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This study introduces culture relatedness of words as a novel variable and explores its impact on emotional responses of English-Mandarin bilinguals living in the UK, where their second language (L2) is dominant. First, we conducted a norming study to identify emotive words related to participants' native (e.g., bamboo) and residential (e.g., scones) cultures. We then used event-related potentials (ERPs) to examine whether culture relatedness affects emotional responses to words presented in L1 and L2. We were particularly interested in investigating whether the well-established emotional distance from L2 may be due to cultural distance, and whether concepts related to one's native culture in L2 may enhance affective responses. Initial evidence from ongoing data analyses seems to suggest an interaction of culture relatedness and emotional valance on affective responses. This research offers new insights into the interplay of language, culture, and emotion in bilingual contexts, examining how cultural salience modulates emotional responses.

Proficient speakers of a second language (L2) show similar processing of affective content as native speakers, but reduced magnitude, later latency, and a less differentiated emotional neural response (e.g., Hsu et al., 2015). Because language and culture are intertwined, this study examined whether cultural relevance of short stories affects immersion during reading, independent of language proficiency. Hong Kong (HK) and Mainland Chinese (MLC) readers were exposed to identical short stories featuring events and traditions related to either culture. Their level of attention, transportation and emotional engagement after each story was measured using the Story World Absorption Scale (Kuijpers et al., 2014). Preliminary results show that HK participants were significantly more immersed in HK cultural stories than in MLC stories, especially when they described modern events. Instead, MLC participants showed no difference in immersion. The results will be discussed considering historical common origins and modern stark distinction between the two cultures.

This multi-year mixed-method research explores the first-year online doctoral students’ emotional experiences. Forty-eight students who embarked on a fully online doctoral programme between 2018 and 2022 completed a questionnaire four times across the first six months—the most critical period for students to decide whether to continue their studies. The questionnaire quantitatively measured the intensity of 36 different emotions felt by each student in two contexts, respectively related to ‘doctoral studies’ and ‘life in general’. Participants also qualitatively recorded their responses to the most intense emotions, detailing reasons for such experiences. Based on quantitative data, a principal component analysis extracted five meaningful clusters: Positive emotions, Negative cognitive emotions, Negative gut reactions, Isolation, and Intrigued. The repeated-measures ANOVAs of each cluster showed meaningful patterns and changes depending on context and across the four points. The qualitative data was analysed using a constant comparative method, providing deeper insights into online doctoral students’ emotional experiences. The results highlight that although students undergo many negative emotions, those emotions do not always lead to negative experiences. Engaging with new academic challenges and other doctoral students with similar aspirations makes them feel much more positive and less isolated in their studies than in their general lives.

Conversational pragmatics is the study of language used in context, hence it goes beyond linguistic knowledge, such as word meaning, to incorporate social context, speaker’s intention and listener’s background. While a wealth of research into teaching, learning and assessment of the acquisition of pragmatic competence in L2 exists, almost no neurolinguistic research has been conducted to understand the temporal unfolding and neural correlates of how pragmatic phenomena are processed in L2; possibly because pragmatics has less of a focus on language knowledge. One exception is the study of pragmatic routines, including figurative expressions, and a handful of neuroscientific studies of discourse comprehension, which have extended to L2 speakers. This chapter reviews empirical research on the L2 pragmatic system by integrating traditional applied research with neurolinguistics, with a predominant focus on the latter, and provides suggestions for future promising avenues of neurolinguistic investigation.

Conversational pragmatics is the study of language used in context, hence it goes beyond linguistic knowledge, such as word meaning, to incorporate social context, speaker’s intention and listener’s background. While a wealth of research into teaching, learning and assessment of the acquisition of pragmatic competence in L2 exists, almost no neurolinguistic research has been conducted to understand the temporal unfolding and neural correlates of how pragmatic phenomena are processed in L2; possibly because pragmatics has less of a focus on language knowledge. One exception is the study of pragmatic routines, including figurative expressions, and a handful of neuroscientific studies of discourse comprehension, which have extended to L2 speakers. This chapter reviews empirical research on the L2 pragmatic system by integrating traditional applied research with neurolinguistics, with a predominant focus on the latter, and provides suggestions for future promising avenues of neurolinguistic investigation.

The belief that fiction reading can improve empathy has been prevalent in recent years, and research has provided arguments and evidence in favour of this belief (e.g., Mumper & Gerrig, 2017; Nussbaum, 2010). The emergence of screen interfaces, together with an increase in audiobook consumption, have raised questions about the potential effects of reading devices on readers’ experience. To understand the association between empathy and fiction reading, as well as the impact of reading devices, the first chapter provides a literature review, exploring the notion of empathy, the association between empathy and reading, and presents empirical evidence from previous studies. It also addresses the phenomena of absorption and narrative comprehension and their role in readers’ empathy. Then the literature review examines the role of the reading medium. It reviews existing literature on the differences between print and screen interfaces in reading processes as well as the differences between LCD and e-ink screen technologies. It closes by reviewing studies comparing the audiobook with the print reading experience. The second chapter reports an empirical study conducted as part of this thesis, exploring the effect of literary reading on empathy, shedding light on the effects of fictionality and reading devices (print, e-reader, tablet, and audiobook). The third chapter reports a novel empirical study examining the effect of fictionality and reading devices on absorption, while it also investigates the role of absorption in readers’ empathy. The fourth chapter is an empirical study that tests the effects of fictionality and reading medium on comprehension, and the role of comprehension in readers’ empathy and absorption. The last chapter discusses the contribution of the presented results, noting that literary reading can decrease empathy, that fictionality affects this impact, the lack of differences between screen and print interfaces and the distinctiveness of the audiobo

