Article published In:
The Mental Lexicon
Vol. 18:3 (2023) ► pp.339365
References (88)
References
American Psychological Association. (2017). American Psychological Association ethical principles of psychologists and code of conduct. [URL]
Ayçiçeği, A., & Harris, C. L. (2004). Bilinguals’ recall and recognition of emotion words. Cognition and Emotion, 18 (7), 977–987. DOI logoGoogle Scholar
Ayçiçegi-Dinn, A., & Caldwell-Harris, C. L. (2009). Emotion-memory effects in bilingual speakers: A levels-of-processing approach. Bilingualism: Language and Cognition, 12 (3), 291–303. DOI logoGoogle Scholar
Bąk, H. (2016). Emotional prosody processing for non-native English speakers: Towards an integrative emotion paradigm. Springer. DOI logoGoogle Scholar
Balota, D. A., Yap, M. J., Cortese, M. J., Hutchison, K. A., Kessler, B., Loftis, B., Neely, J. H., Nelson, D. L., Simpson, G. B., & Treiman, R. (2007). The English lexicon project. Behavior Research Methods, 39 (3), 445–459. DOI logoGoogle Scholar
Bock, M., & Klinger, E. (1986). Interaction of emotion and cognition in word recall. Psychological Research, 48 (2), 99–106. DOI logoGoogle Scholar
Bowen, H. J., Kark, S. M., & Kensinger, E. A. (2018). NEVER forget: Negative emotional valence enhances recapitulation. Psychonomic Bulletin & Review, 25 1, 870–891. DOI logoGoogle Scholar
Bradley, M. M., & Lang, P. J. (1999). Affective norms for English words (ANEW): Instruction manual and affective ratings . Technical Report C-1, The Center for Research in Psychophysiology, University of Florida, Florida, FL.Google Scholar
Citron, F. M. M., Weekes, B. S., & Ferstl, E. C. (2014). How are affective word ratings related to lexicosemantic properties? Applied Psycholinguistics, 35 (2), 313–331. DOI logoGoogle Scholar
Coltheart, M. (1981). The MRC psycholinguistic database. Quarterly Journal of Experimental Psychology, 33 (4), 497–505. DOI logoGoogle Scholar
de Vignemont, F. (2021). Fifty shades of affective colouring of perception. Australasian Journal of Philosophy, 101(1), 1–15. DOI logoGoogle Scholar
Dewaele, J. -M., & Pavlenko, A. (2002). Emotion vocabulary in interlanguage. Language Learning, 52 (2), 263–322. DOI logoGoogle Scholar
Dorobish, S. A., & Walls, R. T. (2012). Encoding specificity in second language acquisition. TESOL Quarterly, 31 (4), 773–782. DOI logoGoogle Scholar
Dukes, D., Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C., Broomhall, S., Brosch, T., Campos, J. J., Clay, Z., Clément, F., Cunningham, W. A., Damasio, A., Damasio, H., D’Arms, J., Davidson, J. W., de Gelder, B., Deonna, J., de Sousa, R., Ekman, P., Ellsworth, P. C., Fehr, E., Fischer, A., Foolen, A., Frevert, U., Grandjean, D., Gratch, J., Greenberg, L., Greenspan, P., Gross, J. J., Halperin, E., Kappas, A., Keltner, D., Knutson, B., Konstan, D., Kret, M. E., LeDoux, J. E., Lerner, J. S., Levenson, R. W., Loewenstein, G., Manstead, A. S. R., Maroney, T. A., Moors, A., Niedenthal, P., Parkinson, B., Pavlidis, I., Pelachaud, C., Pollak, S. D., Pourtois, G., Roettger-Roessler, B., Russell, J. A., Sauter, D., Scarantino, A., Scherer, K. R., Stearns, P., Stets, J. E., Tappolet, C., Teroni, F., Tsai, J., Turner, J., Van Reekum, C., Vuilleumier, P., Wharton, T., & Sander, D. (2021). The rise of affectivism. Nature Human Behaviour, 5(7), 816–820. DOI logoGoogle Scholar
Erk, S., Kiefer, M., Grothe, J., Wunderlich, A. P., Spitzer, M., & Walter, H. (2003). Emotional context modulates subsequent memory effect. Neuroimage, 18 (2), 439–447. DOI logoGoogle Scholar
Faul, F., Erdfelder, E., Lang, A. -G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavior, and biomedical sciences. Behavior Research Methods, 39 1, 175–191. DOI logoGoogle Scholar
Ferré, P., García, T., Fraga, I., Sánchez-Casas, R., & Molero, M. (2010). Memory for emotional words in bilinguals: Do words have the same emotional intensity in the first and in the second language? Cognition and Emotion, 24 (5), 760–785. DOI logoGoogle Scholar
Ferré, P., Sánchez-Casas, R., & Fraga, I. (2013). Memory for emotional words in the first and the second language: Effects of the encoding task. Bilingualism: Language and Cognition, 16 (3), 495–507. DOI logoGoogle Scholar
