Une base de l’émotionalité (valence, arousal, catégories) de 1286 mots français selon l’âge (EMA)

Gobin, Paméla; Camblats, Anna-Malika; Faurous, William; Mathey, Stéphanie

doi:10.1016/j.erap.2016.12.001

Cited by 21 publications

(33 citation statements)

References 88 publications

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“…3 For valence, the correlations were .96 and .86, respectively, all ps < .001. Interestingly, and perhaps in line with the lower correlations across databases that were found for arousal, we replicated the finding that interrater reliability was greater for the valence than for the arousal values reported in other studies (e.g., Gobin et al, 2017;Monnier & Syssau, 2014;Montefinese, Ambrosini, Fairfield, & Mammarella, 2014;Yao et al, 2018). Taken overall, the different reliability analyses indicate that our collected norms of concreteness, context availability, valence, and arousal are highly reliable.…”

Section: Reliability Of the Normssupporting

confidence: 89%

“…The correlations were above .75 (the correlation coefficients for concreteness and valence were .85 and .83, respectively, all ps < .001). As far as valence and arousal ratings were concerned, we correlated our ratings with those taken from two previous French studies (Gobin, Camblats, Faurous, & Mathey, 2017;Monnier & Syssau, 2014). The correlations for arousal were .44 with Gobin et al (2017) [165 words in common], and .32 with Monnier and Syssau (2014) [445 words in common], all ps < .001.…”

Section: Reliability Of the Normsmentioning

confidence: 99%

“…The number of points that should be used in Likert scales is a matter of debate. It seems that there is an apparent consensus to use a limited number of points-that is to say, between 5 and 7 points (e.g.,Krosnick & Presser, 2010).3 It is important to note that the arousal ratings fromMonnier and Syssau (2014) were also less correlated with those taken fromGobin et al (2017) [96 words in common, r = .56, p < .001] than was the case for the valence ratings (r = .83, p < .001). Thus, these findings suggest that there is greater variability in the ways that participants rate words for arousal than for valence.…”

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confidence: 99%

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Concreteness norms for 1,659 French words: Relationships with other psycholinguistic variables and word recognition times

2018

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Words that correspond to a potential sensory experience-concrete words-have long been found to possess a processing advantage over abstract words in various lexical tasks. We collected norms of concreteness for a set of 1,659 French words, together with other psycholinguistic norms that were not available for these words-context availability, emotional valence, and arousal-but which are important if we are to achieve a better understanding of the meaning of concreteness effects. We then investigated the relationships of concreteness with these newly collected variables, together with other psycholinguistic variables that were already available for this set of words (e.g., imageability, age of acquisition, and sensory experience ratings). Finally, thanks to the variety of psychological norms available for this set of words, we decided to test further the embodied account of concreteness effects in visual-word recognition, championed by Kousta, Vigliocco, Vinson, Andrews, and Del Campo (Journal of Experimental Psychology: General, 140, 14-34, 2011). Similarly, we investigated the influences of concreteness in three word recognition tasks-lexical decision, progressive demasking, and word naming-using a multiple regression approach, based on the reaction times available in Chronolex (Ferrand, Brysbaert, Keuleers, New, Bonin, Méot, Pallier, Frontiers in Psychology, 2; 306, 2011). The norms can be downloaded as supplementary material provided with this article.

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Section: Reliability Of the Normssupporting

confidence: 89%

Section: Reliability Of the Normsmentioning

confidence: 99%

mentioning

confidence: 99%

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Concreteness norms for 1,659 French words: Relationships with other psycholinguistic variables and word recognition times

2018

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“…Since these investigations would require the collection of extensive age-specific norm data, we defer them to future research. Our findings, combined with the explanations offered for the various differences, advocate the use of age-specific norms for lexico-semantic research (see, for instance, De Deyne & Storms, 2007; Gilet, Grühn, Studer, & Labouvie-Vief, 2012; Gobin, Camblats, Faurous, & Mathey, 2017; Göz, Tekcan, & Erciyes, 2017; Grühn & Smith, 2008; Morrow & Duffy, 2005; Söderholm, Häyry, Laine, & Karrasch, 2013).…”

