Comprehension and production of emotional words in communication-related disorders: A Narrative Review
- Celia Martínez-Tomás Universidad Complutense de Madrid
- Ana Baciero Universidad Complutense de Madrid (España)
- español Hinojosa Universidad Complutense de Madrid
Abstract
Language and emotion processing have typically been studied separately. Nonetheless,
the interest on how semantic emotional features affect linguistic processing has increased in recent years. Research has shown that emotion plays a role in all components of language understanding and expression. This is especially important for individuals with communication-related disorders, who often experience difficulties in both language processing and emotional understanding. This review synthesizes what is known about the processing and use of emotional words in individuals with impairments that affect their communication. We focused on Developmental Language Disorder (DLD), Aphasia, and Autism Spectrum Disorder (ASD). This research can be of help to deepen our understanding of emotional language processing in general, as well as the specific challenges faced by these populations. The review underscores the importance of applying this knowledge to improve assessment methods and therapeutic strategies tailored to individuals with communication-related disorders, while also calling for further research to fully understand the complexities involved. Finally, we underscore the need to conduct research on individuals with writing and reading disorders like developmental dyslexia since evidence on the processing of emotional language in these populations is still marginal.
Downloads
References
Adams, C., Green, J., Gilchrist, A., & Cox, A. (2002). Conversational behaviour of children with Asperger syndrome and conduct disorder. Journal of Child Psychology and Psychiatry, 43(5), 679-690. https://doi.org/10.1111/1469-7610.00056
Adelman, J. S., Estes, Z., & Cossu, M. (2018). Emotional sound symbolism: Languages rapidly signal valence via phonemes. Cognition, 175, 122–130. https://doi.org/10.1016/j.cognition.2018.02.007
Alessio, D. (2021). Programa Hemisferios “itrazos”" Despertando el hemisferios cerebral no habitual”. Majorensis: Revista Electrónica de Ciencia y Tecnología, (17), 17-21.
Alonso-Arbiol, I., Shaver, P. R., Fraley, R. C., Oronoz, B., Unzurrunzaga, E., & Urizar, R. (2006). Structure of the Basque emotion lexicon. Cognition and Emotion, 20(6), 836-865. https://doi.org/10.1080/02699930500405469
Álves, L. M., Reis, C., & Pinheiro, Â. (2015). Prosody and reading in dyslexic children. Dyslexia, 21(1), 35-49. https://doi.org/10.1002/dys.1485
Altarriba, J., & Basnight-Brown, D. M. (2012). The acquisition of concrete, abstract, and emotion words in a second language. International Journal of Bilingualism, 16(4), 446-452. https://doi.org/10.1177/1367006911429511
Altarriba, J., & Bauer, L. M. (2004). The distinctiveness of emotion concepts: A comparison between emotion, abstract, and concrete words. The American journal of Psychology, 389-410. https://doi.org/10.2307/4149007
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. American psychiatric association.
Arellano, J., del Pozo, G. F. M., Culqui, C. O., & Arellano, V. R. T. (2021). Procesamiento cerebral del lenguaje desde la perspectiva de la neurociencia y la psicolingüística. Revista de Ciencias Sociales, 27(4), 292-308.
Armstrong, E., & Ulatowska, H. (2007a). Making stories: Evaluative language and the aphasia experience. Aphasiology, 21(6-8), 763-774. https://doi.org/10.1080/02687030701192364
Armstrong, E., & Ulatowska, H. K. (2007b). Stroke stories: Conveying emotive experiences in aphasia. In J. Rees, A. M. Holland, & M. Murray (Eds.), Clinical Aphasiology (pp. 223–238). Psychology Press.