Research on empirical aesthetics has only recently included the study of literary texts, and not yet addressed the roleplayed by metaphors. We first created alternative versions of modern poems devoid of literary metaphors but equal inother properties to the original poems. The former are perceived as more beautiful. Second, we had participants readsentences extracted from poems and recorded their reading times and beauty ratings. Sentences could be literal, containdead metaphors, conventional, novel or extremely novel metaphors. Increasingly more novel and creative metaphors leadto increasing aesthetic appreciation, showing a clear linear relationship. Even extremely novel metaphors are appreciated,despite being more difficult to read. These results are only partially in line with current theories. Finally, aestheticappreciation is only partially driven by increasing cognitive load: metaphoricity plays a more important and substantialrole. The contribution of our results to extant theories will be discussed.

Conventional metaphors (e.g., a firm grasp on an idea) are extremely common. A possible explanation for their ubiquity is that they are more engaging, evoking more focused attention, than their literal paraphrases (e.g., a good understanding of an idea). To evaluate whether, when, and why this may be true, we created a new database of 180 English sentences consisting of conventional metaphors, literal paraphrases, and concrete descriptions (e.g., a firm grip on a doorknob). Extensive norming matched differences across sentence types in complexity, plausibility, emotional valence, intensity, and familiarity of the key phrases. Then, using pupillometry to study the time course of metaphor processing, we predicted that metaphors would elicit greater event-evoked pupil dilation compared to other sentence types. Results confirmed the predicted increase beginning at the onset of the key phrase and lasting seconds beyond the end of the sentence. When metaphorical and literal sentences were compared directly in survey data, participants judged metaphorical sentences to convey “richer meaning,” but not more information. We conclude that conventional metaphors are more engaging than literal paraphrases or concrete sentences in a way that is irreducible to difficulty or ease, amount of information, short-term lexical access, or downstream inferences.

Conventional metaphors (e.g., a firm grasp on an idea) are extremely common. A possible explanation for their ubiquity is that they are more engaging, evoking more focused attention, than their literal paraphrases (e.g., a good understanding of an idea). To evaluate whether, when, and why this may be true, we created a new database of 180 English sentences consisting of conventional metaphors, literal paraphrases, and concrete descriptions (e.g., a firm grip on a doorknob). Extensive norming matched differences across sentence types in complexity, plausibility, emotional valence, intensity, and familiarity of the key phrases. Then, using pupillometry to study the time course of metaphor processing, we predicted that metaphors would elicit greater event-evoked pupil dilation compared to other sentence types. Results confirmed the predicted increase beginning at the onset of the key phrase and lasting seconds beyond the end of the sentence. When metaphorical and literal sentences were compared directly in survey data, participants judged metaphorical sentences to convey “richer meaning,” but not more information. We conclude that conventional metaphors are more engaging than literal paraphrases or concrete sentences in a way that is irreducible to difficulty or ease, amount of information, short-term lexical access, or downstream inferences.

Conventional metaphors (e.g., a firm grasp on an idea) are extremely common. A possible explanation for their ubiquity is that they are more engaging, evoking more focused attention, than their literal paraphrases (e.g., a good understanding of an idea). To evaluate whether, when, and why this may be true, we created a new database of 180 English sentences consisting of conventional metaphors, literal paraphrases, and concrete descriptions (e.g., a firm grip on a doorknob). Extensive norming matched differences across sentence types in complexity, plausibility, emotional valence, intensity, and familiarity of the key phrases. Then, using pupillometry to study the time course of metaphor processing, we predicted that metaphors would elicit greater event-evoked pupil dilation compared to other sentence types. Results confirmed the predicted increase beginning at the onset of the key phrase and lasting seconds beyond the end of the sentence. When metaphorical and literal sentences were compared directly in survey data, participants judged metaphorical sentences to convey “richer meaning,” but not more information. We conclude that conventional metaphors are more engaging than literal paraphrases or concrete sentences in a way that is irreducible to difficulty or ease, amount of information, short-term lexical access, or downstream inferences.

The present study aims to investigate the neural correlates of processing conventional figurative language in non-native speakers in a comparison with native speakers. Italian proficient L2 learners of German and German native speakers read conventional metaphorical statements as well as literal paraphrases that were comparable on a range of psycholinguistic variables. Results confirm previous findings that native speakers show increased activity for metaphorical processing, and left amygdala activation increases with increasing Metaphoricity. At the whole-brain level, L2 learners showed the expected overall differences in activation when compared to native speakers (in the fronto-temporal network). But L2 speakers did not show any distinctive activation outside the caudate nucleus as Metaphoricity increased, suggesting that the L2 speakers were less affected by increasing Metaphoricity than native speakers were. With small volume correction, only a single peak in the amygdala reached threshold for L2 speakers as Metaphoricity increased. The findings are consistent with the view that metaphorical language is more engaging for native speakers but not necessarily for L2 speakers.

Psycholinguistic research has shown that conceptual metaphors influence how people produce and understand language (e.g., Gibbs, 1994, 2017a; Kövecses, 2015; Jacobs & Kinder, 2017). So far, investigations have mostly paid attention to non-poetic metaphor comprehension. This focus stems from the original discovery of Conceptual Metaphor Theory that much of everyday, non-poetic language is metaphorical. The present study aims to expand this focus and explores whether people access conceptual metaphors during poetry interpretation. To answer this question, we conducted a psycholinguistic experiment in which 38 participants, all native speakers of English, completed two tasks. In each task, participants read excerpts of poetry containing conceptual metaphors before selecting or rating items that indicated their implicit and explicit awareness of the conceptual metaphors. The results of both tasks show that participants retrieve conceptual metaphors when reading poetry. This provides empirical evidence in favor of the idea that crucial aspects of poetic thought and language arise from conceptual metaphor.