Section: Discussionsupporting

confidence: 58%

Age-Related Degree and Criteria Differences in Semantic Categorization

Verheyen

Droeshout

Storms

2019

Journal of Cognition

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Individual differences in semantic categorization are commonplace. Individuals apply a word like SPORTS to different instances because they employ different conditions for category membership (vagueness in criteria) or because they differ regarding the extent to which they feel the term can be applied given fixed conditions (vagueness in degree). Three individuals may, for instance, disagree as to whether chess and hiking are SPORTS , because one believes SPORTS are competitive in nature, while the other two require SPORTS to be effortful (vagueness in criteria). On the basis of whether they consider hiking sufficiently effortful or not, the latter two individuals might still disagree as to whether to call it a SPORT (vagueness in degree). We investigated whether there are systematic age-related differences in semantic categorization by analyzing the categorization decisions of 1,868 adults for eight semantic categories with a formal model that allows the two sources of categorization differences to be disentangled. We found that young and older adults assess instances differently with respect to the categorization conditions and that older adults employ a lower threshold for category membership than young adults do. We recommend that these criteria and degree differences are taken into account in studies of age-related semantic processing.

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“…5,6]. Pour aider les professionnels à accompagner les processus de socialisation affective avec la sensibilité nécessaire à l'égard des habitudes de l'autre et pour les orienter dans l'établissement d'une culture pédagogique partagée -ce que nous nommons « interdidacticité » selon Puren [7, p. 491] -, il est nécessaire de se distancer des résultats obtenus en laboratoire [8,9,10,11,12,13,14], en recherche développementale monolingue [15,16,17,18,19,20] ou dans des études lexicographiques [21,22,23] ou lexico-centrées [24,25,26,27,28] pour procéder à la découverte des patrons interactionnels du terrain. Ce changement de paradigme s'avère d'autant plus nécessaire qu'il faut rappeler avec Clore et Ortony [29, p. 368] que beaucoup d'études qui analysent le vocabulaire affectif partent d'un corpus de mots dits émotionnels sans avoir défini préalablement les critères exacts qui justifient l'exclusion ou inclusion des mots.…”

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L’octogone des événements émotionnels : un modèle pour comparer la gestion des émotions à un âge précoce

Feig

2020

SHS Web Conf.

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Pour que les adultes travaillant dans des crèches ou écoles maternelles bi-plurilingues puissent comprendre le comportement co-régulatif de leurs collègues, issus d'une autre langue-culture, nous développons un nouveau modèle sous forme d'un diagramme Kiviat qui se fonde sur ce qu'on peut observer comme adulte au niveau intra-individuel pendant une situation de charge émotionnelle vécue par l'enfant (ici nommé événement émotionnel). Le modèle prend en considération les différentes dimensions qui caractérisent l'événement émotionnel vécu par l'enfant de même que sa gestion par l'adulte. Il visualise l'instant observé selon huit axes, à savoir : la valence émotionnelle, l'intensité du ressenti enfantin, la modalité du traitement offert par l'adulte, le degré de verbalisation du ressenti offert par l'adulte, la familiarité de l'enfant avec les mots utilisés par l'adulte, la sémiotisation des émotions du côté adulte, la focalisation plus ou moins centrée sur les émotions de l'enfant et la situationalité ou le degré d'induction situationnelle du vécu. Sur la base des observations faites dans quatre crèches franco-allemandes de l'espace du Rhin supérieur en 2018, il est possible de montrer l'applicabilité pratique du modèle pour des études interculturelles. De plus, l'abstraction des figures qui reflètent la stratégie de co-régulation des émotions mise en place par chaque pédagogue permet d'identifier des congruences comportementales transculturelles entre les professionnels francophones et germanophones qui ont réussi à établir une culture pédagogique partagée, voire une approche « interdidactique » selon Puren [7].

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Une base de l’émotionalité (valence, arousal, catégories) de 1286 mots français selon l’âge (EMA)

Cited by 21 publications

References 88 publications

Concreteness norms for 1,659 French words: Relationships with other psycholinguistic variables and word recognition times

Concreteness norms for 1,659 French words: Relationships with other psycholinguistic variables and word recognition times

Age-Related Degree and Criteria Differences in Semantic Categorization

L’octogone des événements émotionnels : un modèle pour comparer la gestion des émotions à un âge précoce

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