Hoemann Katie, Gendron Maria, Barrett Lisa Feldman
Department of Psychology, KU Leuven, Tiensestraat 102, Bus 3727, Leuven, 3000 Belgium.
Department of Psychology, Yale University, New Haven, CT USA.
Affect Sci. 2022 Jan 6;3(1):69-80. doi: 10.1007/s42761-021-00084-4. eCollection 2022 Mar.
Previous research suggests that labels shape the categorization of emotional stimuli such as facial configurations, yet the strongest evidence of labels' influence on category learning comes from work on object categories. In particular, Lupyan et al. (Psychol Sci 18(12):1077-1083, 2007) found that novel categories of aliens were learned faster by participants provided with nonsense labels during feedback. We summarize a series of five studies in which we examined whether this word-enhancement effect on learning would extend to novel categories of emotion. These studies were conceptual replications of the paradigm used by Lupyan et al. (Psychol Sci 18(12):1077-1083, 2007) designed so that participants would associate novel expressive behaviors with situated experiences. We hypothesized that participants would learn to categorize exemplars of novel emotion categories over the duration of the task, and that categorization would be facilitated for participants who were presented with category labels during learning. We simultaneously analyzed data from all five studies in an integrative data analysis, allowing us to test the effects of learning over time and label condition with increased statistical power. Across all five studies, we found that, while participant performance did improve over time, in no case was it facilitated by including emotion labels at feedback. These results join others in suggesting that the effect of labels on emotion categorization may be more context-dependent than previously supposed-varying by the type of category learning task as well as the specific categories being learned and their relationship to previously acquired knowledge-such that there may be multiple pathways for emotion category learning.
The online version contains supplementary material available at 10.1007/s42761-021-00084-4.
先前的研究表明，标签会影响诸如面部表情等情感刺激的分类，然而标签对类别学习影响的最有力证据来自于物体类别的研究。特别是，卢皮扬等人（《心理科学》，第18卷第12期，第1077 - 1083页，2007年）发现，在反馈过程中为参与者提供无意义标签时，参与者学习新的外星人类别会更快。我们总结了一系列五项研究，在这些研究中，我们考察了这种词语增强学习效果是否会扩展到新的情感类别。这些研究是对卢皮扬等人（《心理科学》，第18卷第12期，第1077 - 1083页，2007年）所使用范式的概念性重复，设计目的是让参与者将新的表达行为与特定情境体验联系起来。我们假设，参与者会在任务过程中学会对新情感类别的示例进行分类，并且对于在学习过程中看到类别标签的参与者，分类会更容易。我们在综合数据分析中同时分析了所有五项研究的数据，从而能够以更高的统计效力检验学习随时间的效果以及标签条件的影响。在所有五项研究中，我们发现，虽然参与者的表现确实随时间有所提高，但在任何情况下，反馈中包含情感标签都没有促进表现的提高。这些结果与其他研究结果一致，表明标签对情感分类的影响可能比之前认为的更依赖于上下文——会因类别学习任务的类型、所学习的特定类别及其与先前获得知识的关系而有所不同——以至于情感类别学习可能有多种途径。
在线版本包含可在10.1007/s42761 - 021 - 00084 - 4获取的补充材料。