Figurative expressions have been shown to play a special role in evoking affective responses, as compared to their literal counterparts. This study provides the first database of conceptual metaphors that includes ratings of affective properties beyond psycholinguistic properties. To allow for the investigation of natural reading processes, 64 natural stories were created, half of which contained two or three conceptual metaphors that relied on the same mapping, whereas the other half contained the metaphors’ literal counterparts. To allow for tighter control and manipulation of the different properties, 120 isolated sentences were also created, half of which contained one metaphorical word, which was replaced by its literal rendering in the other half. All stimuli were rated for emotional valence, arousal, imageability, and metaphoricity, and the pairs of metaphorical and literal stimuli were rated for their similarity in meaning. A measure of complexity was determined and computed. The stories were also rated for naturalness and understandability, and the sentences for familiarity. Differences between the metaphorical and literal stimuli and relationships between the affective and psycholinguistic variables were explored and are discussed in light of extant empirical research. In a nutshell, the metaphorical stimuli were rated as being higher in emotional arousal and easier to imagine than their literal counterparts, thus confirming a role of metaphor in evoking emotion and in activating sensorimotor representations. Affective variables showed the typical U-shaped relationship consistently found in word databases, whereby increasingly positive and negative valence is associated with higher arousal. Finally, interesting differences between the stories and sentences were observed.

The present study aims to investigate the neural correlates of processing conventional figurative language in non-native speakers in a comparison with native speakers. Italian proficient L2 learners of German and German native speakers read conventional metaphorical statements as well as literal paraphrases that were comparable on a range of psycholinguistic variables. Results confirm previous findings that native speakers show increased activity for metaphorical processing, and left amygdala activation increases with increasing Metaphoricity. At the whole-brain level, L2 learners showed the expected overall differences in activation when compared to native speakers (in the fronto-temporal network). But L2 speakers did not show any distinctive activation outside the caudate nucleus as Metaphoricity increased, suggesting that the L2 speakers were less affected by increasing Metaphoricity than native speakers were. With small volume correction, only a single peak in the amygdala reached threshold for L2 speakers as Metaphoricity increased. The findings are consistent with the view that metaphorical language is more engaging for native speakers but not necessarily for L2 speakers.

Psycholinguistic research has shown that conceptual metaphors influence how people produce and understand language (e.g., Gibbs, 1994, 2017a; Kövecses, 2015; Jacobs & Kinder, 2017). So far, investigations have mostly paid attention to non-poetic metaphor comprehension. This focus stems from the original discovery of Conceptual Metaphor Theory that much of everyday, non-poetic language is metaphorical. The present study aims to expand this focus and explores whether people access conceptual metaphors during poetry interpretation. To answer this question, we conducted a psycholinguistic experiment in which 38 participants, all native speakers of English, completed two tasks. In each task, participants read excerpts of poetry containing conceptual metaphors before selecting or rating items that indicated their implicit and explicit awareness of the conceptual metaphors. The results of both tasks show that participants retrieve conceptual metaphors when reading poetry. This provides empirical evidence in favor of the idea that crucial aspects of poetic thought and language arise from conceptual metaphor.

Figurative expressions have been shown to play a special role in evoking affective responses, as compared to their literal counterparts. This study provides the first database of conceptual metaphors that includes ratings of affective properties beyond psycholinguistic properties. To allow for the investigation of natural reading processes, 64 natural stories were created, half of which contained two or three conceptual metaphors that relied on the same mapping, whereas the other half contained the metaphors’ literal counterparts. To allow for tighter control and manipulation of the different properties, 120 isolated sentences were also created, half of which contained one metaphorical word, which was replaced by its literal rendering in the other half. All stimuli were rated for emotional valence, arousal, imageability, and metaphoricity, and the pairs of metaphorical and literal stimuli were rated for their similarity in meaning. A measure of complexity was determined and computed. The stories were also rated for naturalness and understandability, and the sentences for familiarity. Differences between the metaphorical and literal stimuli and relationships between the affective and psycholinguistic variables were explored and are discussed in light of extant empirical research. In a nutshell, the metaphorical stimuli were rated as being higher in emotional arousal and easier to imagine than their literal counterparts, thus confirming a role of metaphor in evoking emotion and in activating sensorimotor representations. Affective variables showed the typical U-shaped relationship consistently found in word databases, whereby increasingly positive and negative valence is associated with higher arousal. Finally, interesting differences between the stories and sentences were observed.

Recent neuroscientific research shows that metaphors engage readers at the emotional level more strongly than literal expressions. What still remains unclear is what makes metaphors more engaging, and whether this generalises to all figurative expressions, no matter how conventionalised they are. This fMRI study aimed to investigate whether idiomatic expressions - the least creative part of figurative language - indeed trigger a higher affective resonance than literal expressions, and to explore possible interactions between activation in emotion-relevant neural structures and regions associated with figurative language processing. Participants silently read for comprehension a set of emotionally positive, negative and neutral idioms embedded in short sentences, and similarly valenced literal sentences. As in studies on metaphors, we found enhanced activation of the left inferior frontal gyrus and left amygdala in response to idioms, indexing stronger recruitment of executive control functions and enhanced emotional engagement, respectively. This suggests that the comprehension of even highly conventionalised and familiar figurative expressions, namely idioms, recruits regions involved in emotional processing. Furthermore, increased activation of the IFG interacted positively with activation in the amygdala, suggesting that the stronger cognitive engagement driven by idioms may in turn be coupled with stronger involvement at the emotional level.

