Emotions in reading: Disgust, empathy and the contextual learning hypothesis
Emotions in reading: Disgust, empathy and the contextual learning hypothesis
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DOI：
10.1016/j.cognition.2012.07.013
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发表时间：
2012-11
期刊：
影响因子：
3.4
通讯作者：
Catarina Silva;M. Montant;Aurélie Ponz;J. Ziegler
中科院分区：
文献类型：
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作者：
Catarina Silva;M. Montant;Aurélie Ponz;J. Ziegler
阅读中的情绪效应通常是通过操纵词汇的情绪效价和词汇决策中的唤醒来研究的。标准的发现是，效价和唤醒可以同时具有促进和抑制作用，这与目前的阅读情绪加工理论很难调和。在这里，我们将这些理论与情境学习假说进行了对比，根据情境学习假说，对特定情绪的敏感性——在本研究中是厌恶情绪——而不是效价或唤醒情绪影响词汇决策表现。参与者被分成两组（高厌恶敏感度和低厌恶敏感度）。结果表明，高厌恶敏感度组表现出抑制效应，低厌恶敏感度组表现出促进效应。词汇决策表现的个体差异可由厌恶敏感性预测，但不包括效价、唤醒或一般情绪敏感性。这些发现强调了在阅读情绪处理的研究和理论中关注个体差异的必要性。
Emotion effects in reading have typically been investigated by manipulating words’ emotional valence and arousal in lexical decision. The standard finding is that valence and arousal can have both facilitatory and inhibitory effects, which is hard to reconcile with current theories of emotion processing in reading. Here, we contrasted these theories with the contextual-learning hypothesis, according to which, sensitivity to a specific emotion – disgust in the present study – rather than valence or arousal affects lexical decision performance. Participants were divided into two groups (high versus low disgust sensitivity). Results showed that participants with high disgust sensitivity showed an inhibitory effect, whereas participants with low-disgust sensitivity showed a facilitatory effect. Individual differences in lexical decision performance were predicted by disgust sensitivity but not valence, arousal, or general emotion sensitivity. These findings highlight the need to focus on individual differences both in studies and theories of emotion processing in reading.