Frances, C., de Bruin, A., & Duñabeitia, J. A. (2020a). The effects of language and emotionality of stimuli on vocabulary learning. PLoS ONE, 15 (10), e0240252. DOI logoGoogle Scholar
(2020b). The influence of emotional and foreign language context in content learning. Studies in Second Language Acquisition, 42 (4), 891–903. DOI logoGoogle Scholar
Frank, D., & Kafkas, A. (2021). Expectation-driven novelty effects in episodic memory. Neurobiology of Learning and Memory, 183 1, 107466. DOI logoGoogle Scholar
Gerdes, A. B. M., Alpers, G. W., Braun, H., Köhler, S., Nowak, U., & Treiber, L. (2021). Emotional sounds guide visual attention to emotional pictures: An eye-tracking study with audio-visual stimuli. Emotion, 21 (4), 679–692. DOI logoGoogle Scholar
Godden, D., & Baddeley, A. (1980). When does context influence recognition memory? British Journal of Psychology, 71 1, 99–104. DOI logoGoogle Scholar
Grant, H. M., Bredahl, L. C., Clay, J., Ferrie, J., Groves, J. E., McDorman, T. A., & Dark, V. J. (1998). Context-dependent memory for meaningful material: Information for students. Applied Cognitive Psychology, 12 1, 617–623. DOI logoGoogle Scholar
Hao, S., Liang, L., Wang, J., Liu, H., & Chen, B. (2021). The effects of emotional context and exposure frequency on L2 contextual word learning. International Journal of Bilingualism, 25 (5), 1280-1296. DOI logoGoogle Scholar
Han, Z., Park, E. S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29 (4), 597–618. DOI logoGoogle Scholar
Hartikainen, K. M. (2021). Emotion-attention interaction in the right hemisphere. Brain Sciences, 11 1, 1006. DOI logoGoogle Scholar
Hertel, P. T., & Parks, C. (2002). Emotional episodes facilitate word recall. Cognition & Emotion, 16 (5), 685–694. DOI logoGoogle Scholar
Hutchinson, J. B., & Barrett, L. F. (2019). The power of predictions: An emerging paradigm for psychological research. Current Directions in Psychological Science, 28 (3), 280–291. DOI logoGoogle Scholar
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54 (3), 185–204. DOI logoGoogle Scholar
Itti, L., & Baldi, P. (2009). Bayesian surprise attracts human attention. Vision Research, 49 (10), 1295–1306. DOI logoGoogle Scholar
Kamenická, J. (2021). Apple Tree Model of Emotion-Involved Processing. Proceedings of CBU in Social Sciences, 2 1, 184–194. DOI logoGoogle Scholar
Kanazawa, Y. (2016). Micro-level emotion as a factor of L2 vocabulary memory: The effect of lexical emotional valence on incidental recall performance. Language Education & Technology, 53 1, 23–52. DOI logoGoogle Scholar
(2020a). Emotion as “deeper” than cognition: Theoretical underpinnings and multidisciplinary lignes de faits to the Emotion-Involved Processing Hypothesis (EIPH). Kokusaigaku Kenkyu: Journal of International Studies, 9 (1), 185–206. [URL]
(2020b). Micro-level emotion in shallow/perceptual processing: Testing the Deep Positivity Hypothesis on the valence-dependent difference for LX incidental lexical memory. Language Education & Technology, 57 1, 1–30. DOI logoGoogle Scholar
(2021). Do not (just) think, but (also) feel!: Empirical corroboration of Emotion-Involved Processing Hypothesis on foreign language lexical retention. SAGE Open, 11 (3), 1–13. DOI logoGoogle Scholar
(2024a, March 17). A pseudo-autoethnographic inquiry into the type of emotions that accompanies learning at the first encounter [Roundtable presentation]. American Association for Applied Linguistics (AAAL) 2024 Conference, Houston, TX. [URL]
(2024b). Deep and active integrated classroom activity that fosters 21st century skills [Keynote lecture]. Proceedings of the Japan Association for Language Education and Technology Kansai Chapter 2024 Spring Conference, 171. LET Kansai. [URL]
(2024c). Emotional epistemicity: Epistemic emotion as an affective dimension [Paper presentation]. Proceedings of the 32nd Conference of the Japan Society for Research on Emotions, 341. JSRE. [URL]