Recent neuroscientific research shows that metaphors engage readers at the emotional level more strongly than literal expressions. What still remains unclear is what makes metaphors more engaging, and whether this generalises to all figurative expressions, no matter how conventionalised they are. This fMRI study aimed to investigate whether idiomatic expressions - the least creative part of figurative language - indeed trigger a higher affective resonance than literal expressions, and to explore possible interactions between activation in emotion-relevant neural structures and regions associated with figurative language processing. Participants silently read for comprehension a set of emotionally positive, negative and neutral idioms embedded in short sentences, and similarly valenced literal sentences. As in studies on metaphors, we found enhanced activation of the left inferior frontal gyrus and left amygdala in response to idioms, indexing stronger recruitment of executive control functions and enhanced emotional engagement, respectively. This suggests that the comprehension of even highly conventionalised and familiar figurative expressions, namely idioms, recruits regions involved in emotional processing. Furthermore, increased activation of the IFG interacted positively with activation in the amygdala, suggesting that the stronger cognitive engagement driven by idioms may in turn be coupled with stronger involvement at the emotional level.

Sleep benefits both learning and memory, with offline memory consolidation leading to the reactivation and integration of new information into the long-term store. Previous literature further demonstrates an influence of sleep on memory for related but unseen information, termed false memories. However, current findings provide mixed results regarding sleep’s role in the formation of these false memories within the Deese-Roediger-McDermott (DRM) paradigm, with differing memory effects suggested to be due to various task differences. For word recognition, the reactivation of memories during sleep promotes access to the long-term store in the left hemisphere, whereas false memories may lead to equal spread of activation across the two hemispheres. Whether hemispheric processing of memories after sleep affects memories lateralised at encoding, rather than at retrieval, is however unknown. The emotionality of to-be-remembered information also enhances the consolidation effect, with greater veridical memory performance for both negative and positive stimuli. However, the effect of sleep on false memories varying in emotionality is yet unknown. This thesis therefore presents a series of experiments that examine several factors, namely lateralisation and emotionality, that may influence the role of sleep in learning and memory consolidation. In Chapter 2, we conduct a meta-analysis to establish the influence of sleep on veridical and false memories within the DRM paradigm literature. Although results suggest no overall effect of sleep, whether participants took part in a recall or recognition task, and the number of words within a DRM word list, moderated the effect. The role of sleep in DRM memory consolidation is therefore dependent on specific task features. Chapter 3 exposes participants to DRM word lists to the left or right hemisphere at encoding. The results demonstrate no hemispheric difference in memory performance after sleep for either veridical or false memorie

The investigation of specific lexical categories has substantially contributed to advancing our knowledge on how meaning is neurally represented. One sensory domain that has received particularly little attention is olfaction. This study aims to investigate the neural representation of lexical olfaction. In an fMRI experiment, participants read olfactory metaphors, their literal paraphrases, and literal olfactory sentences. Regions of interest were defined by a functional localizer run of odor processing. We observed activation in secondary olfactory areas during metaphorical and literal olfactory processing, thus extending previous findings to the novel source domain of olfaction. Previously reported enhanced activation in emotion-related areas due to metaphoricity could not be replicated. Finally, no primary olfactory cortex was found active during lexical olfaction processing. We suggest that this absence is due to olfactory hedonicity being crucial to understand the meaning of the current olfactory expressions. Consequently, the processing of olfactory hedonicity recruits secondary olfactory areas.

This study builds on previous work by Citron and Goldberg (2014) in which silent reading of taste metaphors, e.g., She looked at him sweetly, was shown to elicit stronger emotional neural responses than their literal counterparts. Since metaphors are often used as a stylistic device in poetry and narrative to elicit aesthetic experiences, we aimed to investigate whether the emotional engagement in response to these expressions is driven by their implicit evaluation as more aesthetically pleasing stimuli. We found that, even though taste metaphors were rated as more beautiful than their literal renderings, beauty ratings did not elicit stronger emotional responses in the brain. Rather, increasing beauty activated the primary somatosensory cortex, associated with bodily sensations in response to touch.

The investigation of specific lexical categories has substantially contributed to advancing our knowledge on how meaning is neurally represented. One sensory domain that has received particularly little attention is olfaction. This study aims to investigate the neural representation of lexical olfaction. In an fMRI experiment, participants read olfactory metaphors, their literal paraphrases, and literal olfactory sentences. Regions of interest were defined by a functional localizer run of odor processing. We observed activation in secondary olfactory areas during metaphorical and literal olfactory processing, thus extending previous findings to the novel source domain of olfaction. Previously reported enhanced activation in emotion-related areas due to metaphoricity could not be replicated. Finally, no primary olfactory cortex was found active during lexical olfaction processing. We suggest that this absence is due to olfactory hedonicity being crucial to understand the meaning of the current olfactory expressions. Consequently, the processing of olfactory hedonicity recruits secondary olfactory areas.

This study builds on previous work by Citron and Goldberg (2014) in which silent reading of taste metaphors, e.g., She looked at him sweetly, was shown to elicit stronger emotional neural responses than their literal counterparts. Since metaphors are often used as a stylistic device in poetry and narrative to elicit aesthetic experiences, we aimed to investigate whether the emotional engagement in response to these expressions is driven by their implicit evaluation as more aesthetically pleasing stimuli. We found that, even though taste metaphors were rated as more beautiful than their literal renderings, beauty ratings did not elicit stronger emotional responses in the brain. Rather, increasing beauty activated the primary somatosensory cortex, associated with bodily sensations in response to touch.

