Balanced bilingualism: A cognitive advantage in emotional words processing
محل انتشار: فصلنامه تازه های علوم شناختی، دوره: 25، شماره: 1
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 207
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شناسه ملی سند علمی:
JR_ICSS-25-NaN_027
تاریخ نمایه سازی: 18 تیر 1402
چکیده مقاله:
The impact of bilingualism on cognitive and emotional processing is the topic of recent psycholinguists & Educational Psychologists’ studies. Bilingualism researchers (Harris, ۲۰۲۰; Kazanas & Altarriba, ۲۰۱۵; Pavlenko, ۲۰۱۲; and Ayçiçegi & Harris, ۲۰۰۴) believe the first language is more emotional than the ۲nd Language in bilinguals. Iranian studies (Bahrami et al., ۲۰۲۰)also approved this. However, this research shall evaluate the formation of early Mental Emotion Lexicon in adult balanced bilinguals and the impact of positive emotions on lexical access as cognitive executive functions. To evaluate the hypothesis through the experiment, forty Turkish-Persian bilingual students with an average age of ۲۲-۳۰ , SD=۲.۲۵, were selected from Islamic Azad University students in Tehran to participate in this quasi-experimental research. Participants were asked to complete the Bilingual History Questionnaire, the General Health Questionnaire, the Positive and Negative affect schedule, and a DMDX word selection task to induce positive emotion/word. The emotion words list from WEAL (Word Emotion Association Lexicon) was validated under translation advantage. Repeated measures in ANOVA revealed that the participants’ significantly spent fast reaction time determining both languages’ emotion words to images, induced with intense positive emotion. The results showed that positive emotion processing facilitates the RT more than inhibitory (negative) emotions in bilinguals. Early formation of a bilingual emotion lexicon causes balance in emotional distance. These approve the findings of previous studies. The results can be further referred to as literature on bilingualism cognitive advantage studies and propose mental emotion lexicon as criteria for bilingual proficiency assessments.
کلیدواژه ها:
نویسندگان
Yaghoub Nazaralian
Department of Foreign Languages, Sari Branch, Islamic Azad University, Sari, Iran
Ali Salimi Khorshidi
Department of Foreign Languages, Neka Branch, Islamic Azad University, Neka, Iran
Hassan Bashirnejad
Department of Foreign Languages, Farhangian University of Sari, Sari, Iran
Massoud Asadi
Department of Foreign Languages, Sari Branch, Islamic Azad University, Sari, Iran