(2024d). The free energy principle and its implications to language learning and education: 4E cognition, prediction, accuracy-complexity trade-off, intrinsic motivation via epistemic emotions, 4 skills. Memoirs of Graduate School of Humanities, Osaka University, 1 1, 135–157. DOI logoGoogle Scholar
Kráľová, Z., Kamenická, J., & Tirpáková, A. (2022). Positive emotional stimuli in teaching foreign language vocabulary. System, 104 1, 1026781. DOI logoGoogle Scholar
Kryuchkova, T., Tucker, B. V., Wurm, L. H., & Baayen, R. H. (2012). Danger and usefulness are detected early in auditory lexical processing: Evidence from electroencephalography. Brain and Language, 122 (2), 81–91. DOI logoGoogle Scholar
Kuperberg, G. R. (2016). Separate streams or probabilistic inference? Language, Cognition and Neuroscience, 31 (5), 602–616. DOI logoGoogle Scholar
Kuperberg, G. R., & Florian Jaeger, T. (2016). What do we mean by prediction in language comprehension? Language, Cognition and Neuroscience, 31 (1), 32–59. DOI logoGoogle Scholar
Kutas, M., & Federmeier, K. D. (2011). Thirty years and counting: Finding meaning in the N400 component of the event-related brain potential (ERP). Annual Review of Psychology, 62 1, 621–647. DOI logoGoogle Scholar
Kutas, M., & Hillyard, S. A. (1980). Reading senseless sentences: Brain potentials reflect semantic incongruity. Science, 207 (4427), 203–205. DOI logoGoogle Scholar
Louw, B. (2000). Contextual prosodic theory: Bringing semantic prosodies to life. In Heffer, C., H. Sauntson, & G. Fox (Eds.), Words in context: A tribute to John Sinclair on his retirement (pp. 41–55). University of Birmingham.Google Scholar
MacMillan, M. B., Field, H. R., Neath, I., & Surprenant, A. M. (2022). Valence does not affect recognition. Canadian Journal of Experimental Psychology, 76 (2), 111–112. DOI logoGoogle Scholar
Majerus, S., & D’Argembeau, A. (2011). Verbal short-term memory reflects the organization of long-term memory. Journal of Memory and Language, 64 (2), 181–197. DOI logoGoogle Scholar
Mandler, G. (1980). Recognizing: The judgment of previous occurrence. Psychological Review, 87 (3), 252–271. DOI logoGoogle Scholar
Mayer, J. D., Gayle, M., Meehan, M. E., & Haarman, A. -K. (1990). Toward better specification of the mood-congruency effect in recall. Journal of Experimental Social Psychology, 26 (6), 465–480. DOI logoGoogle Scholar
McEnery, T., Xiao, R., & Tono, Y. (2006). Corpus-based language studies: An advanced resource book. Routledge.Google Scholar
McLean, S., Stewart, J., & Batty, A. O. (2020). Predicting L2 reading proficiency with modalities of vocabulary knowledge. Language Testing, 37 (3), 389–411. DOI logoGoogle Scholar
Menenti, L., Petersson, K. M., Scheeringa, R., & Hagoort, P. (2009). When elephants fly: Differential sensitivity of right and left inferior frontal gyri to discourse and world knowledge. Journal of cognitive neuroscience, 21 (12), 2358–2368. DOI logoGoogle Scholar
Mestres-Missé, A., Rodriguez-Fornells, A., & Münte, T. F. (2007). Watching the brain during meaning acquisition. Cerebral Cortex, 17 (8), 1858–1866. DOI logoGoogle Scholar
Mizumoto, A. (2021). New Word Level Checker [Web application]. [URL]
Nerantzaki, K., Efklides, A., & Metallidou, P. (2021). Epistemic emotions: Cognitive underpinnings and relations with metacognitive feelings. New Ideas in Psychology, 63 1, 100904. DOI logoGoogle Scholar
Niedenthal, P. M., & Setterlund, M. B. (1994). Emotion congruence in perception. Personality and Social Psychology Bulletin, 20 (4), 401–411. DOI logoGoogle Scholar
Osgood, C. E. (1969). On the whys and wherefores of E, P, and A. Journal of Personality and Social Psychology, 12 (3), 194–199. DOI logoGoogle Scholar
Oyama, R. (2020). The effects of affective input enhancement on second language development in Japanese university students. The Journal of Asia TEFL, 17 (1), 1–17. DOI logoGoogle Scholar
Palombo, D. J., Elizur, L., Tuen, Y. J., Te, A. A., & Madan, C. R. (2021). Transfer of negative valence in an episodic memory task. Cognition, 217 1, 104874. DOI logoGoogle Scholar
Parr, T., Pezzulo, G., & Friston, K. J. (2022). Active inference: The free energy principle in mind, brain, and behavior. The MIT Press. DOI logoGoogle Scholar
