Emotion Words Graham G. Scott (supervisor: Dr. Sara C. Sereno)

Emotion WordsEmotion Words

Graham G. Scott(supervisor: Dr. Sara C. Sereno)

How do we processemotional stimuli?

But What about Words?But What about Words?

Behavioural Evidence:

• Most studies show that negative stimuli are responded to fastest (e.g., Wurm et al., 2003).

• A growing minority of studies demonstrate faster responses to positive stimuli (e.g., Kakolewski et al., 1999).

• But previous research is limited.

But What about Words?But What about Words?

Electrophysiological Evidence:

• It is well-established that the amygdala is involved in the processing of negative stimuli, including words. Hamann & Mao (2002) suggest it also plays a role in positive processing.

• Tabert et al. (2001) found a correlation between amygdala and occipital cortex activity, indicating that the amygdala might influence early visual processing.

But What about Words?But What about Words?

Electrophysiological Evidence:

• There is more activity in the RH following the presentation of emotive than neutral stimuli (e.g., Tabert et al., 2001), with different specific areas being cited in different studies.

• Electrophysiological evidence shows an increase in amplitude of early ERP components – in the P1 and N1 for negative compared to positive stimuli, and in N2 for negative compared to neutral stimuli (Bernat et al., 2001; Ortigue et al., 2004).

But What about Words?But What about Words?

And where does frequency fit in?

3 experiments:• Behavioural Study (lexical decision)

• Eye Movement Study

• ERP Study

What Are Emotion Words?What Are Emotion Words?

Arousal Valence Example

Positive High High valentineNeutral Low Middle applianceNegative High Low suffocate

Behavioural StudyBehavioural Study

• Simple LDT.

• 3 x 2 design:

• Frequency (high, low)• Target word (positive, negative, neutral)

• 40 words in each categoryHF-pos, HF-neg, HF-neut

LF-pos, LF-neg, LF-neut

Reaction Time ResultsReaction Time Results

RT: Frequency x Word Type

500

510

520

530

540

550

560

570

LF HF

Frequency

RT

(ms) Pos

Neut

Neg

DiscussionDiscussion

There could be several reasons for these findings:

• Perceptual defence (McGuinness, 1949)

• Positive bias

But Perceptual defence is more likely

Eye-Tracking StudyEye-Tracking Study

• Never done before.

• More on-line than LDT

• 3 x 2 design:

• Frequency (high, low)

• Target word (positive, negative, neutral)

• 15 sentences of each type:

HF-pos, HF-neg, HF-neut

LF-pos, LF-neg, LF-neut

Eye-Tracking StudyEye-Tracking Study

kiss bomb news

Phoebe discussed the _____ at great length with her friends.

Michelle dreamt about the _____ every night for weeks.

Tom delivered the _____ with great care and attention.

Eye Tracking ResultsEye Tracking Results

First Fixation Duration

260

270

280

290

300

LF HF

Frequency

ms

Pos

Neu

Neg

Eye Tracking ResultsEye Tracking Results

Gaze Duration

280

290

300

310

320

330

340

350

LF HF

Frequency

ms

Pos

Neu

Neg

DiscussionDiscussion

• Eye movement study supports results of behavioural study

• Same basic pattern of effects

• Inconsistencies may be due to fewer items per condition in reading study (15 vs 40), or that eye movements are more sensitive to early emotional effects

ERPsERPs

• Taken during the LDT task

• Carried out in Hartmut’s lab

ERPsERPs

N1: Frequency x Word Type

-3.1

-2.6

-2.1

-1.6

LF HF

Frequency

Vol

tage

(m

V)

Pos

Neut

Neg

DiscussionDiscussion

• Frequency effects normally demonstrated in the N1 (notably, using emotionally neutral words) were masked by a reverse frequency effect for negative words

• Results seem to favour a perceptual defence based theory, such as Taylor’s Mobilisation-Minimisation hypothesis:

- For HF negative words, initial processing facilitation is offset by the disruptive effects of highly activated (HF) negative valence

DiscussionDiscussion

• These data suggest that an early identification of the emotional tone of words leads to differential processing. Specifically, HF negative words seem to attract additional cognitive resources

• This is consistent with a time-line in which emotional quality either accompanies or precedes (but does not follow) lexical access (Taylor & Fragopanogos, 2005)

Next StepNext Step

• Expand from words in sentences to larger contexts

• Investigate priming

• Investigate subcategories if emotional words

Next StepNext Step

• The little boy was running down the hill. He was playing with the puppy he got for Christmas. His mother came to pick him up.

• Gordon was in the woods behind his house. He fell, cutting himself badly and breaking his leg. It was hours before he returned home.

• The accountant was taking a long stroll. He was wearing a blue sweatshirt, jeans and trainers. There was no one else for miles around.

The EndThe End