Emotion simulation during language comprehension

Abstract

436Reading a passage from a favorite novel makes it clear that language evokes emotion. In addition, empirical studies have shown that emotions that are evoked by language can be powerful (Velten, 1968) and can have an impact on judgments (Johnson & Tversky, 1983). Nonetheless, the interaction between emotion and language is not well understood. Oatley (1994) suggests that since Aristotle, one explanation is based on the notion of simulation. We briefly review recent theory, data, and methods investigating simulation in language comprehension and in social cognition before introducing a new method to study the relation between emotion and language comprehension. In this article, we present initial evidence consistent with (1) a simulation account, and (2) the idea that the effect of emotion on language comprehension is likely to result from processes other than initial lexical access.By "simulation during language comprehension," we mean that a neural process ordinarily having a nonlinguistic function (e.g., action, perception, emotion) is also used during language comprehension. In addition, the simulation may be functional in that it plays a causal role in language comprehension. As we will review shortly, the case for functional simulation is strongest in the domains of action and perception. The evidence that we present for simulation using emotion is only initial; that is, the functional role has yet to be secured.The case for simulation of action during language comprehension is very strong because of converging evidence from behavioral, physiological, and neuroscience techniques. Glenberg and Kaschak (2002; see also Zwaan & Taylor, 2006) demonstrated a relation between action and language comprehension by using behavioral methods. Participants read sentences describing action away from the body (e.g., You handed Courtney the notebook) or toward the body (Courtney handed you the notebook) and judged whether the sentences were sensible. Participants responded "sensible" by reaching toward a button far from the body in one condition and toward the body in the other condition. Participants were faster to make "sensible" judgments when the action that was implied by the sentence (e.g., away from the body) was compatible with the action required to make the response. These data support the claim that language comprehension involves simulation grounded in neural systems for action. Using fMRI, Hauk, Johnsrude, and Pulvermüller (2004) demonstrated that the motor and premotor cortex are activated in a somatotopic fashion while silently reading action verbs, such as kick, pick, and lick. That is, in addition to activation in traditional language areas, understanding the word kick initiated activation in areas of the motor and premotor cortex that control the leg, whereas understanding the word pick initiated activation in areas that control the hand, and so on. Evidence consistent with the claim that the simulation is functional comes from the use of transcranial magnetic stimulation (TMS). Thus, Buccino et al. (2...

Post-determined emotion: motor action retrospectively modulates emotional valence of visual images

“…Moreover, we established that this postdictive modulation was not owing to a response bias stemming from the link between vertical space and numerical values on a rating scale. Our findings suggest that, on the basis of space-valence metaphor processing, bodily experience affects previous emotional processing as well as ongoing and subsequent emotional processing [7][8][9][10].…”

“…This space-valence association is found in diverse linguistic backgrounds, including Japanese [14]. Indeed, a number of studies have revealed that somatic information can influence ongoing and subsequent emotional processing on the basis of this space-valence metaphor [7][8][9][10]. However, whether somatic information can influence previous emotional processing retrospectively is unclear.…”

Individual differences and emotional inferences during reading comprehension.

“…By simulating, readers substitute their own feelings for those of the protagonist (Goldman, 2005) and can access knowledge of what is described in the text and elaborate a mental representation based on this knowledge. Niedenthal, Winkielman, Mondillon, and Vermeulen (2009) and Havas, Glenberg, and Rinck (2007) further argued that the process of simulation is necessary to access emotional meaning and elaborate mental representations of emotional texts.…”

Specificity of Emotion Inferences as a Function of Emotional Contextual Support

“…The aim of this experiment was to test the influence of contextual support, in terms of emotion components, on the mental representations of emotions. Embodied views of cognition suggest that previous experiences of emotion may be central to the understanding of any emotional situation, hinting that this may also be the case when understanding emotion from text (Barsalou, 1999;Havas, Glenberg, & Rinck, 2007;Niedenthal, Winkielman, Mondillon, & Vermeulen, 2009). Consequently, readers may construct their mental representations of a protagonist's emotional state on the basis of different stereotypical emotional features.…”