University Presentation Showcase: Undergraduate Division
The Effects of Language History and Mood State When Processing Emotional Words
Presenter Hometown
Versailles
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Sara Incera
Mentor Department
Psychology
Recommended Citation
Marroquin, Angie J. and Incera, Sara, "The Effects of Language History and Mood State When Processing Emotional Words" (2021). University Presentation Showcase Event. 10.
https://encompass.eku.edu/swps/2021/undergraduate/10
Abstract
The purpose of this study is to investigate whether language history (age of English acquisition) and mood state (reporting feeling positive/negative emotions at a particular moment) influence how efficiently participants process written words. We recruited 146 undergraduates at EKU to take part in the study through the SONA system. We asked them to fill out a questionnaire about their language history and current mood, and to complete a lexical decision task. For the task, participants were presented with words and nonwords; the words had positive, neutral, or negative meanings. Results indicate that participants respond to all words equally fast (independently of their emotional meaning). Participants who had acquired English at an earlier age responded more efficiently to all words (independently of their emotional meaning). Furthermore, mood did not influence how efficiently participants processed emotional words. In line with previous research, language history influenced word processing. However, against previous findings, the mood a person is in did not influence their ability to process emotional words. Understanding how emotion influences people’s ability to process language is essential to help people communicate efficiently in emotionally charged contexts.
Presentation format
Poster
The Effects of Language History and Mood State When Processing Emotional Words
The purpose of this study is to investigate whether language history (age of English acquisition) and mood state (reporting feeling positive/negative emotions at a particular moment) influence how efficiently participants process written words. We recruited 146 undergraduates at EKU to take part in the study through the SONA system. We asked them to fill out a questionnaire about their language history and current mood, and to complete a lexical decision task. For the task, participants were presented with words and nonwords; the words had positive, neutral, or negative meanings. Results indicate that participants respond to all words equally fast (independently of their emotional meaning). Participants who had acquired English at an earlier age responded more efficiently to all words (independently of their emotional meaning). Furthermore, mood did not influence how efficiently participants processed emotional words. In line with previous research, language history influenced word processing. However, against previous findings, the mood a person is in did not influence their ability to process emotional words. Understanding how emotion influences people’s ability to process language is essential to help people communicate efficiently in emotionally charged contexts.
