Emotional Vocabulary Research Articles

한국 전통의 도자 식기에서 느껴지는 대표 감성

It is necessary to discover Korea’s diverse traditional culture and publicize it to the world to continue the Korean Wave and develop it in a more positive direction. The present study proposes methods for publicizing little-known ‘traditional Korean ceramic tableware’ by focusing on Hansik, which is the most frequently published in the British Oxford Dictionary among Korean traditional cultures and can best represent Korean food. To this end, the present study measured cultural recipients’ emotions regarding traditional Korean ceramic tableware to derive the ‘representative emotions felt regarding traditional Korean ceramic tableware’ as a method to reflect it in the design. First, the Delphi Technique was carried out based on 182 emotional vocabulary items collected from existing studies to create 33 groups of emotional vocabularies with similar concepts. In addition, among the emotional vocabularies included in each of the 33 groups, those of overlapping concepts were regrouped based on the characteristics of traditional Korean ceramic tableware, and the most appropriate emotional vocabularies were extracted and reduced to 75. A survey was carried out with 135 cultural recipients experienced with traditional Korean ceramic tableware to derive 32 representative emotions felt regarding traditional Korean ceramic tableware. Finally, from the results of a factor analysis of 32 representative emotions, this study classified vocabulary into six emotion categories including ‘aesthetic, pleasure, freshness, ownership, satisfaction, and comfort’. The six emotion categories and 32 representative emotions derived from this study’s results can be utilized to measure emotional levels felt by cultural recipients while using traditional Korean ceramic tableware.

THE USE OF BORROWED EMOTIVE VOCABULARY IN TEXTS OF MEDIEVAL ARTISTIC POETIC WRITTEN MONUMENTS

Many abstract concepts in modern Turkic languages are borrowed from Arabic and Persian and have free use in the language system of the Turkic peoples. The use of some emotive lexical concepts that are absent in the Turkic languages, including Kazakh, can be traced in the texts of medieval written monuments. Emotive vocabulary is widely used in the fiction of the modern Kazakh language, and in colloquial speech. Since then, emotive lexical units have become the richest lexical means of language, firmly entrenched in our vocabulary. In this regard, this article in the XIII-XIV centuries examines the features of the use of emotive vocabulary in the texts of written monuments borrowed from Arabic and Persian languages, continuity with the modern Kazakh language. In the language of monuments of artistic poetic writing that have come down to our era, the special use of emotive lexical units was used by Turkic poets to glorify Allah, preach Islam, describe the beauty of a girl and glorify relationships between people. The article classifies Arabic, Persian emotive lexical units in the texts of written monuments of the Golden Horde era within the framework of the functional and semantic field, analyzes the continuity with the modern Kazakh language. As a result of the research, the main emotive concepts on the content of written monuments are revealed. That is, the emotive concept of "love" is systematized into microconceptual models of "love", "joy", "regret".

네트워크 분석 기법에 의한 일본어 감정 어휘 공기관계 시각화 - 2자 한자 명사 어휘를 중심으로 -

This paper introduces one methodology of Japanese research based on data and aims to explore the co-occurrence relationship of Japanese emotion vocabulary using “network analysis”. The subject of the analysis is “100 books of Shincho Bunko”. Specifically, it collates texts of 65 Japanese novels in “100 of Shincho Bunko”, which completed the morphological comprehensive analysis, to “Japanese sentiment expression dictionary (JIWC-Dictionary)” which was used as a criterion for categorizing emotions. Targeting two-character kanji noun vocabulary, it then uses the network analysis method and visualizes the co-occurrence relationship of the various vocabulary that belong to the emotion categories of “sadness”, “anxiety”, “anger”, “disgust”, “trust”, “surprise”, and “excited”. The two-character kanji noun vocabulary to be analyzed was 33,207 out of 134,370 total tokens, of which 211 were output as “TRUE” from the seven emotion categories. “Anxiety” shows the highest number with 45, followed by “trust” 36, “disgust” 30, “sadness” 26, “surprise” and “excited” each 25, and 24 from “anger”. With these results, we observed the aspect of the vocabulary by emotion category, and at the same time, listed the co-occurrence relationship for the “earthquake” of “anxiety”, which contained the most vocabulary in the emotion category.