Conventional metaphorical sentences such as She’s a sweet child have been found to elicit greater amygdala activation than matched literal sentences (e.g., She’s a kind child). In the present fMRI study, this finding is strengthened and extended with naturalistic stimuli involving longer passages and a range of conventional metaphors. In particular, a greater number of activation peaks (four) were found in the bilateral amygdala when passages containing conventional metaphors were read than when their matched literal versions were read (a single peak); while the direct contrast between metaphorical and literal passages did not show significant amygdala activation, parametric analysis revealed that BOLD signal changes in the left amygdala correlated with an increase in metaphoricity ratings across all stories. Moreover, while a measure of complexity was positively correlated with an increase in activation of a broad bilateral network mainly involving the temporal lobes, complexity was not predictive of amygdala activity. Thus, the results suggest that amygdala activation is not simply a result of stronger overall activity related to language comprehension, but is more specific to the processing of metaphorical language.

Despite flourishing research on the relationship between emotion and literal language, and despite the pervasiveness of figurative expressions in communication, the role of figurative language in conveying affect has been under-investigated. This study provides affective and psycholinguistic norms for 619 German idiomatic expressions and explores the relationships between affective and psycholinguistic idiom properties. German native speakers rated each idiom for emotional valence, arousal, familiarity, semantic transparency, figurativeness, and concreteness. They also described the figurative meaning of each idiom, and rated how confident they were on the attributed meaning. Results showed that idioms rated high in valence were also rated high in arousal. Negative idioms were rated as more arousing than positive ones, in line with results on single words. Furthermore, arousal correlated positively with figurativeness (supporting the idea that figurative expressions are more emotionally engaging than literal expressions) and with concreteness and semantic transparency. This suggests that idioms may convey a more direct reference to sensory representations, mediated by the meaning of their constituting words. Arousal correlated positively with familiarity. In addition, positive idioms were rated as more familiar than negative idioms. Finally, idioms without a literal counterpart were rated as more emotionally valenced and arousing than idioms with a literal counterpart. Although the meaning of ambiguous idioms was less correctly defined than that of unambiguous idioms, ambiguous idioms were rated as more concrete than unambiguous ones. We also discuss the relationships between the various psycholinguistic variables characterising idioms, with reference to the literature on idiom structure and processing.

The affective dimensions of emotional valence and emotional arousal affect processing of verbal and pictorial stimuli. Traditional emotional theories assume a linear relationship between these dimensions, with valence determining the direction of a behaviour (approach vs. withdrawal) and arousal its intensity or strength. In contrast, according to the valence-arousal conflict theory, both dimensions are interactively related: positive valence and low arousal (PL) are associated with an implicit tendency to approach a stimulus, whereas negative valence and high arousal (NH) are associated with withdrawal. Hence, positive, high-arousal (PH) and negative, low-arousal (NL) stimuli elicit conflicting action tendencies. By extending previous research that used several tasks and methods, the present study investigated whether and how emotional valence and arousal affect subjective approach vs. withdrawal tendencies towards emotional words during two novel tasks. In Study 1, participants had to decide whether they would approach or withdraw from concepts expressed by written words. In Studies 2 and 3 participants had to respond to each word by pressing one of two keys labelled with an arrow pointing upward or downward. Across experiments, positive and negative words, high or low in arousal, were presented. In Study 1 (explicit task), in line with the valence-arousal conflict theory, PH and NL words were responded to more slowly than PL and NH words. In addition, participants decided to approach positive words more often than negative words. In Studies 2 and 3, participants responded faster to positive than negative words, irrespective of their level of arousal. Furthermore, positive words were significantly more often associated with "up" responses than negative words, thus supporting the existence of implicit associations between stimulus valence and response coding (positive is up and negative is down). Hence, in contexts in which participants’ spontaneous responses are b

Conventional metaphorical sentences such as She’s a sweet child have been found to elicit greater amygdala activation than matched literal sentences (e.g., She’s a kind child). In the present fMRI study, this finding is strengthened and extended with naturalistic stimuli involving longer passages and a range of conventional metaphors. In particular, a greater number of activation peaks (four) were found in the bilateral amygdala when passages containing conventional metaphors were read than when their matched literal versions were read (a single peak); while the direct contrast between metaphorical and literal passages did not show significant amygdala activation, parametric analysis revealed that BOLD signal changes in the left amygdala correlated with an increase in metaphoricity ratings across all stories. Moreover, while a measure of complexity was positively correlated with an increase in activation of a broad bilateral network mainly involving the temporal lobes, complexity was not predictive of amygdala activity. Thus, the results suggest that amygdala activation is not simply a result of stronger overall activity related to language comprehension, but is more specific to the processing of metaphorical language.

