however, have examined associations between natural emotion word use and cardiovascular reactivity. This laboratory-based study examined emotion word use (i.e., from computerized text analysis) and cardiovascular reactivity (i.e., interbeat interval changes from baseline) across two interaction contexts (i.e., conflict and positive conversations) in 49 mixed-sex married couples (age: M = 43.11, SD = 9.20) from diverse socioeconomic backgrounds. We focused on both frequency (i.e., relative proportion of emotion words) and diversity (i.e., relative proportion of unique emotion words) of emotion words. Data were collected between 2015 and 2017 and analyzed treating both partners and conversations as repeated measures, resulting in 196 observations overall (four per dyad). Findings showed that (a) when spouses used more negative emotion words (especially anger), they showed higher cardiovascular reactivity. This finding was robust when controlling for covariates; generalized across gender, interaction contexts, and socioeconomic status. Moreover, (b) when spouses used a more diverse negative emotion vocabulary, they showed higher cardiovascular reactivity, but this was not robust when controlling for negative emotion word frequency. Associations between (c) positive emotion word use and cardiovascular reactivity were not statistically significant. Verbalizing negative emotions thus seems to go along with higher cardiovascular reactivity, at least in the short term. Replication is needed across other relationship types, genders, and sexual orientations. These findings highlight emotion word use as an indicator of cardiovascular reactivity, which has implications for the identification of potential health risks that emerge during marital interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Catcher in the Rye by J. Salinger

Gender aspects have been attracting linguistic attention for quite a while now, raising discussions about the so-called male and female languages. However, the effect of gender on translation remains understudied. This research featured expressive vocabulary in Jerome Salinger’s The Catcher in the Rye and its Russian translations performed by Rita Rait-Kovaleva (1960) and Maxim Nemtsov (2008). The objective was to determine the effect of gender on translation. The authors believe that the translator’s gender may affect literary images and modify the author’s message. They conducted a comparative analysis of the way translators of different genders transferred stylistically-marked and emotional vocabulary, colloquialisms, slang, and jargon into Russian. The standard methods of analysis, synthesis, comparison, generalization, systematization, and description revealed some differences in the translation styles, the image of the main character, translation pragmatics, and Salinger’s rather remarkable style. Rita Rait-Kovaleva seemed to soften some harsh statements, neutralize emotional aspects, and avoid colloquial vocabulary by using equivalents, which did not quite fall into the stylistic framework. Her Holden Caulfield turned out to more educated, intelligent, confident, emotional, and gentle. Maxim Nemtsov adhered to a single strategy: he did his best not to deviate from the original. In his attempt to preserve colloquialisms and substandard vocabulary, he often gave neutral words stylistic markers, emotional coloring, or a negative connotation. However, he managed to maintain the original syntax.