How to read ‘Reading the Mind in the Eyes’

Reading the Mind in the Eyes is a psychometric test first published by Simon Baron-Cohen and colleagues in 1997 and revised in 2001. It was designed to measure subjects' ‘mentalizing’ ability, or their capacity to attribute cognitive and emotional states to others. Although originally developed and used for autistic adults, this instrument has proven remarkably durable in the succeeding two decades. This is notable for several reasons. The instrument itself is a historical artefact composed of cropped photographs from 1990s-era commercial magazines. Researchers have also noted that it may measure emotional vocabulary better than emotion recognition. In the decades following its publication, the theory underpinning the test, that autistics lack components of the ability to empathize, has been critiqued both by autism researchers and by autistics themselves. Despite these potential shortcomings, researchers in numerous fields have used it to assess a broad range of diagnostically defined groups, including those with substance use disorders, eating disorders and personality and neurodevelopmental disorders. Indeed, it is cited far more frequently now than it was in the decade following its publication. This essay considers how this instrument defines autism as a particular type of disability, and how the capacities purportedly associated with the ability to read minds through eyes are then used to characterize a range of human differences.

ЕКСПРЕСИВНІ ЗАСОБИ В АНГЛОМОВНІЙ ХУДОЖНІЙ ЛІТЕРАТУРІ ТА ОСОБЛИВОСТІ ЇХ ПЕРЕКЛАДУ (НА МАТЕРІАЛІ ПЕРЕКЛАДУ ОПОВІДАННЯ Е. А. ПО «ЗОЛОТИЙ ЖУК» УКРАЇНСЬКОЮ МОВОЮ)

The article is devoted to the study of the peculiarities of expressive means of translation of literary texts into the Ukrainian language. The research material was the short story “The Gold-Bug” by Edgar Allan Poe and its translation into Ukrainian. The relevance of the research topic is determined by the creation of modern versions of translation of literary works, and therefore new emotional means. The aim of the research is to analyze the peculiarities of rendering English expressive means in literary translation. It is proved that the means of expressiveness include expressive and emotional vocabulary, figurativeness, modality, literary tropes, etc. The method of translation analysis determined that a metaphor is mostly often translated by a syntactic transformation of substitution, an epithet is translated by the selection of a dictionary equivalent, a comparison is mostly rendered by a syntactic simile or addition, a hyperbole is rendered by a lexical transformation of concretization, and rhetorical questions and exclamatory sentences are often rendered in the translated text by means of permutation syntactic transformation.

МОДАЛЬНО-ЕМОЦІЙНА СЕМАНТИКА ЯК ПРОБЛЕМА ХУДОЖНЬОГО ПЕРЕКЛАДУ

The article has been devoted to the peculiarities and problems of reproduction of modal-emotional semantics. The study is urgent taking into consideration the position of the ambiguity of the phenomenon of modal-emotional semantics, and its representation in the literary text It should be emphasized that the translator faces the difficulty of reproducing an adequate translation of modal-emotional semantics, which can be achieved only under the condition of preserving the author’s content, observing the specifics of emotional vocabulary and using appropriate transformations of the text. The objective of the study is to research and analyse the specifics of modalemotional semantics throughout literary translation. To achieve this goal, the concepts of “emotionality”, “emotionality” and “expressiveness” were characterized, modality was defined as a semantic category, and modal-emotional semantics at different levels of language were considered. As a result of the study, the authors concluded that modality is a universal semantic category actualized by a number of linguistic means. During the analysis of the problem of modal-emotional semantics reproduction, we determined that in a general sense, linguists define the same content of modality with different terms, distinguishing, in addition to adjacent types, semantic types that are different from other classifications

FUNCTIONING OF THE EMOTIVE VOCABULARY IN BELLES-LETTRES TEXTS AND ITS TRANSLATION INTO UKRAINIAN (based on the novel “The Hippopotamus” by Stephen Fry)