Armstrong, E., Mortensen, L., Ciccone, N., & Godecke, E. (2012). Expressing opinions and feelings in a conversational setting. Seminars in Speech and Language, 33(1), 16-26. https://doi.org/10.1055/s-0031-1301160
Avila, S. E. (2019). A social communication intervention to facilitate emotion word learning in school-age children with developmental language disorders. [Master’s thesis, Brigham Young University]. ProQuest Dissertations & Theses. http://hdl.lib.byu.edu/1877/etd10653
Bahn, D., Vesker, M., Schwarzer, G., & Kauschke, C. (2021). A multimodal comparison of emotion categorization abilities in children with developmental language Disorder. Journal of Speech, Language, and Hearing Research, 64(3), 993–1007. https://doi.org/10.1044/2020_jslhr-20-00413
Bakhtiyari, J., Khatoonabadi, S. A. R., Dadgar, H., Bakhtiari, B. M., Khosravizadeh, P., & Shaygannejad, V. (2015). Comparison of emotional and non-emotional word repetitions in patients with aphasia. Advanced Biomedical Research, 4(1), 164. https://doi.org/10.4103/2277-9175.162540
Balconi, M., Amenta, S., & Ferrari, C. (2012). Emotional decoding in facial expression, scripts and videos: A comparison between normal, autistic and Asperger children. Research in Autism Spectrum Disorders, 6, 193–203. https://doi.org/10.1016/j.rasd.2011.04.005
Barnes, J. L., Lombardo, M. V., Wheelwright, S., & Baron‐Cohen, S. (2009). Moral dilemmas film task: A study of spontaneous narratives by individuals with autism spectrum conditions. Autism Research, 2(3), 148-156. https://doi.org/10.1002/aur.79
Barrett, L. F., & Lida, T. (2024). Constructionist theories of emotions in psychology and neuroscience. In Scarantino, A (ed.), Emotion Theory: The Routledge Comprehensive Guide (pp. 350-387). Routledge.
Basnight-Brown, D. M., & Altarriba, J. (2018). The influence of emotion and culture on language representation and processing. In R. Zheng (Ed.), Advances in culturally-aware intelligent systems and in cross-cultural psychological studies (pp. 415–432). Springer. https://doi.org/10.1007/978-3-319-67024-9_19
Basso, A. (2003). Aphasia and its therapy. Oxford University Press.
Beck, L., Kumschick, I. R., Eid, M., & Klann-Delius, G. (2012). Relationship between language competence and emotional competence in middle childhood. Emotion, 12(3), 503–514. https://doi.org/10.1037/a0026320
Begeer, S., Koot, H. M., Rieffe, C., Terwogt, M. M., & Stegge, H. (2008). Emotional competence in children with autism: Diagnostic criteria and empirical evidence. Developmental Review, 28(3), 342-369. https://doi.org/10.1016/j.dr.2007.09.001
Ben-Itzchak, E., Abutbul, S., Bela, H., Shai, T., & Zachor, D. A. (2016). Understanding one’s own emotions in cognitively-able preadolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 2363–2371. https://doi.org/10.1007/s10803-016-2769-6
Beversdorf, D. Q., Anderson, J. M., Manning, S. E., Anderson, S. L., Nordgren, R. E., Felopulos, G. J., Nadeau, S. E., Heilman, K. M., & Bauman, M. L. (1998). The effect of semantic and emotional context on written recall for verbal language in high functioning adults with autism spectrum disorder. Journal of Neurology, Neurosurgery, and Psychiatry, 65(5), 685–692. https://doi.org/10.1136/jnnp.65.5.685
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PloS one, 11(7). https://doi.org/10.1371/journal.pone.0158753
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721
Blackett, D. S. (2021). The effects of emotional stimuli on language processing in aging adults and people with aphasia[Tesis doctoral, The Ohio State University]. ProQuest Dissertations & Theses. https://login.bucm.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/effects-emotional-stimuli-on-language-processing/docview/2612063998/se-2
Blackett, D. S., Harnish, S. M., Lundine, J. P., Zezinka, A., & Healy, E. W. (2017). The effect of stimulus valence on lexical retrieval in younger and older adults. Journal of Speech, Language, and Hearing Research, 60(7), 2081-2089. https://doi.org/10.1044/2017_JSLHR-L-16-0268
Blonder, L. X., Heilman, K. M., Ketterson, T., Rosenbek, J., Raymer, A., Crosson, B., Maher, L., Glueckauf, R., & Gonzalez Rothi, L. (2005). Affective facial and lexical expression in aprosodic versus aphasic stroke patients. Journal of the International Neuropsychological Society, 11(6), 677-685. https://doi.org/10.1017/S1355617705050794
