Articles producció científica> Psicologia

Emotion and concreteness effects when learning novel concepts in the native language

  • Datos identificativos

    Identificador: imarina:9225184
    Autores:
    Marc Guasch MoixPilar Ferré Romeu
    Resumen:
    The aim of the present study was to test the proposal of Kousta et al. (2011), according to which abstract words are more affectively loaded than concrete words. To this end, we focused on the acquisition of novel concepts by means of an intentional learning experiment in which participants had to learn a set of 40 novel concepts in Spanish (definitions) associated with novel word forms (pseudowords). Concreteness (concrete vs. abstract concepts) and emotionality (neutral vs. negative concepts) were orthogonally manipulated. Acquisition was assessed through a recognition task in which participants were asked to match the novel word forms with their definitions. Results showed that concrete concepts were acquired better than abstract concepts. Importantly, the concreteness advantage disappeared when the content of the concept was negative. Hence, emotional (negative) content facilitated the acquisition of abstract concepts, but not of concrete concepts, giving support to the proposal of Kousta et al. (2011).
  • Otros:

    Autor según el artículo: Marc Guasch Moix; Pilar Ferré Romeu
    Departamento: Psicologia
    Autor/es de la URV: Ferré Romeu, Maria Pilar / Guasch Moix, Marc
    Resumen: The aim of the present study was to test the proposal of Kousta et al. (2011), according to which abstract words are more affectively loaded than concrete words. To this end, we focused on the acquisition of novel concepts by means of an intentional learning experiment in which participants had to learn a set of 40 novel concepts in Spanish (definitions) associated with novel word forms (pseudowords). Concreteness (concrete vs. abstract concepts) and emotionality (neutral vs. negative concepts) were orthogonally manipulated. Acquisition was assessed through a recognition task in which participants were asked to match the novel word forms with their definitions. Results showed that concrete concepts were acquired better than abstract concepts. Importantly, the concreteness advantage disappeared when the content of the concept was negative. Hence, emotional (negative) content facilitated the acquisition of abstract concepts, but not of concrete concepts, giving support to the proposal of Kousta et al. (2011).
    Áreas temáticas: Statistics and probability Psychology, experimental Psychology (miscellaneous) Psicología Experimental and cognitive psychology Developmental and educational psychology Ciencias sociales Ciencias humanas Arts and humanities (miscellaneous)
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: mariadelpilar.ferre@urv.cat marc.guasch@urv.cat
    Identificador del autor: 0000-0002-3192-0040 0000-0002-6898-120X
    Fecha de alta del registro: 2024-07-27
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://www.sciendo.com/article/10.2478/psicolj-2021-0009
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Psicologica. 42 (2): 177-191
    Referencia de l'ítem segons les normes APA: Marc Guasch Moix; Pilar Ferré Romeu (2021). Emotion and concreteness effects when learning novel concepts in the native language. Psicologica, 42(2), 177-191. DOI: 10.2478/psicolj-2021-0009
    DOI del artículo: 10.2478/psicolj-2021-0009
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2021
    Tipo de publicación: Journal Publications
  • Palabras clave:

    Arts and Humanities (Miscellaneous),Developmental and Educational Psychology,Experimental and Cognitive Psychology,Psychology (Miscellaneous),Psychology, Experimental,Statistics and Probability
    Statistics and probability
    Psychology, experimental
    Psychology (miscellaneous)
    Psicología
    Experimental and cognitive psychology
    Developmental and educational psychology
    Ciencias sociales
    Ciencias humanas
    Arts and humanities (miscellaneous)
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