The article deals with the features of emotive vocabulary functioning in belles-lettres texts as demonstrated on the example of Stephen Fry's novel "The Hippopotamus" and ways of its rendering in the Ukrainian translation. It is determined that emotive vocabulary in belles-lettres works can perform communicative, expressive and pragmatic functions, which create a psychological portrait of a character, provide an emotional interpretation of the world depicted in the text, reveal the inner emotional world of the author's figure. The authors of the research propose their own classification of emotive vocabulary, which is divided into emotives proper (affectives and connotatives), emotive designators (vocabulary which nominates emotions) and emotive descriptors (vocabulary which describes emotions). The use of emotive vocabulary in Stephen Fry's novel "The Hippopotamus" in the amount of 2093 units has been analised. It is established that the most productive type of emotive vocabulary in the work are emotives proper - 1113 units, of which affectives constitute 552 units, and connotatives constitute 561 units. It is determined that emotives most often express the emotional state of the characters, convey their attitude to other people, objects and phenomena, as well as serve as a speech characteristic of the characters. It is established that the rendering of emotives proper in Ukrainian requires the use of such translation techniques as substitution, omission, modulation, calque, differentiation of meaning, integral transformation, generalization, concretization. Less productive types of emotive vocabulary in “The Hippopotamus” are found to be emotive designators and emotive descriptors (612 and 368 units, respectively), which indicate in the text the way the characters experience their feelings, explain to the reader the reasons for their occurrence, or point to the cause, the result, an indirect sign of emotion, as well as serve as a speech characteristic of the protagonist. It is found that productive techniques for the translation of emotive designators and emotive descriptors are the substitution of parts of speech and members of the sentence, differentiation of meaning, permutation and integral transformation.

Emotional Potential of Non-Emotive Vocabulary in the Modern English Literary Text

The study is devoted to the features of lexicalization of the basic emotion «fear» in an English literary text in order to determine the emotive potential of non-emotive vocabulary representing this emotion. The use of cognitive approaches to the study of the language, the internal structure in the naming of
 emotions, the ways of their objectification and lexicalization reflect the relevance of the study. The analysis of the semantic structure of the emotion «fear» in the Russian and English languages as well as the linguistic representation of the
 basic emotion «fear» in the texts of modern British authors made it possible to determine the features of the lexicalization of the emotion «fear» in a modern
 literary English text and to study the emotivity degree of non-emotive lexical means that are used to lexicalize the specified basic emotion. The results obtained are as follows: the emotion «fear» is lexicalized with the help of emotive vocabulary that contain the seme «fear», «escape», «retreat»,
 «cry». Non-emotive vocabulary is systematized by thematic groups: achromatic colours and physiological reactions of a person. Non-emotive, neutral vocabulary which is used to describe the non-verbal manifestations of the «fear» emotion creates an emotional colouring of the description. The emotional potential of the corresponding lexemes varies under the influence of certain situations in such a way that neutral lexical units begin to express emotiveness. Non-emotive vocab-
 ulary is used by authors to reflect the emotional experience of the speaker, to describe the non-verbal manifestations of emotion, to create tension and emotional intensity of the narrative. The results of the study can be used in research work related to the study of the vocabulary of the modern English language.

The potential of emotive language to influence the understanding of textual information in media coverage

Online media attempts to influence how people think. The promotion of online discourses and the use of extra-linguistic factors enable a tilt towards a desired way of thinking. Internet users seek, make decisions, and act not only according to their beliefs but also according to the ideas propagated by the media. This paper focuses on public relations formation in a media discourse and an emotive response to news coverage. The paper aims to analyze the use of emotive linguistic means at the level of Kazakh media discourse. Through contextual analysis of emotive vocabulary used in media discourse, the paper explores the cognitive perception of media coverage by readers. This method allows for an in-death study of emotivity. The scientific novelty of the study is that it examines the emotive aspect of the Internet media discourse. The results show that emotivity of the Kazakh media texts is expressed using lexical and syntactic means and is crucial for building public relations and influencing the audience. The studied corpus includes media texts from the three largest online media sources in Kazakhstan. It appears that the culture of Internet media readers plays a decisive role in how they perceive products of communication, even if there are other variables involved in the equation. The use of emotive items in online media debates was found to depend on discourse content and writer’s intentions. A sample of emotive items was used. Content published on politics-oriented online media (Zakon.kz) channeled negative emotions, namely sadness and fear. Online media sources with entertainment content (Kazinform and Sputnik Kazakhstan) were characterized by the presence of such universal emotions as fear, joy, and hope. Positive emotions prevail. In general, the potential of Internet media content to influence readers and manipulation tactics vary depending on the content of the coverage.

