Universality Of Emotions Research Articles

A Semantic Cognitive Analysis of the Conception and Emotional Implications of Cheerfulness in Indonesian Proverbs

This study employs Cognitive Semantics Analysis and Qualitative Methods to examine Indonesian proverbs and uncover the underlying elements of cheerfulness within them. Using a diverse corpus of Indonesian proverbs, the study scrutinizes their linguistic and cognitive structures, applying cognitive semantics theories to discern the interplay between language, culture, and emotions in the proverbs. Additionally, the study draws upon the perceptions and interpretations of native speakers to gain a holistic understanding of cheerfulness as manifested in these linguistic gems. The findings show (1) the Indonesian proverbs that describe cheerfulness often use a wide range of metaphorical expressions that draw upon sensory and embodied experiences, (2) cultural resonance underscores the shared understanding of cheerfulness within the community, highlighting its salience as a cultural value, and (3) proverbs from contemporary contexts may reflect the evolving nature of happiness and well-being in Indonesian society. The findings contribute to a deeper comprehension of Indonesian culture and language and offer valuable insights into the field of cognitive semantics. The study also facilitates cross-cultural comparisons and appreciation of the universality and linguistic manifestations of human emotions.

The children's emotional speech recognition by adults: Cross-cultural study on Russian and Tamil language.

The current study investigated the features of cross-cultural recognition of four basic emotions "joy-neutral (calm state)-sad-anger" in the spontaneous and acting speech of Indian and Russian children aged 8-12 years across Russian and Tamil languages. The research tasks were to examine the ability of Russian and Indian experts to recognize the state of Russian and Indian children by their speech, determine the acoustic features of correctly recognized speech samples, and specify the influence of the expert's language on the cross-cultural recognition of the emotional states of children. The study includes a perceptual auditory study by listeners and instrumental spectrographic analysis of child speech. Different accuracy and agreement between Russian and Indian experts were shown in recognizing the emotional states of Indian and Russian children by their speech, with more accurate recognition of the emotional state of children in their native language, in acting speech vs spontaneous speech. Both groups of experts recognize the state of anger via acting speech with the high agreement. The difference between the groups of experts was in the definition of joy, sadness, and neutral states depending on the test material with a different agreement. Speech signals with emphasized differences in acoustic patterns were more accurately classified by experts as belonging to emotions of different activation. The data showed that, despite the universality of basic emotions, on the one hand, the cultural environment affects their expression and perception, on the other hand, there are universal non-linguistic acoustic features of the voice that allow us to identify emotions via speech.

오순택 동시에 나타난 공기적 상상력

The poet, Oh Soon-taek pursues beauty, purity, and brightness, features of human’s nature in his children’s poetry. There are frangrances and sounds on the foundation of the beauty, purity, and brightness. He makes his readers dream new things and opens an entry for them to experience new world of imagination, through olfactory and auditory images. Fresh airy embodiment provides readers invigoration, definitely. Therefore, this study aims to analyze olfactory and auditory languages focusing on the entire poems of Oh Soon-taek and to trace airy imagination expressed in his children’s poetry. Though the poetic words related to fragrances are not signified in the poet’s works, he is not afraid of trying freely to olfactoryize hearing and to auditoryize olfaction. In addition, he is a subject who experiences more diverse auditory illusions than actual hearing and nature is like a mouth containing every auditory element to him. As mentioned above, the poet puts richly attractive fragrances and sounds in nature with his own imagination, and they are tied in his fantasy world as embodiment of infinite words and images in spite of no forms. Like this, Oh Soon-taek’s poetry showing the images of hearing and olfaction at the same time awake all things and make them live and breathe. There are fun as well as philosophy of life in the poet’s works. They open our eyes to forgotten realities and show freedom when feeling lightness from the materials offering happiness of small things. This is well expressed in Bell Sounds which hopes “all the sounds in the world will be pure like first cry of a newborn baby.” Sounds have no weight. Many things are put down, and then, there is a clean sound. How much this poem resounds! When reading the poet Oh Soon-taek’s poetry, our ears become clean. When we would rather hear it than read it through eyes, we seem to hear pure and bright sounds in the world. In addition, his collection of poems expressing love with fragrances contains lots of perfumes of flowers, grasses, and trees, awaking his readers’ olfactory sense. Someone says sounds last longest and fragrances last for a long and long time. His children’s poems reflecting universality of human emotions will be remembered as sounds or as fragrances to us.

