EmoFinder: The meeting point for Spanish emotional words

Fraga, Isabel; Guasch, Marc; Haro, Juan; Padrón, Isabel; Ferré, Pilar

doi:10.3758/s13428-017-1006-3

Cited by 41 publications

(31 citation statements)

References 55 publications

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“…These were the words to be learned during the acquisition phase (i.e., old words). They were obtained from several Spanish normative databases, using the emoFinder online search engine (Fraga et al, 2018). Values were taken mainly from the Spanish adaptation of ANEW (Redondo et al, 2007), but some values were not available here and were obtained from Ferré et al (2012), Guasch et al (2016), and Hinojosa et al (2016).…”

Section: Methodsmentioning

confidence: 99%

Emotional Content and Source Memory for Language: Impairment in an Incidental Encoding Task

2019

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Research into the effects of emotion on source memory (i.e., memory for certain contextual details of a stimulus, such as its location, color, or temporal context) has yielded inconsistent findings. Mather and her co-workers tried to account for such inconsistencies by pointing out the relevance of the characteristics of the feature examined. Specifically, they distinguished between intrinsic and extrinsic features (Mather, 2007) and between goal-relevant and goal-irrelevant information (Mather and Sutherland, 2011). In the current study, we investigated source memory for language, which is an intrinsic feature or words. Catalan-Spanish bilinguals were tested in three experiments involving a recognition task in which they were asked about the language of presentation (Catalan or Spanish) of emotional and neutral words. In Experiments 1 and 2, source memory for negative and neutral words was assessed. In Experiment 1 participants performed an intentional encoding task in which language was a goal-relevant feature. In Experiment 2, they did an incidental encoding task in which language was also goal-relevant. Experiment 3 replicated Experiment 2 but negative words were replaced by positive words. The results showed an impairment in source memory for the language of presentation of emotional words when the encoding task was incidental, but not when it was intentional. Such impairment was observed with both negative words and positive words. The results are discussed in relation to the proposals of Mather and co-workers and point to the relevance of modulating factors, such as the intentional/incidental nature of encoding.

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Section: Methodsmentioning

confidence: 99%

Emotional Content and Source Memory for Language: Impairment in an Incidental Encoding Task

2019

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“…One possible reason is the absence of normative studies that provide norms for a word's emotional variables assessed by children of different ages. In fact, research on the interaction between language and emotion in adults has expanded in recent years as the availability of datasets with such types of ratings has increased (for reviews, see Citron, 2012;Fraga, Guasch, Haro, Padrón, & Ferré, 2018;Hinojosa, Moreno, & Ferré, 2019;Kissler, Assadollahi, & Herbert, 2006). Most of these normative studies are based on a dimensional theoretical approach of emotion (Russell & Ridgeway, 1983;Russell & Bullock, 1986;Scherer, 2005).…”

Section: Introductionmentioning

confidence: 99%

Spanish affective normative data for 1,406 words rated by children and adolescents (SANDchild)

et al. 2020

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Most research on the relationship between emotion and language in children relies on the use of words whose affective properties have been assessed by adults. To overcome this limitation, in the current study we introduce SANDchild, the Spanish affective database for children. This dataset reports ratings in the valence and the arousal dimensions for a large corpus of 1406 Spanish words rated by a large sample of 1276 children and adolescents from four different age groups (7, 9, 11 and 13 years old). We observed high inter-rater reliabilities for both valence and arousal in the four age groups. However, some age differences were found. In this sense, ratings for both valence and arousal decreased with age. Furthermore, the youngest children consider more words to be positive than adolescents. We also found sex differences in valence scores since boys gave higher valence ratings than girls, while girls considered more words to be negative than boys. The norms provided in this database will allow us to further extend our knowledge on the acquisition, development and processing of emotional language from childhood to adolescence. The complete database can be downloaded from https://psico.fcep.urv.cat/exp/files/SANDchild.xlsx.

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“…The values of these variables were obtained from the following sources (with the help of the emoFinder online search engine, cf. Fraga et al, 2018): AoA ratings were taken from the databases of Alonso et al (2015), Haro et al (2017), andHinojosa, Rincón-Pérez, et al (2016); the ratings of arousal were taken from the databases of Ferré et al (2012), Guasch et al (2016), Haro et al (2017), and Stadthagen-González et al (2017; the ratings of concreteness and familiarity were obtained from the databases of Duchon et al (2013, EsPal), Ferré et al (2012), Guasch et al (2016), Haro et al (2017), ; and the ratings of log bigram frequency, log contextual diversity, log lemma frequency, log trigram frequency, log frequency, old20, NHF, N, number of syllables, and word length were taken from EsPal (Duchon et al, 2013). Of note, the values of some of these variables were not available for some words in the aforementioned databases (specifically AoA, arousal, concreteness, and familiarity).…”

Section: Methodsmentioning

confidence: 99%

Emotionality effects in ambiguous word recognition: The crucial role of the affective congruence between distinct meanings of ambiguous words

Ferré

Haro

Huete‐Pérez

et al. 2021

Quarterly Journal of Experimental Psychology

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There is substantial evidence that affectively charged words (e.g., party or gun) are processed differently from neutral words (e.g., pen), although there are also inconsistent findings in the field. Some lexical or semantic variables might explain such inconsistencies, due to the possible modulation of affective word processing by these variables. The aim of the present study was to examine the extent to which affective word processing is modulated by semantic ambiguity. We conducted a large lexical decision study including semantically ambiguous words (e.g., cataract) and semantically unambiguous words (e.g., terrorism), analyzing the extent to which reaction times (RTs) were influenced by their affective properties. The findings revealed a valence effect in which positive valence made RTs faster while negative valence slowed them. The valence effect diminished as the semantic ambiguity of words increased. This decrease did not affect all ambiguous words, but was observed mainly in ambiguous words with incongruent affective meanings. These results highlight the need to consider the affective properties of the distinct meanings of ambiguous words in research on affective word processing.

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EmoFinder: The meeting point for Spanish emotional words

Cited by 41 publications

References 55 publications

Emotional Content and Source Memory for Language: Impairment in an Incidental Encoding Task

Emotional Content and Source Memory for Language: Impairment in an Incidental Encoding Task

Spanish affective normative data for 1,406 words rated by children and adolescents (SANDchild)

Emotionality effects in ambiguous word recognition: The crucial role of the affective congruence between distinct meanings of ambiguous words

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