1. Emotional History of Religion: Emerging Approaches to Cultural History

Scholars of Cultural History are adopting new approaches to explain the significance of emotions, derived either from religious ideas or religious rituals which are performed because of various emotions. By analyzing emotional vocabulary in primary sources, these cultural historians examine rituals that involve emotions such as happiness and tears. Similarly, folktales are narrated to invoke particular emotions in the audience. Even material cultural objects such as buildings are either products of emotions or meant to invoke emotions. This article discusses the various approaches which cultural historians may adopt while practicing the emotional history of a religion.

A systematic review of relationships and sex education outcomes for students with intellectual disability reported in the international literature.

BackgroundLittle is known about how to evaluate relationships and sex education (RSE) delivered to students with intellectual disability and what stakeholders perceive are important outcomes. The present study aimed to systematically review existing studies on outcomes of RSE, as the first step in the development of a core outcome set (COS) for students with intellectual disability.MethodA systematic literature process included two stages: (1) searching for studies reporting on RSE outcomes for students with intellectual disability and (2) studies reporting on measurement properties (e.g. validity, reliability and responsiveness) of standardised instruments identified in stage 1.ResultsA total of 135 RSE outcomes were extracted from 42 studies: 43 outcomes for students in secondary education and 92 outcomes for students in further education. No RSE outcomes were reported for primary education. Outcomes referred to the human body, hygiene, relationships, sexuality, sex and its consequences, inappropriate and appropriate social and sexual behaviour, keeping safe, emotional vocabulary and positive self‐esteem. Outcomes were predominantly knowledge‐based, rather than relating to skills and attitudes development. Students with intellectual disability, parents and teachers perceive different RSE outcomes meaningful. Five instruments were used to measure the outcomes, but none have established psychometric properties with this population.ConclusionsThe comprehensive list of RSE outcomes for students with intellectual disability will be used to inform the next steps of a Core Outcome Set needed for RSE evaluations in research and education settings. There is an urgent need to develop standardised instruments validated for students with intellectual disability.

The Impact of Emotional Intelligence on Cognitive Strategy Uses of Saudi English Foreign Language Students’ Vocabulary Knowledge

It is becoming increasingly difficult to ignore the connection between emotional intelligence, strategy use, and vocabulary knowledge. However, very little attention has been paid to this subject, to the best of researchers’ knowledge. To this end, intermediate students were considered through the Cambridge English: Key English Test (KET). After taking the test, 50 male students with a mean age of 16 whose grades equaled (between 45 and 69) were chosen for this research sample. Adopting a correlational design, the researchers gathered three types of scores: an emotional intelligence questionnaire, cognitive strategy use questionnaire, and a vocabulary knowledge test. The data were checked for linearity of the relationship and normality of the distribution. Finally, Pearson product-moment correlation was conducted to identify any possible correlation between the variables. The results showed a significant relationship between emotional intelligence and cognitive strategy use. The data analysis also indicated a relationship between emotional intelligence and vocabulary knowledge. Moreover, the data analysis showed that in comparison with cognitive strategy use, vocabulary knowledge has a higher correlation with emotional intelligence. The findings have some pedagogical implications for instructors of proficiency courses, writing textbook developers, EFL learners, and language teachers who can benefit from this research results.

An increase in somatization in pandemic time in association with lexical characterictic of statements about pandemic

IntroductionOne of the negative consequences of the COVID-19 pandemic may be an increase in somatization.Objectivesidentification of implicit characteristics of texts indicating the peculiarities of the opinion about the pandemic by people with high somatization level.MethodsSurvey (03/23/2020–01/29/2021, N=1188). Used: SCL-90-R, COPE, Constructive Thinking Inventory (CTI). It was offered to express an opinion on the pandemic. The statements were divided into the two text arrays - “high somatization” and “low somatization” (based on the parameter “somatization” SCL-90R). The frequency of words in these text arrays was estimated (LIWC).ResultsThe analysis showed an increase in somatization as the pandemic developed (Std.J-T Statistic=4,327). The relationship between somatization and anxiety, sleep disturbances, and depression was revealed. Higher rates of somatization are associated with a decrease in emotional coping, «global constructive thinking» and «personal superstitious thinking», an increase in «categorical thinking». The connection between somatization and a number of non-constructive copings is shown. Texts associated with high somatization demonstrate higher number of pronouns of the first person (30.77%, 17.19%), a decrease in the tonality of words, a vocabulary (LIWC) of suffering, negative sthenic emotions (1,53%, 0,93%), a decrease in the vocabulary of motivation and resistance (0,93%, 1,49%), a decrease in vocabulary associated with the body (0,20%, 0,32%).ConclusionsThe connection between somatization and high emotional distress, which manifests itself in negative emotional vocabulary and is associated with a low level of emotional coping, is shown. The “representation” of the pandemic, presented in the text, is “divorced” from somatic manifestations, fear of illness and death.DisclosureNo significant relationships.