Analysis of Emotional Education Infiltration in College Physical Education Based on Emotional Feature Clustering

Integration of emotional education physical education research in colleges and universities is a topic that has both theoretical and practical implications. Teachers in physical education should pay attention not only to the development of students’ physical knowledge and skills but also to their emotional education, emphasizing the positive role of emotional factors. Emotion is a type of internal experience that people have when deciding whether or not objective things can meet their needs. The diversity of emotional needs, the contradiction of emotional experience, the singleness of emotional orientation, and the universality of negative emotions are all new characteristics of contemporary college students’ emotional development. A teaching feedback strategy generation algorithm based on the emotional learning ontology is designed to obtain the students’ perception and understanding of the learning process without the need for question-and-answer interaction with the students. Based on “emotional triggers,” a better understanding of students’ learning status can be provided, as well as better cognitive and emotional support. The main measure and means to improve teaching quality and efficiency in physical education is to combine cognition, emotion, and education. This paper discusses the connotation and scope of emotional education in colleges and universities and proposes ideas for strengthening emotional education in colleges and universities in light of the new characteristics of college students’ emotional development, based on the clustering of emotional features, in terms of emphasizing the emotional influence of teachers, bolstering students’ aesthetic education, and exploring new avenues for college students’ emotional education.

An Empirical Study on the Evaluation of Emotional Complexity in Daily Life.

Emotional complexity means diversity, universality, and differentiation of individual emotions. This research consisted of two studies to demonstrate the constitution of the emotional complexity. In Study 1, the participants were asked to use 10 emotional words to record the variation of emotions over 30 days in daily life. In Study 2, the experimental materials were enriched. The participants were required to note the emotions with the Positive and Negative Affect Schedule in a 3-day holiday—all the individuals in the two studies needed to record the most important emotional event. As a result, the youth experienced complex emotions every day. Emotional complexity indicators included covariation index (r), component index (Cpc and Cunshared), granularity index (Ge, Gp, and Gn), and variability index (Vp and Vn). A four-factor model reflected a good model fit, with 𝜒2/df = 0.33, CFI = 1.00, TLI = 1.03, RMSEA = 0.000 (0.00, 0.20), SRMR = 0.003, including positive differentiation, covariation of positive affect and negative affect, negative differentiation, and emotional variation. These indicators may reflect the complex experiences in everyday life. The results shed light on the emotional experience that can change greatly within 1 day and on episodes of emotional disruption resulting from an important event coupled with excessive excitement or extreme tension.

Восприятие эмоциональной лексики первого и второго языков в условиях языкового контактирования (тюркско-русский херитажный билингвизм)

Currently, the influence of a particular culture on all aspects of the society life is not in doubt. This also applies to the emotional sphere. It is believed that, despite the universality of emotions as a mental mechanism, there are emotions that are common to all ethnic groups and those ethnospecific emotions that are formed in a certain culture. Differences are largely manifested not only in the expression of emotions, including language expression, but also in their perception. This problem becomes especially relevant in the context of language contact, namely when addressing the problem of the relationship between emotionality and bilingualism. The purpose of this article is to identify the peculiarities of the perception of diminutives as representatives of the emotional vocabulary by Turkic-Russian bilinguals in the first and second languages. The experiment employed units of the Russian, Khakass, and Tatar languages, among which there were diminutives (the target group) – emotional words, that are a hallmark of Russian speech, but also available in the Turkic languages. The experiment was conducted using E-prime software first in groups of native Russian speakers and Turkic-Russian bilinguals on the material of the Russian language (23 people in each group), then in groups of Khakass-Russian and Tatar-Russian bilinguals in their native languages (16 and 17 people, respectively). The data were used for a covariance analysis, which showed that all groups of respondents needed much more time to respond to emotional words compared to neutral words (p (p<0.001), regardless of the language of the stimuli. At the same time, either frequency and/or length of the word significantly affects the reaction time. Comparison of the results obtained on the material of the native languages of bilinguals with the results obtained on the material of the Russian language showed that bilinguals react significantly longer to all groups of words (p<0.001). The results, on the one hand, do not confirm the data available in the literature on the advantage of processing emotional words in the first language. However, they correlate with the conclusions about the impact on perception of the type of bilingualism, in our case – heritage, late, unbalanced towards the second language.

