Supplemental Material for How Do Children Learn Novel Emotion Words? A Study of Emotion Concept Acquisition in Preschoolers

2019 ◽  
Keyword(s):  
Concept Acquisition ◽  
Emotion Words

How do children learn novel emotion words? A study of emotion concept acquisition in preschoolers.

2020 ◽  
Vol 149 (8) ◽  
pp. 1537-1553 ◽  
Author(s):  
Holly Shablack ◽  
Misha Becker ◽  
Kristen A. Lindquist
Keyword(s):  
Concept Acquisition ◽  
Emotion Words

Individual Differences and Hemispheric Asymmetry While Processing Emotional Words

2014 ◽  
Vol 35 (3) ◽  
pp. 137-143 ◽  
Author(s):  
Lindsay M. Niccolai ◽  
Thomas Holtgraves
Keyword(s):  
Individual Differences ◽  
Hemispheric Asymmetry ◽  
Past Research ◽  
Decision Task ◽  
Depression And Anxiety ◽  
Hemispheric Differences ◽  
Affective Valence ◽  
Emotional Words ◽  
Emotion Words ◽  
The Right

This research examined differences in the perception of emotion words as a function of individual differences in subclinical levels of depression and anxiety. Participants completed measures of depression and anxiety and performed a lexical decision task for words varying in affective valence (but equated for arousal) that were presented briefly to the right or left visual field. Participants with a lower level of depression demonstrated hemispheric asymmetry with a bias toward words presented to the left hemisphere, but participants with a higher level of depression displayed no hemispheric differences. Participants with a lower level of depression also demonstrated a bias toward positive words, a pattern that did not occur for participants with a higher level of depression. A similar pattern occurred for anxiety. Overall, this study demonstrates how variability in levels of depression and anxiety can influence the perception of emotion words, with patterns that are consistent with past research.

The Role of Distress Disclosure Tendencies in the Experience and Expression of Laboratory-Induced Sadness

2017 ◽  
Vol 38 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Jeffrey H. Kahn ◽  
Daniel W. Cox ◽  
A. Myfanwy Bakker ◽  
Julia I. O’Loughlin ◽  
Agnieszka M. Kotlarczyk
Keyword(s):  
Individual Differences ◽  
Emotional Reactivity ◽  
Subjective Experience ◽  
Negative Emotion ◽  
Theoretical Models ◽  
Laboratory Research ◽  
Emotion Words ◽  
Distress Disclosure ◽  
Computerized Text Analysis

Abstract. The benefits of talking with others about unpleasant emotions have been thoroughly investigated, but individual differences in distress disclosure tendencies have not been adequately integrated within theoretical models of emotion. The purpose of this laboratory research was to determine whether distress disclosure tendencies stem from differences in emotional reactivity or differences in emotion regulation. After completing measures of distress disclosure tendencies, social desirability, and positive and negative affect, 84 participants (74% women) were video recorded while viewing a sadness-inducing film clip. Participants completed post-film measures of affect and were then interviewed about their reactions to the film; these interviews were audio recorded for later coding and computerized text analysis. Distress disclosure tendencies were not predictive of the subjective experience of emotion, but they were positively related to facial expressions of sadness and happiness. Distress disclosure tendencies also predicted judges’ ratings of the verbal disclosure of emotion during the interview, but self-reported disclosure and use of positive and negative emotion words were not associated with distress disclosure tendencies. The authors present implications of this research for integrating individual differences in distress disclosure with models of emotion.

Demonstrative Thought

2018 ◽  
Author(s):  
Joseph Levine
Keyword(s):  
Concept Acquisition ◽  
Phenomenal Concept ◽  
Demonstrative Reference ◽  
Demonstrative Thought ◽  
Phenomenal Concept Strategy

In this paper I develop a model of what it is to entertain a demonstrative thought, whether about an individual or a property. The primary question I investigate is the mechanism responsible for securing the referent of the demonstrative component of the thought. I characterize mechanisms of demonstrative reference for both token-demonstratives and type-demonstratives, drawing a distinction between genuine type-demonstratives and “quasi” type-demonstratives in the process. I then use the results of this discussion to criticize various philosophical uses of the notion of a demonstrative concept, including the “phenomenal concept strategy” for responding to challenges to materialism and the attempt to explain concept acquisition by appeal to demonstrative concepts.