Bohn-Gettler, C. M. (2019). Getting A grip: The PET framework for studying how reader emotions influence comprehension. Discourse Processes, 56(5–6), 386401. https://doi.org/10.1080/0163853x.2019.1611174
Borod, J. C., Bloom, R. L., Brickman, A. M., Nakhutina, L., & Curko, E. A. (2002). Emotional processing deficits in individuals with unilateral brain damage. Applied Neuropsychology, 9(1), 23-36. https://doi.org/10.1207/S15324826AN0901_4
Boros, M., Anton, J. L., Pech-Georgel, C., Grainger, J., Szwed, M., & Ziegler, J. C. (2016). Orthographic processing deficits in developmental dyslexia: Beyond the ventral visual stream. NeuroImage, 128, 316-327. https://doi.org/10.1016/j.neuroimage.2016.01.014
Bradley, M. M., & Lang, P. J. (1994). Measuring emotion: the self-assessment manikin and the semantic differential. Journal of Behavior Therapy and Experimental Psychiatry, 25(1), 49-59. https://doi.org/10.1016/0005-7916(94)90063-9
Briesemeister, B. B., Kuchinke, L., & Jacobs, A. M. (2011). Discrete emotion effects on lexical decision response times. PloS one, 6(8). https://doi.org/10.1371/journal.pone.0023743
Calvillo-Torres, R., Haro, J., Ferré, P., Poch, C., & Hinojosa, J. A. (2024). Sound symbolic associations in Spanish emotional words: affective dimensions and discrete emotions. Cognition and Emotion, 1–17. https://doi.org/10.1080/02699931.2024.2345377
Calvo, R. M. (2019). Evaluative morphology: Conditions and properties of evaluative forms obtained by affixation”. In G. Dreijers, A. Dubova, & J. Veckrācis (Eds.), Bridging Languages and Cultures: Linguistics, Translation Studies and Intercultural Communication (pp. 133-151). Frank & Timme.
Cantiani, C., Lorusso, M. L., Guasti, M. T., Sabisch, B., & Männel, C. (2013). Characterizing the morphosyntactic processing deficit and its relationship to phonology in developmental dyslexia. Neuropsychologia, 51(8), 1595-1607. https://doi.org/10.1016/j.neuropsychologia.2013.04.009
Capps, L., Losh, M., & Thurber, C. (2000). “The frog ate the bug and made his mouth sad”: Narrative competence in children with autism. Journal of Abnormal Child Psychology, 28, 193-204. https://doi.org/10.1023/a:1005126915631
Citron, F. M., Weekes, B. S., & Ferstl, E. C. (2013). Effects of valence and arousal on written word recognition: Time course and ERP correlates. Neuroscience Letters, 533, 90–95. https://doi.org/10.1016/j.neulet.2012.10.054
Citron, F. M., Weekes, B. S., & Ferstl, E. C. (2014). Arousal and emotional valence interact in written word recognition. Language, Cognition and Neuroscience, 29(10), 1257-1267. https://doi.org/10.1080/23273798.2014.897734
Conrad, M., Ullrich, S., Schmidtke, D., & Kotz, S. A. (2022). ERPs reveal an iconic relation between sublexical phonology and affective meaning. Cognition, 226, 105182. https://doi.org/10.1016/j.cognition.2022.105182
Ćoso, B., Guasch, M., Ferré, P., & Hinojosa, J. A. (2019). Affective and concreteness norms for 3,022 Croatian words. Quarterly Journal of Experimental Psychology, 72(9), 2302-2312. https://doi.org/10.1177/1747021819834226
Cowen, A. S., & Keltner, D. (2021). Semantic space theory: A computational approach to emotion. Trends in Cognitive Sciences, 25(2), 124-136. https://doi.org/10.1016/j.tics.2020.11.004
Cuetos, F., Martínez-García, C., & Suárez-Coalla, P. (2018). Prosodic perception problems in Spanish dyslexia. Scientific Studies of Reading, 22(1), 41-54. https://doi.org/10.1080/10888438.2017.1359273
D’Mello, S., & Mills, C. (2014). Emotions while writing about emotional and non-emotional topics. Motivation and Emotion, 38, 140-156. https://doi.org/10.1007/s11031-013-9358-1
de Zubicaray, G. I., & Hinojosa, J. A. (2024). Statistical relationships between phonological form, emotional valence and arousal of Spanish words. Journal of Cognition, 7(1), 42. https://doi.org/10.5334/joc.366
Delaunay-El Allam, M., Guidetti, M., Chaix, Y., & Reilly, J. (2011). Facial emotion labeling in language impaired children. Applied Psycholinguistics, 32(4), 781–798. Https://doi.org/10.1017/s0142716411000063
Dolcos, F., LaBar, K. S., & Cabeza, R. (2004). Dissociable effects of arousal and valence on pre-frontal activity indexing emotional evaluation and subsequent memory: an event-related fmri study. NeuroImage, 23, 64–74.