Keywords, Structures of Feeling, and the Novel

Keywords, Structures of Feeling, and the Novel

Reading the Human through Robots

Reading the Human through Robots

Introduction: universality and specificity of emotions, with a focus on Russian

ABSTRACT An inseparable part of human life, emotions were neglected in the academic discourse in the West for a long time, because scholars juxtaposed them with thought and reason. Yet educational research reveals that emotions are manifestations of high order intelligence and stimulate goal achievement, memory, and motivation in knowledge acquisition. Emotions are culturally and individually shaped. While some cultures consider open demonstration of feelings inappropriate, others perceive unwillingness to reveal emotions as indicators of indifference. These differences are of major importance for understanding contemporary multilingual and multicultural societies. Differences in emotion management between majority and minority cultures may lead to intergroup conflicts. The interrelation between emotions, language and culture emerges in comparative analyses of emotion lexis in different languages. Although all languages contain words expressing positive and negative emotions, idioms, tropes and interjections used to render them vary. There is growing evidence that multilinguals often switch between languages to express their emotions more precisely, adjusting to the communicative situation. Moreover, foreign-language learners often misjudge their interlocutors' attitudes due to the insufficient knowledge of the norms of expressing emotions in the target language. They sometimes fail to predict the consequences of their own utterances, which may cause a communication break-down.

ЭКСПЛИКАЦИЯ "РЕЛИГИОЗНОГО" ЭМОТИВА "РАДОСТЬ" В АСПЕКТЕ ЭМОЦИОНАЛЬНОЙ ГРАМОТНОСТИ

Modern artistic arrangements of patericon stories are characterized by emotiveness, which is transformed in the author's statement in the form of manifestations of various aspects of human emotionality. The relevance of the study of the emotional literacy of an author retelling patericus stories is due to the fact that emotives play an important role in the implementation of the processes of verbal thinking and communication, as well as the impact on the reader, which requires further analysis, since they are characterized by a high frequency of use in the latest literary and artistic discourse. The universality of emotions provides the subjects of literary communication with the foundation from which the creation and formation of emotional literacy of the «churched» reader can begin. This article aims to identify the pragmalinguistic means of expressing the emotion of joy as one of the most specific in the series of «religious» emotional phenomena in modern Russian religious literature.

КРОСС-КУЛЬТУРНЫЕ РАЗЛИЧИЯ В ОЦЕНКАХ ЭМОЦИОГЕННЫХ ИЗОБРАЖЕНИЙ: СРАВНЕНИЕ РОССИЙСКОЙ И АЗЕРБАЙДЖАНСКОЙ ВЫБОРОК

This paper investigates the mediating influence of culture on emotions evoked by visual stimuli. It explores differences between Russians and Azerbaijanis in assessment of emotionally charged photos. The stimuli came from the International Affective Picture System (IAPS). Having seen photos of objects and situations on their screens, the respondents assessed their emotional response to the stimuli by the valence scale (positive/negative), activation scale (stimulating/soothing) and dominance scale. Both samples showed no difference in the general direction of the given scores. This may speak about universality of emotions evoked in response to emotionally charged images. However, quantitative properties of the given answers also showed several significative differences between the Azerbaijani sample and the Russian one. The Azerbaijani scores of emotional experience valence are polarized, i.e., Azerbaijanis assess negative emotions as more negative and positive emotions as more positive. The Russian sample gravitated towards mean scores. The Russian sample overrated the activating effect of stimuli that invoked negative emotions. The Azerbaijani sample was significantly more restrained in assessing this effect. In addition, Azerbaijani respondents unlike Russian respondents assessed emotions invoked as a response to negative images as more controlled. The results of the study indicate a cultural contribution to the level of the emotive impact as well as to the cognitive processing character of this impact.