The Effect of Frames on Personal Narratives of Bullying Memories

2021 ◽  
pp. 003329412110063
Author(s):  
Abigail M. Stark ◽  
Olivia H. Tousignant ◽  
Gary D. Fireman
Keyword(s):  
Peer Relationships ◽  
Social Order ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Personal Narratives ◽  
Psychosocial Effects ◽  
Emotion Words ◽  
Bullying Experiences ◽  
Definition Of ◽  
Past Experiences

Research demonstrates the malleability of memory; a dynamic process that occurs across development and can be influenced by internal and external frames. Narratives of past experiences represent one modality of understanding how memories are influenced by these frames. The present experimental study examines how memories of bullying are affected by two distinct yet common cultural frames. College students ( n = 92) were randomly assigned to one of two groups; one with a definition of bullying framing the experience in terms of resilience and one framing it in terms of negative psychosocial effects. Participants then wrote about a remembered experience with bullying. The researchers coded the narratives for coping strategies used in response to bullying as well as for positive or negative emotion words and story endings. The results demonstrated statistically significant differences between groups in the ways bullying experiences were remembered and described. Participants in the Resiliency Group more often had positive endings to their bullying narratives and used more coping skills and positive emotion words overall. The implications of a subtle frame influencing memories of bullying and its relation to development, identity, social order, peer relationships, and resilience are discussed.

Rethinking emotion in discursive psychology: A systemic functional perspective

2019 ◽  
Vol 26 (2) ◽  
pp. 211-233
Author(s):  
Jiaxing Jiang ◽  
Jingyuan Zhang
Keyword(s):  
Conceptual Analysis ◽  
Significant Part ◽  
Discursive Psychology ◽  
Emotion Words ◽  
Rich Variety ◽  
Functional Perspective ◽  
The Rich ◽  
Psychological Studies

Emotion, as a classic topic in psychological studies, has been intensively investigated by scholars across disciplines. In discursive psychology, emotion discourse refers to the rich variety and situated uses of emotion words and metaphors. Many studies of emotion in discursive psychology focus on the rhetorical contrasts of emotion. Conceptual analysis is another significant part of emotion discourse, and one that requires further investigation. To reveal how people describe and evoke emotions in discourse, this article starts with a reinterpretation of emotion in discursive psychology, followed by setting up an emotion system from a systemic functional perspective to illustrate how conceptual analysis may be conducted and rhetorical contrasts explored. During the process of establishing the emotion system, the paper elaborates upon the emotion concept and rhetorical contrasts on the basis of four illustrative examples taken from authentic extracts (including news and testimonies). The paper discusses the purpose behind the construction of the emotion system in terms of (1) the constituents in conceptual analysis and rhetorical contrasts of discursive psychology from a functional perspective, (2) the collaboration between conceptual analysis and rhetorical contrasts, (3) the traits of the emotion system as a method of discursive psychology analysis.

scholarly journals A Novel Concept Acquisition Approach Based on Formal Contexts

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Ting Qian ◽  
Ling Wei
Keyword(s):  
Data Analysis ◽  
Formal Concept Analysis ◽  
Real Life ◽  
Experimental Results ◽  
New Method ◽  
Concept Acquisition ◽  
Formal Concept ◽  
Knowledge Processing ◽  
Formal Concepts ◽  
Novel Concept

As an important tool for data analysis and knowledge processing, formal concept analysis (FCA) has been applied to many fields. In this paper, we introduce a new method to find all formal concepts based on formal contexts. The amount of intents calculation is reduced by the method. And the corresponding algorithm of our approach is proposed. The main theorems and the corresponding algorithm are examined by examples, respectively. At last, several real-life databases are analyzed to demonstrate the application of the proposed approach. Experimental results show that the proposed approach is simple and effective.

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