Pekrun, R. (2011) Emotions as drivers of learning and cognitive development. In R. A. Calvo, & D. K. D’Mello (Eds.), New perspectives on affect and learning technologies (pp. 23–39). Springer. DOI logoGoogle Scholar
Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: The Epistemically-Related Emotion Scales. Cognition and Emotion, 31 (6), 1268–1276. DOI logoGoogle Scholar
Rozin, P., & Royzman, E. B. (2001). Negativity bias, negativity dominance, and contagion. Personality and Social Psychology Review, 5 (4), 296–320. DOI logoGoogle Scholar
Russell, J. A., & Mehrabian, A. (1977). Evidence for a three-factor theory of emotions. Journal of Research in Personality, 11 (3), 273–294. DOI logoGoogle Scholar
Sasao, Y., & Webb, S. (2018). The guessing from context test. ITL — International Journal of Applied Linguistics, 169 (1), 115–141. DOI logoGoogle Scholar
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.Google Scholar
Seth, A. K., & Friston, K. J. (2016). Active interoceptive inference and the emotional brain. Philosophical Transactions of the Royal Society B, 371 1, 20160007. DOI logoGoogle Scholar
Sharwood Smith, M. (2017). Introducing language and cognition: A map of the mind. Cambridge University Press. DOI logoGoogle Scholar
(2021). Internal context, language acquisition and multilingualism. Second Language Research, 37 (1), 161–170. DOI logoGoogle Scholar
(2024). The place of language in multimodal communication in humans and other primates. Cognitive Systems Research, 84 1, 101205. DOI logoGoogle Scholar
Sharwood Smith, M. & Truscott, J. (2014). Multilingual mind: A modular processing perspective. Cambridge University Press.Google Scholar
Snefjella, B., & Kuperman, V. (2016). It’s all in the delivery: Effects of context valence, arousal, and concreteness on visual word processing. Cognition, 156 1, 135–146. DOI logoGoogle Scholar
Snefjella, B., Lana, N., & Kuperman, V. (2020). How emotion is learned: Semantic learning of novel words in emotional contexts. Journal of Memory and Language, 115 1, 104171. DOI logoGoogle Scholar
Stahl, A. E., & Feigenson, L. (2017). Expectancy violations promote learning in young children. Cognition, 163 1, 1–14. DOI logoGoogle Scholar
Talmi, D., & McGarry, L. M. (2012). Accounting for immediate emotional memory enhancement. Journal of Memory and Language, 66 (1), 93–108. DOI logoGoogle Scholar
Truscott, J. (2015). Consciousness and second language learning. Multilingual Matters.Google Scholar
Truscott, J., & Sharwood Smith, M. (2019). The internal context of bilingual processing and acquisition. John Benjamins Publishing Company. DOI logoGoogle Scholar
Vogl, E., Pekrun, R., Murayama, K., Loderer, K., & Schubert, S. (2019). Surprise, curiosity, and confusion promote knowledge exploration: Evidence for robust effects of epistemic emotions. Frontiers in Psychology, 10 1, 2474. DOI logoGoogle Scholar
Vogl, E., Pekrun, R., Murayama, K., & Loderer, K. (2020). Surprised-curious-confused: Epistemic emotions and knowledge exploration. Emotion, 20 (4), 625–641. DOI logoGoogle Scholar
Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20 (2), 232–245. DOI logoGoogle Scholar
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.Google Scholar
Westfall, J., Kenny, D. A., & Judd, C. M. (2014). Statistical power and optimal design in experiments in which samples of participants respond to samples of stimuli. Journal of Experimental Psychology: General, 143(5), 2020–2045. DOI logoGoogle Scholar
Winter, B. (2019). Sensory linguistics: Language, perception and metaphor. John Benjamins Publishing Company. DOI logoGoogle Scholar
Wood, S. N. (2017). Generalized additive models: An introduction with R (2nd edition). CRC Press. DOI logoGoogle Scholar
Wurm, L. H. (2007). Danger and usefulness: An alternative framework for understanding rapid evaluation effects in perception? Psychonomic Bulletin & Review, 14 (6), 1218–1225. DOI logoGoogle Scholar
Yokokawa, H. (2009). Nihonjin eigo gakushusya no eitango shinmitsudo [Familiarity of English words for Japanese EFL learners]. Kurosio Publishers.Google Scholar