Ekman, P. (1993). Facial expression and emotion. American Psychologist, 48, 384–392. https://doi.org/10.1037/0003-066X.48.4.384
Faïta-Aïnseba, F., Gobin, P., Bouaffre, S., & Mathey, S. (2012). Event-related potential correlates of emotional orthographic priming. NeuroReport, 23(13), 762-767. https://doi.org/10.1097/wnr.0b013e328356ea58
Fehr, B., & Russell, J. A. (1984). Concept of emotion viewed from a prototype perspective. Journal of Experimental Psychology: General, 113(3), 464. https://doi.org/10.1037/0096-3445.113.3.464
Ferré, P., Anglada-Tort, M., & Guasch, M. (2018). Processing of emotional words in bilinguals: Testing the effects of word concreteness, task type and language status. Second Language Research, 34(3), 371-394. https://doi.org/10.1177/0267658317744008
Ferré, P., Fraga, I., & Hinojosa, J. A. (2025). The interplay between language and emotion: a narrative review. Cognition & Emotion, accepted for publication.
Ferré, P., Guasch, M., Stadthagen-González, H., Hinojosa, J. A., Fraga, I., Marín, J., & Pérez-Sánchez, M. Á. (2024a). What makes a word a good representative of the category of “emotion”? The role of feelings and interoception. Emotion, 24(3), 745-758. https://doi.org/10.1037/emo0001300
Ferré, P., Haro, J., Pérez-Sánchez, M. Á., Moreno, I., & Hinojosa, J. A. (2023). Emoji-SP, the Spanish emoji database: Visual complexity, familiarity, frequency of use, clarity, and emotional valence and arousal norms for 1031 emojis. Behavior Research Methods, 55(4), 1715-1733. https://doi.org/10.3758/s13428-022-01893-6
Ferré, P., Sánchez-Carmona, A. J., Haro, J., Calvillo-Torres, R., Albert, J., & Hinojosa, J. A. (2024b). How does emotional content influence visual word recognition? A meta-analysis of valence effects. Psychonomic Bulletin & Review, 1-18. https://doi.org/10.3758/s13423-024-02555-
Fiehler, R. (2002). How to do emotions with words: Emotionality in conversations. In The verbal communication of emotions (pp. 79-106). Psychology Press.