Development and Validation of Emotion Recognition Software in the Indian Population

Though written extensively, recent debates on universality of emotions have shown that age, gender, and ethnicity have greater implications in the ability to identify expressions from faces. Facial emotion recognition deficits have been consistently shown in psychiatric conditions, which necessitates the need to construct a culturally sensitive tool. Fourteen actors depicted emotions such as happy, sad, anger, fear, surprise, disgust, and neutrality. From a total of 126 images, participants rated in terms of intensity and accuracy. Final software was developed with 28 images, and mean accuracy and reaction time were obtained. Friedman’s significance test revealed a significant effect of emotion on its different dimensions. This study helped establish a culturally sensitive emotion recognition tool with the Indian population, which can be used in mental health settings for screening purposes and aid in developing rehabilitation modules.

Embracing the emotional turn: responding to researchers’ emotions

This article examines the role of researchers’ emotions when researching sensitive topics. Drawing on two different ethnographic research projects, experiences of imprisonment and hate crime victimisation, respectively, we reflect on the important role that our emotions occupied within the research context. Within the framework of sociology of emotions, we discuss our subjective experiences of qualitative research with prisoners and victims of hate crime. We actively celebrate the work by Bondi (2005) and offer an extended discussion on the value of using emotions as important methodological tools that should be used as part of the methodological and analytical process. We employ the concept of the ‘emotional turn’ to emphasise the importance of researcher emotions in ethnographic work, and the value of those emotions in guiding methodological and ethical decision making. Specifically, we use envy, guilt and shame – three key emotions that we both experienced and utilised throughout our independently conducted research projects – to illustrate how and why emotions are important for guiding decision making in research. The particular emotions centred here (envy, guilt, and shame) are not tied to hard-to-reach groups or sensitive topics; rather, emotionally engaged research is important as all researchers need to understand how their emotions could/should shape their methodological choices. The article concludes by assessing the value and challenges of embracing the emotional turn, and offers some methodological guidance for future researchers. Within this we raise important questions about the universality of emotions experienced during research. We tentatively conclude that research work does trigger shared emotive responses.

The Universality and Cultural Specificity of Emotions through a Comparative Semantic Analysis of Emotion Terms in English and MA

The Universality and Cultural Specificity of Emotions through a Comparative Semantic Analysis of Emotion Terms in English and MA

Les émotions, tremplin ou écueil dans l’apprentissage d’une langue étrangère ?

The article is centered on the role emotions play while a foreign language is learnt. Which of the following factors prevail on the learner: the enchantment of words, the magic of sounds or the anxiety linked to linguistic uncertainty and frustration due to lack of comprehension? After revising the place of emotions in the languages'didactics history, we are going to show both the universality of emotions and their cultural component. The examples provided during this lecture have been taken from three foreign authors who studied French with a different degree of joy or suffering.

Emotion recognition in never-seen languages using a novel ensemble method with emotion profiles

Over the last years, researchers have addressed emotional state identification because it is an important issue to achieve more natural speech interactive systems. There are several theories that explain emotional expressiveness as a result of natural evolution, as a social construction, or a combination of both. In this work, we propose a novel system to model each language independently, preserving the cultural properties. In a second stage, we use the concept of universality of emotions to map and predict emotions in never-seen languages. Features and classifiers widely tested for similar tasks were used to set the baselines. We developed a novel ensemble classifier to deal with multiple languages and tested it on never-seen languages. Furthermore, this ensemble uses the Emotion Profiles technique in order to map features from diverse languages in a more tractable space. The experiments were performed in a language-independent scheme. Results show that the proposed model improves the baseline accuracy, whereas its modular design allows the incorporation of a new language without having to train the whole system.

Listen to That Painting!: An Intercultural Experiment Based on Cross-sensory Coupling

While exchanging pictures with people from around the world has become a habit in the age of web-based picture-sharing, verbalizing messages conveyed by visual mediums such as paintings has been a tough task for centuries. This paper presents an intercultural experiment, which associates classical music and soundscapes, as international languages capable of arousing emotions-with two contemporary paintings-in order to facilitate the verbalization of visual messages. The reactions of young adult university students from China and Japan, two countries particularly engaged and involved in the experience of Western classical music, are compared to those of their Western counterparts. Assuming the universality of emotions, the experiment examines the functions of pieces of music and soundscapes. Quantitative and qualitative analyses explore associations and personal memories made when pairing visual and auditory mediums, as well as participant ability to understand metaphorical meaning contained in the paintings. The findings strengthen arguments for the use of cross-sensory coupling in the art and the language classrooms, where intercultural competence and tolerance towards differences could be developed through a verbal exchange based on emotional responses, aroused by wordless mediums.