The affective dimensions of emotional valence and emotional arousal affect processing of verbal and pictorial stimuli. Traditional emotional theories assume a linear relationship between these dimensions, with valence determining the direction of a behaviour (approach vs. withdrawal) and arousal its intensity or strength. In contrast, according to the valence-arousal conflict theory, both dimensions are interactively related: positive valence and low arousal (PL) are associated with an implicit tendency to approach a stimulus, whereas negative valence and high arousal (NH) are associated with withdrawal. Hence, positive, high-arousal (PH) and negative, low-arousal (NL) stimuli elicit conflicting action tendencies. By extending previous research that used several tasks and methods, the present study investigated whether and how emotional valence and arousal affect subjective approach vs. withdrawal tendencies towards emotional words during two novel tasks. In Study 1, participants had to decide whether they would approach or withdraw from concepts expressed by written words. In Studies 2 and 3 participants had to respond to each word by pressing one of two keys labelled with an arrow pointing upward or downward. Across experiments, positive and negative words, high or low in arousal, were presented. In Study 1 (explicit task), in line with the valence-arousal conflict theory, PH and NL words were responded to more slowly than PL and NH words. In addition, participants decided to approach positive words more often than negative words. In Studies 2 and 3, participants responded faster to positive than negative words, irrespective of their level of arousal. Furthermore, positive words were significantly more often associated with "up" responses than negative words, thus supporting the existence of implicit associations between stimulus valence and response coding (positive is up and negative is down). Hence, in contexts in which participants’ spontaneous responses are b

Despite flourishing research on the relationship between emotion and literal language, and despite the pervasiveness of figurative expressions in communication, the role of figurative language in conveying affect has been under-investigated. This study provides affective and psycholinguistic norms for 619 German idiomatic expressions and explores the relationships between affective and psycholinguistic idiom properties. German native speakers rated each idiom for emotional valence, arousal, familiarity, semantic transparency, figurativeness, and concreteness. They also described the figurative meaning of each idiom, and rated how confident they were on the attributed meaning. Results showed that idioms rated high in valence were also rated high in arousal. Negative idioms were rated as more arousing than positive ones, in line with results on single words. Furthermore, arousal correlated positively with figurativeness (supporting the idea that figurative expressions are more emotionally engaging than literal expressions) and with concreteness and semantic transparency. This suggests that idioms may convey a more direct reference to sensory representations, mediated by the meaning of their constituting words. Arousal correlated positively with familiarity. In addition, positive idioms were rated as more familiar than negative idioms. Finally, idioms without a literal counterpart were rated as more emotionally valenced and arousing than idioms with a literal counterpart. Although the meaning of ambiguous idioms was less correctly defined than that of unambiguous idioms, ambiguous idioms were rated as more concrete than unambiguous ones. We also discuss the relationships between the various psycholinguistic variables characterising idioms, with reference to the literature on idiom structure and processing.

Background: The aim of the present study was to investigate to what extent shared and distinct brain mechanisms are possibly subserving the processing of visual supra-categorical and categorical knowledge as observed with event-related potentials of the brain. Access time to these knowledge types was also investigated. Picture pairs of animals, objects, and mixed types were presented. Participants were asked to decide whether each pair contained pictures belonging to the same category (either animals or man-made objects) or to different categories by pressing one of two buttons. Response accuracy and reaction times (RTs) were also recorded. Results: Both ERPs and RTs were grand-averaged separately for the same-different supra-categories and the animal-object categories. Behavioral performance was faster for more endomorphic pairs, i. e., animals vs. objects and same vs. different category pairs. For ERPs, a modulation of the earliest C1 and subsequent P1 responses to the same vs. different supra-category pairs, but not to the animal vs. object category pairs, was found. This finding supports the view that early afferent processing in the striate cortex can be boosted as a by-product of attention allocated to the processing of shapes and basic features that are mismatched, but not to their semantic quintessence, during same-different supra-categorical judgment. Most importantly, the fact that this processing accrual occurred independent of a traditional experimental condition requiring selective attention to a stimulus source out of the various sources addressed makes it conceivable that this processing accrual may arise from the attentional demand deriving from the alternate focusing of visual attention within and across stimulus categorical pairs' basic structural features. Additional posterior ERP reflections of the brain more prominently processing animal category and same-category pairs were observed at the N1 and N2 levels, respectively, as well as at a late po

Previous studies suggested that the emotional connotation of single words automatically recruits attention. We investigated the potential of words to induce emotional engagement when reading texts. In an fMRI experiment, we presented 120 text passages from the Harry Potter book series. Results showed significant correlations between affective word (lexical) ratings and passage ratings. Furthermore, affective lexical ratings correlated with activity in regions associated with emotion, situation model building, multi-modal semantic integration, and Theory of Mind. We distinguished differential influences of affective lexical, inter-lexical, and supra-lexical variables: differential effects of lexical valence were significant in the left amygdala, while effects of arousal-span (the dynamic range of arousal across a passage) were significant in the left amygdala and insula. However, we found no differential effect of passage ratings in emotion-associated regions. Our results support the hypothesis that the emotion potential of short texts can be predicted by lexical and inter-lexical affective variables.

Background: The aim of the present study was to investigate to what extent shared and distinct brain mechanisms are possibly subserving the processing of visual supra-categorical and categorical knowledge as observed with event-related potentials of the brain. Access time to these knowledge types was also investigated. Picture pairs of animals, objects, and mixed types were presented. Participants were asked to decide whether each pair contained pictures belonging to the same category (either animals or man-made objects) or to different categories by pressing one of two buttons. Response accuracy and reaction times (RTs) were also recorded. Results: Both ERPs and RTs were grand-averaged separately for the same-different supra-categories and the animal-object categories. Behavioral performance was faster for more endomorphic pairs, i. e., animals vs. objects and same vs. different category pairs. For ERPs, a modulation of the earliest C1 and subsequent P1 responses to the same vs. different supra-category pairs, but not to the animal vs. object category pairs, was found. This finding supports the view that early afferent processing in the striate cortex can be boosted as a by-product of attention allocated to the processing of shapes and basic features that are mismatched, but not to their semantic quintessence, during same-different supra-categorical judgment. Most importantly, the fact that this processing accrual occurred independent of a traditional experimental condition requiring selective attention to a stimulus source out of the various sources addressed makes it conceivable that this processing accrual may arise from the attentional demand deriving from the alternate focusing of visual attention within and across stimulus categorical pairs' basic structural features. Additional posterior ERP reflections of the brain more prominently processing animal category and same-category pairs were observed at the N1 and N2 levels, respectively, as well as at a late po