Foolen, A. (2012). The relevance of emotion for language and linguistics. In A. Foolen, U. M. Lüdtke, T. P. Racine, & J. Zlatev (Eds.), Moving ourselves, moving others: Motion and emotion in intersubjectivity, consciousness and language(pp. 349–368). John Benjamins Publishing Company. https://doi.org/10.1075/ceb.6
Gaigg, S. B. (2012). The interplay between emotion and cognition in autism spectrum disorder: implications for developmental theory. Frontiers in Integrative Neuroscience, 6, 113. https://doi.org/10.3389/fnint.2012.00113
Gaigg, S. B. & Bowler, D. M. (2008). Free recall and forgetting of emotionally arousing words in autism spectrum disorder. Neuropsychologia, 46, 2336–2343. https://doi.org/10.1016/j.neuropsychologia.2008.03.008
Galati, D., Sini, B., Tinti, C., & Testa, S. (2008). The lexicon of emotion in the neo-Latin languages. Social Science Information, 47(2), 205-220. https://doi.org/10.1177/0539018408089079
Gibbons, H., Schmuck, J., & Kirsten, H. (2023). Interactions of ignored and attended valence in a valence-detection task with emotional words support the model of evaluative space: an ERP study. Language, Cognition and Neuroscience, 38(10), 1430-1450. https://doi.org/10.1080/23273798.2022.2088817
Gobin, P., & Mathey, S. (2010). The influence of emotional orthographic neighbourhood in visual word recognition. Current psychology letters. Behaviour, Brain & Cognition, 26. https://doi.org/10.4000/cpl.4984
Gobin, P., Faïta-Aïnseba, F., & Mathey, S. (2012). Orthographic priming also depends on the emotional valence of the neighbor and prime duration: An ERP study. Journal of Neurolinguistics, 25(3), 178-193. https://doi.org/10.1016/j.jneuroling.2011.12.001
Gorno-Tempini, M. L., Hillis, A. E., Weintraub, S., Kertesz, A., Mendez, M., Cappa, S. F., ... & Grossman, M. (2011). Classification of primary progressive aphasia and its variants. Neurology, 76(11), 1006-1014. https://doi.org/10.1212/WNL.0b013e31821103e6
Groen, W. B., Zwiers, M. P., Gaag, R.-J. v. d., & Buitelaar, J. K. (2008). The phenotype and neural correlates of language in autism: An integrative review. Neuroscience and Biobehavioral Reviews, 32, 1416–1425. https://doi.org/10.1016/j.neubiorev.2008.05.008
Grossman, J. B., Klin, A., Carter, A. S., & Volkmar, F. R. (2000). Verbal bias in recognition of facial emotions in children with asperger syndrome. Journal of Child Psychology and Psychiatry, 41 (3), 369–379. doi:10.1111/1469-7610.00621
Guasch, M., & Ferré, P. (2021). Emotion and concreteness effects when learning novel concepts in the native language. Psicológica, 42(2). https://doi.org/10.2478/psicolj-2021-0009
Gyorfi, A. (2017). Complementary toolkit for aphasia therapy: A linguistic approach. In I. Bolea (Ed.), Literature, discourses and the power of multicultural dialogue (pp. 389–403). Arhipelag XXI Press.
Han, D. H., Yoo, H. J., Kim, B. N., McMahon, W., & Renshaw, P. F. (2014). Brain activity of adolescents with high functioning autism in response to emotional words and facial emoticons. PloS one, 9(3). https://doi.org/10.1371/journal.pone.0091214
Happé, F. (2021). Weak central coherence. Encyclopedia of autism spectrum disorders, 5166-5168. https://doi.org/10.1007/978-3-319-91280-6_1744
Happé, F., & Frith, U. (2006). The weak coherence account: detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, 5-25. https://doi.org/10.1007/s10803-005-0039-0
Harmon, T. G. (2024). Understanding and addressing the individualized emotional impact of aphasia: A framework for speech-language pathologists. Seminars in Speech and Language, 45(1), 5–23. https://doi.org/10.1055/s-0043-1776418
Harmon, T. G., Nielsen, C., Loveridge, C., & Williams, C. (2022). Effects of positive and negative emotions on picture naming for people with mild-to-moderate aphasia: A preliminary investigation. Journal of Speech, Language, and Hearing Research, 65(3), 1025-1043. https://doi.org/10.1044/2021_JSLHR-21-00190