Paul Ekman and the legacy of universals

This paper focuses on the legacy of Paul Ekman’s classic work on the universality of emotions, describing the spirit of the man underlying the research, and what the findings have meant not only to subsequent research on emotion but to the field of psychology as well.

EMOTIONS, EMOTION TERMS AND EMOTION CONCEPTS IN AN ESTONIAN FOLK MODEL

Introduction Emotions can be treated as a natural part of human experience. It is equally natural to constantly experience and to think and talk about this experience. Words and concepts can be treated as the main tools of talking and thinking, respectively. Yet what are the interrelations of ubiquitous experiential units (emotions), units of cognitive processing (concepts) and units of verbal communication (words) is far from obvious. There are figurative and literal expressions in languages for both expressing and describing emotional experience (Kovesces 2000). Though there are differences across languages in the range and scope of specific emotion terms, the very principles of conceptualising have been claimed to be universal (Wierzbicka 1999). Some cognitive linguists have argued that in the vocabulary of a specific domain a folk theory or layperson's model of the domain is built up (Oim 1999). A layperson's model represents the socially relevant common sense of a topic in a given culture, the basic level knowledge that most people share and by which most part of their everyday experience is interpreted. It is not clear, however, whether a layperson's model is mostly influenced by the realm it intermediates (e.g. emotions), the realm it serves (social norms and interactions) or the realm it is carried by (a specific language). The universality vs specificity of emotions, emotion terms and emotion concepts across cultures and languages is a topic of interdisciplinary interest to anthropologists, psychologists and linguists (e.g. Scherer & Wallbott 1994, Russell et al 1995, Hupka et al 1999, Wiercbicka 1999). The field methods originally used in anthropology and psychology have been introduced into linguistics. A tradition of empirical studies based on field methods and reliable data was derived from the cross-cultural study of folk colour terms by Brent Berlin and Paul Kay emphasising the evolutionary universality of vocabularies (Berlin & Kay 1969). Different semantic fields have been studied with similar methodology, e.g. terms of botanical and zoological life-forms (C. H. Brown, 1977, 1979), etc. Also an attempt has been made to demonstrate the universal development of emotion categories in 64 natural languages (Hupka et al 1999). The present study explores the folk model of as it presents itself in the Estonian emotion vocabulary. Two interrelated topics are discussed: the role of emotions, emotion terms and concepts in the layperson's model and the relevant facets of the popular emotion category in Estonian. 2. A case study: emotion vocabulary of Estonians 2.1. Background Estonians are a nation of about 1 million situated on the southern coast of the Gulf of Finland. Although they speak a Finno-Ugric language, relation to Western cultures (especially German) is supposed to be dominant by some researchers (e.g. Ross 2002). As in any other language there are plenty of words in Estonian, referring to and differentiating between the qualitative and quantitative aspects of emotional experience. The boundaries of the natural category emotions itself are yet not clear in Estonian as this category seems to be mixed and blended with another closely related natural category feelings. (2) There is no linguistic nor anthropological analysis of Estonian emotion terms available so far. The earlier attempts to explore the Estonian vocabulary referring to emotional experience (Veski 1996, Allik 1997, Kastik 2000) belong to the field of psychology. The goal of these investigations has been to ascertain not a layperson's emotion vocabulary per se, but the use of the vocabulary for the description of experience. Juri Allik has found out that most of the variation of emotion vocabulary is accounted for by two dimensions: Positive Affect and Negative Affect, which are claimed to be unipolar dimensions, not to be regarded as opposites (Allik 1997, Allik & Realo 1997). …

Antropología «compleja» de las emociones humanas

It has become fashionable to talk and write about the human emotions. We do think that it is time we social (and other) scientists pay more attention to the emotionality of (wo)men. Our approach is an interdisciplinary one, since we believe it is the best way to deal with the complexity of this phenomena. We will concentrate on four major aspects of it: the universality of emotions, the discussion on the relationships between emotion and cognition, the social effects of emotions and the emotional effects of the social, and, at last, the embodied nature of emotion. Ours is an open-ended «story», and we hope to contribute to the discussion and encourage further explorations on such a fascinating topic.