Recognition of Basic Emotions with and without the Use of Emotional Vocabulary by Adolescents with Down Syndrome.

Background: Children with Down syndrome (DS) often experience behavioral and emotional issues that complicate their socialization process and may lead to psychopathological disorders. These problems may be related to deficits affecting emotional knowledge, particularly emotional vocabulary. Because emotional vocabulary makes it easier for typically developing children to identify emotions, a deficit affecting it in DS could be problematic. Methods: Twenty-eight adolescents with DS matched with typically developing (TD) children for their score on the Benton Facial Recognition Test were asked to recognize six emotional expressions presented in the form of filmed sequences, based on (1) nonverbal cues such as prosody, and (2) an emotional label. Results: The adolescents with DS recognized the six basic emotional expressions at a level comparable to that of the TD children in both conditions (with and without emotional vocabulary), but the facilitating effect of vocabulary was lower in that group. Conclusions: This study does not show a deficit affecting emotion recognition in DS, but it emphasizes the importance of early acquisition of emotional knowledge in this syndrome. Regular and varied use of internal state words should be encouraged in familial interactions, and education should include specifically adapted social and emotional learning programs.

실내마감재로서 노출콘크리트에 대한 인식 변화와 감성어휘 - 1980년대 후반~2010년대 중반을 중심으로 -

In Korea, exposed concrete was introduced in the late 1950s, but began to be used in earnest in the 1990s. Currently exposed concrete is being used as a common and popular interior finishing material. The research has been performed in order to the process of exposed concrete becoming a familiar interior finishing material and emotional vocabulary accompanying exposed concrete based on the related articles from ‘Monthly Interiors magazine’ during 1987~2015. The conclusions produced through this study are as follows: First, resolving sanitation problems caused by rats and cockroaches might be a big factor in the selection of interior finishing materials for exposed concrete in the late 1980‘s. Second, exposed concrete was used as an emphasis element that differentiated it from other indoor spaces in the early. Entering the 2000s, exposed concrete was mentioned as the material that could best express a property of matter and was recognized as a natural, friendly, space background. Third, a total of 227 vocabularies for exposed concrete were counted. When the vocabulary was divided into five types, the order was evaluationothersenseemotionexistence. Fourth, when the duplicate vocabulary was treated as one case, the vocabulary of exposed concrete was 126, and it was found in the order of frequency of roughcoolnatural material=natural mood.

Communication and Emotional Vocabulary; Relevance for Mental Health Among School-Age Youths.

BackgroundThe association between language and mental health may be connected to several aspects of language. Based on the known associations, emotional vocabulary could be an important contribution to mental health and act as a risk, protective or resilience factor for mental health in general. As a preliminary test of this hypothesis, an assessment of emotional vocabulary was constructed and used among youths in school age. Cross-sectional associations and prediction models with parent-reported youth mental health as outcome were examined for emotional vocabulary as well as general vocabulary, non-verbal problem solving and social communication, controlled for age, gender and subsamples.ResultsEmotional vocabulary, general vocabulary and non-verbal problem solving were directly associated with each other and similarly associated with age and gender. However, they were not significantly associated with social communication skills or mental health in the expected direction. Only social communication skills showed significant negative associations with behavioral mental health problems, suggesting these skills to be potential resources related to mental health.ImplicationFuture research should investigate whether behavioral problems may be prevented or improved by developing better social communication skills among community school-age youths. However, our results suggest that merely expanding emotional vocabulary is not likely to produce such effects unless this is integrated with improving social communication.