Previous studies suggested that the emotional connotation of single words automatically recruits attention. We investigated the potential of words to induce emotional engagement when reading texts. In an fMRI experiment, we presented 120 text passages from the Harry Potter book series. Results showed significant correlations between affective word (lexical) ratings and passage ratings. Furthermore, affective lexical ratings correlated with activity in regions associated with emotion, situation model building, multi-modal semantic integration, and Theory of Mind. We distinguished differential influences of affective lexical, inter-lexical, and supra-lexical variables: differential effects of lexical valence were significant in the left amygdala, while effects of arousal-span (the dynamic range of arousal across a passage) were significant in the left amygdala and insula. However, we found no differential effect of passage ratings in emotion-associated regions. Our results support the hypothesis that the emotion potential of short texts can be predicted by lexical and inter-lexical affective variables.

Why do people so often use metaphorical expressions when literal paraphrases are readily available? This study focuses on a comparison of metaphorical statements involving the source domain of taste (e.g., She looked at him sweetly) and their literal paraphrases (e.g., She looked at him kindly). Metaphorical and literal sentences differed only in one word and were normed for length, familiarity, imageability, emotional valence, and arousal. Our findings indicate that conventional metaphorical expressions are more emotionally evocative than literal expressions, as the amygdala and the anterior portion of the hippocampus were more active in the metaphorical sentences. They also support the idea that even conventional metaphors can be grounded in sensorimotor and perceptual representations in that primary and secondary gustatory areas (lateral OFC, frontal operculum, anterior insula) were more active as well. A comparison of the individual words that distinguished the metaphorical and literal sentences revealed greater activation in the lateral OFC and the frontal operculum for the taste-related words, supporting the claim that these areas are relevant to taste.

Emotional content of verbal material affects the speed of visual word recognition in various cognitive tasks, independently of lexicosemantic variables. However, little is known about how the dimensions of emotional arousal and valence interact with the lexicosemantic properties of words such as age of acquisition, familiarity, and imageability, that determine word recognition performance. This study aimed to examine these relationships using English ratings for affective and lexicosemantic features. Eighty-two native English speakers rated 300 words for emotional valence, arousal, familiarity, age of acquisition, and imageability. Although both dimensions of emotion were correlated with lexicosemantic variables, a unique emotion cluster produced the strongest quadratic relationship. This finding suggests that emotion should be included in models of word recognition as it is likely to make an independent contribution.

Behavioural, psychophysiological and neuroimaging studies reveal a prioritisation for emotional material in a variety of cognitive tasks. Although emotion is comprised of two dimensions (valence and arousal), previous research using verbal materials has mostly focused on valence, while controlling level of arousal. The aim of the present study is to investigate the effects of valence and arousal on lexical decision (LD) by manipulating both dimensions while controlling correlated psycholinguistic variables (e.g., word length, frequency, imageability). Results showed that valence and arousal affect word recognition in an interactive way: LD latencies are slower for positive high-arousal and negative low-arousal words compared to positive low-arousal and negative high-arousal words, in line with an approach-withdrawal tendency model. Furthermore, principal component analysis (PCA) on the latencies revealed a unique contribution of a distinct cluster of emotion variables, independent of lexico-semantic variables, to explaining written word recognition. We conclude that the dimensions of valence and arousal both need to be taken into account in studies of emotion word processing as they have an interactive relationship.

Physical contact with hot vs. iced coffee has been shown to affect evaluation of the personal warmth or kindness of a hypothetical person (Williams & Bargh, 2008). In 3 studies, we investigated whether the manipulation of social context can modulate the activation of the metaphorical mapping, KINDNESS as WARMTH. After priming participants with warm vs. cold temperature, we asked them to evaluate a hypothetical ad-hoc ally or adversary on the kindness dimension, as well as on other qualities used as a control. We expected more extreme evaluations of kindness in the adversary than in the ally condition, and no effects on other ratings. We thus replicated the classical effect of physical warmth on kindness ratings and generalized it to a German-speaking population. In addition, when the two German studies were combined, we found evidence suggesting a contextual modulation of the temperature effect: only out-group members, namely adversaries, were judged as more kind when participants had experienced physical warmth; the effect was not evident in the ally (i.e., in-group) condition. These studies suggest that context can modulate metaphorical activation; they therefore represent an initial attempt to add nuance to our understanding of when embodied metaphors affect our decisions.

