Ferré Pilar, Ventura David, Comesaña Montserrat, Fraga Isabel
Research Center for Behavior Assessment and Department of Psychology, Rovira i Virgili University, Tarragona Spain.
Human Cognition Lab, CIPsi, School of Psychology, University of Minho, Braga Portugal.
Front Psychol. 2015 Jul 9;6:976. doi: 10.3389/fpsyg.2015.00976. eCollection 2015.
A processing advantage for emotional words relative to neutral words has been widely demonstrated in the monolingual domain (e.g., Kuperman et al., 2014). It is also well-known that, in bilingual speakers who have a certain degree of proficiency in their second language, the effects of the affective content of words on cognition are not restricted to the native language (e.g., Ferré et al., 2010). The aim of the present study was to test whether this facilitatory effect can also be obtained during the very early stages of word acquisition. In the context of a novel word learning paradigm, participants were trained on a set of Basque words by associating them to their Spanish translations. Words' concreteness and affective valence were orthogonally manipulated. Immediately after the learning phase and 1 week later, participants were tested in a Basque go-no go lexical decision task as well as in a translation task in which they had to provide the Spanish translation of the Basque words. A similar pattern of results was found across tasks and sessions, revealing main effects of concreteness and emotional content as well as an interaction between both factors. Thus, the emotional content facilitated the acquisition of abstract, but not concrete words, in the new language, with a more reliable effect for negative words than for positive ones. The results are discussed in light of the embodied theoretical view of semantic representation proposed by Kousta et al. (2011).
在单语领域，相对于中性词，情感词的加工优势已得到广泛证实（例如，库珀曼等人，2014年）。众所周知，对于第二语言有一定熟练程度的双语者而言，词的情感内容对认知的影响并不局限于母语（例如，费雷等人，2010年）。本研究的目的是测试在词汇习得的非常早期阶段是否也能获得这种促进效应。在一种新颖的词汇学习范式背景下，通过将一组巴斯克语单词与其西班牙语翻译关联起来，对参与者进行训练。词的具体性和情感效价被正交操纵。在学习阶段结束后立即以及1周后，对参与者进行巴斯克语的go-no-go词汇判断任务测试，以及一项翻译任务测试，在该任务中他们必须提供巴斯克语单词的西班牙语翻译。在各项任务和不同时间段都发现了类似的结果模式，揭示了具体性和情感内容的主效应以及这两个因素之间的相互作用。因此，情感内容促进了新语言中抽象词而非具体词的习得，对消极词的影响比对积极词更可靠。根据库斯塔等人（2011年）提出的语义表征的具身理论观点对结果进行了讨论。
