Brase Julia, Mani Nivedita
Department of Psychology, Psychology of Language Research Group, Georg-August Universitaet Goettingen.
Emotion. 2017 Jun;17(4):628-639. doi: 10.1037/emo0000263. Epub 2016 Dec 19.
Although bilinguals respond differently to emotionally valenced words in their first language (L1) relative to emotionally neutral words, similar effects of emotional valence are hard to come by in second language (L2) processing. We examine the extent to which these differences in first and second language processing are due to the context in which the 2 languages are acquired: L1 is typically acquired in more naturalistic settings (e.g., family) than L2 (e.g., at school). Fifty German-English bilinguals learned unfamiliar German and English negative and neutral words in 2 different learning conditions: One group (emotion video context) watched videos of a person providing definitions of the words with facial and gestural cues, whereas another group (neutral video context) received the same definitions without gestural and emotional cues. Subsequently, participants carried out an emotional Stroop task, a sentence completion task, and a recall task on the words they had just learned. We found that the effect of learning context on the influence of emotional valence on responding was modulated by a) language status, L1 versus L2, and b) task requirement. We suggest that a more nuanced approach is required to capture the differences in emotion effects in the speed versus accuracy of access to words across different learning contexts and different languages, in particular with regard to our finding that bilinguals respond to L2 words in a similar manner as L1 words provided that the learning context is naturalistic and incorporates emotional and prosodic cues. (PsycINFO Database Record
尽管双语者对其第一语言（L1）中带有情感色彩的词汇与情感中立词汇的反应有所不同，但在第二语言（L2）处理中，情感效价的类似影响却很难出现。我们研究了第一语言和第二语言处理中的这些差异在多大程度上归因于这两种语言习得的环境：与第二语言（例如在学校）相比，第一语言通常是在更自然的环境（例如家庭）中习得的。五十名德英双语者在两种不同的学习条件下学习不熟悉的德语和英语负面及中性词汇：一组（情感视频情境）观看一个人通过面部和手势线索提供词汇定义的视频，而另一组（中性视频情境）在没有手势和情感线索的情况下接收相同的定义。随后，参与者对他们刚刚学习的词汇进行了情感斯特鲁普任务、句子完成任务和回忆任务。我们发现，学习环境对情感效价对反应影响的作用受到以下因素的调节：a）语言状态，第一语言与第二语言；b）任务要求。我们建议需要一种更细致入微的方法来捕捉在不同学习环境和不同语言中获取词汇的速度与准确性方面情感效应的差异，特别是考虑到我们的发现，即如果学习环境是自然的且包含情感和韵律线索，双语者对第二语言词汇的反应方式与第一语言词汇相似。（PsycINFO数据库记录