A growing body of literature shows that the emotional content of verbal material affects reading, wherein emotional words are given processing priority compared to neutral words. Human emotions can be conceptualised within a two-dimensional model comprised of emotional valence and arousal (intensity). These variables are at least in part distinct, but recent studies report interactive effects during implicit emotion processing and relate these to stimulus-evoked approach-withdrawal tendencies. The aim of the present study was to explore how valence and arousal interact at the neural level, during implicit emotion word processing. The emotional attributes of written word stimuli were orthogonally manipulated based on behavioural ratings from a corpus of emotion words. Stimuli were presented during an fMRI experiment while 16 participants performed a lexical decision task, which did not require explicit evaluation of a word's emotional content. Results showed greater neural activation within right insular cortex in response to stimuli evoking conflicting approach-withdrawal tendencies (i.e., positive high-arousal and negative low-arousal words) compared to stimuli evoking congruent approach vs. withdrawal tendencies (i.e., positive low-arousal and negative high-arousal words). Further, a significant cluster of activation in the left extra-striate cortex was found in response to emotional than neutral words, suggesting enhanced perceptual processing of emotionally salient stimuli. These findings support an interactive two-dimensional approach to the study of emotion word recognition and suggest that the integration of valence and arousal dimensions recruits a brain region associated with interoception, emotional awareness and sympathetic functions.

Emotional content of verbal material affects the speed of visual word recognition in various cognitive tasks, independently of lexicosemantic variables. However, little is known about how the dimensions of emotional arousal and valence interact with the lexicosemantic properties of words such as age of acquisition, familiarity, and imageability, that determine word recognition performance. This study aimed to examine these relationships using English ratings for affective and lexicosemantic features. Eighty-two native English speakers rated 300 words for emotional valence, arousal, familiarity, age of acquisition, and imageability. Although both dimensions of emotion were correlated with lexicosemantic variables, a unique emotion cluster produced the strongest quadratic relationship. This finding suggests that emotion should be included in models of word recognition as it is likely to make an independent contribution.

Why do people so often use metaphorical expressions when literal paraphrases are readily available? This study focuses on a comparison of metaphorical statements involving the source domain of taste (e.g., She looked at him sweetly) and their literal paraphrases (e.g., She looked at him kindly). Metaphorical and literal sentences differed only in one word and were normed for length, familiarity, imageability, emotional valence, and arousal. Our findings indicate that conventional metaphorical expressions are more emotionally evocative than literal expressions, as the amygdala and the anterior portion of the hippocampus were more active in the metaphorical sentences. They also support the idea that even conventional metaphors can be grounded in sensorimotor and perceptual representations in that primary and secondary gustatory areas (lateral OFC, frontal operculum, anterior insula) were more active as well. A comparison of the individual words that distinguished the metaphorical and literal sentences revealed greater activation in the lateral OFC and the frontal operculum for the taste-related words, supporting the claim that these areas are relevant to taste.

A growing body of literature shows that the emotional content of verbal material affects reading, wherein emotional words are given processing priority compared to neutral words. Human emotions can be conceptualised within a two-dimensional model comprised of emotional valence and arousal (intensity). These variables are at least in part distinct, but recent studies report interactive effects during implicit emotion processing and relate these to stimulus-evoked approach-withdrawal tendencies. The aim of the present study was to explore how valence and arousal interact at the neural level, during implicit emotion word processing. The emotional attributes of written word stimuli were orthogonally manipulated based on behavioural ratings from a corpus of emotion words. Stimuli were presented during an fMRI experiment while 16 participants performed a lexical decision task, which did not require explicit evaluation of a word's emotional content. Results showed greater neural activation within right insular cortex in response to stimuli evoking conflicting approach-withdrawal tendencies (i.e., positive high-arousal and negative low-arousal words) compared to stimuli evoking congruent approach vs. withdrawal tendencies (i.e., positive low-arousal and negative high-arousal words). Further, a significant cluster of activation in the left extra-striate cortex was found in response to emotional than neutral words, suggesting enhanced perceptual processing of emotionally salient stimuli. These findings support an interactive two-dimensional approach to the study of emotion word recognition and suggest that the integration of valence and arousal dimensions recruits a brain region associated with interoception, emotional awareness and sympathetic functions.

Physical contact with hot vs. iced coffee has been shown to affect evaluation of the personal warmth or kindness of a hypothetical person (Williams & Bargh, 2008). In 3 studies, we investigated whether the manipulation of social context can modulate the activation of the metaphorical mapping, KINDNESS as WARMTH. After priming participants with warm vs. cold temperature, we asked them to evaluate a hypothetical ad-hoc ally or adversary on the kindness dimension, as well as on other qualities used as a control. We expected more extreme evaluations of kindness in the adversary than in the ally condition, and no effects on other ratings. We thus replicated the classical effect of physical warmth on kindness ratings and generalized it to a German-speaking population. In addition, when the two German studies were combined, we found evidence suggesting a contextual modulation of the temperature effect: only out-group members, namely adversaries, were judged as more kind when participants had experienced physical warmth; the effect was not evident in the ally (i.e., in-group) condition. These studies suggest that context can modulate metaphorical activation; they therefore represent an initial attempt to add nuance to our understanding of when embodied metaphors affect our decisions.

Behavioural, psychophysiological and neuroimaging studies reveal a prioritisation for emotional material in a variety of cognitive tasks. Although emotion is comprised of two dimensions (valence and arousal), previous research using verbal materials has mostly focused on valence, while controlling level of arousal. The aim of the present study is to investigate the effects of valence and arousal on lexical decision (LD) by manipulating both dimensions while controlling correlated psycholinguistic variables (e.g., word length, frequency, imageability). Results showed that valence and arousal affect word recognition in an interactive way: LD latencies are slower for positive high-arousal and negative low-arousal words compared to positive low-arousal and negative high-arousal words, in line with an approach-withdrawal tendency model. Furthermore, principal component analysis (PCA) on the latencies revealed a unique contribution of a distinct cluster of emotion variables, independent of lexico-semantic variables, to explaining written word recognition. We conclude that the dimensions of valence and arousal both need to be taken into account in studies of emotion word processing as they have an interactive relationship.