The Case of Claud Cardew's Violin: Race, Anxiety, and the British Empire Mail

AbstractIn the summer of 1894, Claud Cardew, then at British Central Africa, asked his brother in England to send him a violin. In tracing the violin's trajectory from metropole to colony, this article combines two inquiries. It probes, firstly, the emotional vocabulary surrounding Claud's request, and secondly, the technology underpinning the British Empire mail. Closely reading the Cardew family letters alongside postal documents, the author argues that for Claud, the violin's delayed arrival triggered a tangled nexus of anxieties, stemming from both the colonial racial hierarchy and the changing expectations surrounding modern technology. Much like the cultural connotations carried by the violin itself, efficient mail delivery denoted racial superiority. Furthermore, the empire mail gained significance in the minds of British users for its racially loaded function as potentially mitigating colonizers’ anxiety in the face of outnumbering locals. Yet the violin's failure to arrive when expected led to mounting anxiety, as claims for colonizers’ dominance cracked in the face of unstable postal communications. The story of Claud Cardew's violin thus offers a framework that may be used to unravel similar emotional entanglements surrounding Western technologies set to work within empire.

Mama’s boy? mother-son bond as a resource for masculinity construction

ABSTRACT The vibrant field of research about masculinities has rarely discussed mother-son relationships outside the classical psychoanalytic prism of gender identity development. The paper addresses this void by exploring men’s accounts of their identities as men through the lens of their relationships with their mothers within a societal context that identifies masculinity with separation from the mother and denial of her feminine traits. This qualitative study is based on in-depth interviews with 15 Israeli men who state they have close relationships with their mothers. The interviewees portray their mothers as significant models for key social capabilities. We contend that the transforming ideologies of manhood allow these men to describe this close dyad as a resource for a broader emotional vocabulary, heterosexual attractiveness, and for ascending the Israeli hierarchy of masculinity. Through their descriptions of the dyadic bond, they are in fact expanding the toolkit available to them for signifying their gender. These close dyadic relationships do not detract from their belonging to the category of ‘men’. Indeed, these men use these relationships to derive personal benefits and upgrade their social status vis-à-vis women as well as other men. These findings can contribute to the scholarly debate concerning the changing nature of masculinity.

Teaching Emotion Vocabulary to Children With Autism Spectrum Disorder

Research suggests that reading for understanding, especially narrative text, is difficult for children with autism spectrum disorder (ASD); yet research on how to effectively teach skills associated with reading comprehension is limited and has generally deemphasized vocabulary interventions. This single case research design study (i.e., a multiple probe across behaviors design) examined the effectiveness of teaching emotion vocabulary words to children with ASD ages 6 to 7 years. Vocabulary knowledge was taught explicitly during the repeated reading of storybooks illustrating the target emotion words. Results showed all participants increased their ability to label and define the target emotion words. Moreover, the classroom teacher indicated the intervention improved participant understanding of emotion words. Implications and future research are discussed.

Functional Role of Interjections of Tatar Language

Recently, in studying the linguistic picture of the world, interest has been growing in the national originality of the perception of reality, the national specificity of the reflection of the world picture in the language. The linguistic picture of the world is not linguistic; it reflects cognitive reality due to history, culture, geography, and other factors within the objective world. This article, based on such general scientific research methods as induction, deduction, observation, analysis, and synthesis of empirical material, attempts to reveal the national identity of the emotional experiences of the Tatar people. The study's subject is the emotive lexicatic language, which makes it possible to formulate and evaluate the presented picture and conceptualization of the surrounding Tatars. As the results of this study confirm, a person in the Tatar language picture of the world and eastern linguistic culture is less dualistic than a European; his emotions and speech tend to be in harmony, mutually complementing each other. In life, in everyday life, and the feelings of the Tatars, there is a severe imprint of the traditions and canons of Islam. The importance of the study of emotive vocabulary lies in the fact that it allows you to identify the priorities of the Tatar language consciousness, as well as the features of the vision of the Tatars world, the representation of the image of a person and his world from the position of the universal in the phraseology of the Tatar language, and the position of national specific features. The study of the dynamic semantics of phraseological units of the Tatar language in the structure of meaning makes it possible to represent significance for the general theory of linguistic science.