Harms, M. B., Martin, A., & Wallace, G. L. (2010). Facial emotion recognition in autism spectrum disorders: a review of behavioral and neuroimaging studies. Neuropsychology Review, 20, 290-322. https://doi.org/10.1007/s11065-010-9138-6
Haro, J., Hinojosa, J. A., & Ferré, P. (2024). The role of individual differences in emotional word recognition: Insights from a large-scale lexical decision study. Behavior Research Methods, 56(8), 8501-8520. https://doi.org/10.3758/s13428-024-02488-z
Hatzidaki, A., & Santesteban, M. (2024). Emotion effects survive non-standard orthographic representations. Cognition and Emotion, 1-8. https://doi.org/10.1080/02699931.2024.2362381
Hernández-Gutiérrez, D., Muñoz, F., Khosrowtaj, Z., Sommer, W., Jiménez-Ortega, L., Abdel Rahman, R., Sánchez-García, J., Casado, P., Fondevila, S., Espuny, J., & Martín-Loeches, M. (2023). How the speaker’s emotional facial expressions may affect language comprehension. Language, Cognition and Neuroscience, 38(10), 1478-1491. https://doi.org/10.1080/23273798.2022.2130945
Hinojosa, J. A., Guasch, M., Montoro, P. R., Albert, J., Fraga, I., & Ferré, P. (2024). The bright side of words: Norms for 9000 Spanish words in seven discrete positive emotions. Behavior Research Methods, 56(5), 4909-4929. https://doi.org/10.3758/s13428-023-02229-8
Hinojosa, J. A., Haro, J., Calvillo-Torres, R., González-Arias, L., Poch, C., & Ferré, P. (2022). I want it small or, rather, give me a bunch: the role of evaluative morphology on the assessment of the emotional properties of words. Cognition and Emotion, 36(6), 1203-1210. https://doi.org/10.1080/02699931.2022.2093840
Hinojosa, J. A., Herbert, C., & Kissler, J. (2023). Introduction to the special issue: affective neurolinguistics: understanding the interaction of emotion and language in the brain. Language, Cognition and Neuroscience, 38(10), 1339-1347. https://doi.org/10.1080/23273798.2023.2275667
Hinojosa, J. A., Martínez-García, N., Villalba-García, C., Fernández-Folgueiras, U., Sánchez-Carmona, A., Pozo, M. A., & Montoro, P. R. (2016a). Affective norms of 875 Spanish words for five discrete emotional categories and two emotional dimensions. Behavior Research Methods, 48(1), 272–284. https://doi.org/10.3758/s13428-015-0572-5
Hinojosa, J. A., Méndez-Bértolo, C., Carretié, L., & Pozo, M. A. (2010). Emotion modulates language production during covert picture naming. Neuropsychologia, 48(6), 1725-1734. https://doi.org/10.1016/j.neuropsychologia.2010.02.020
Hinojosa, J. A., Moreno, E. M., & Ferré, P. (2020a). Affective neurolinguistics: towards a framework for reconciling language and emotion. Language, Cognition and Neuroscience, 35(7), 813-839. https://doi.org/10.1080/23273798.2019.1620957
Hinojosa, J. A., Moreno, E. M., & Ferré, P. (2020b). On the limits of affective neurolinguistics: a “universe” that quickly expands. Language, Cognition and Neuroscience, 35(7), 877–884. https://doi.org/10.1080/23273798.2020.1761988
Hinojosa, J. A., Rincón-Pérez, I., Romero-Ferreiro, M. V., Martínez-García, N., Villalba-García, C., Montoro, P. R., & Pozo, M. A. (2016b). The Madrid affective database for Spanish (MADS): Ratings of dominance, familiarity, subjective age of acquisition and sensory experience. PloS one, 11(5). https://doi.org/10.1371/journal.pone.0155866
Hoemann, K., Xu, F., & Barrett, L. F. (2019). Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis. Developmental Psychology, 55(9), 1830. https://doi.org/10.1037/dev0000686
Hsieh, S., Hornberger, M., Piguet, O., & Hodges, J. R. (2012). Brain correlates of musical and facial emotion recognition: evidence from the dementias. Neuropsychologia, 50(8), 1814-1822. https://doi.org/10.1016/j.neuropsychologia.2012.04.006
Huete-Pérez, D., Haro, J., Hinojosa, J. A., & Ferré, P. (2019). Does it matter if we approach or withdraw when reading? A comparison of fear-related words and anger-related words. Acta Psychologica, 197, 73-85. https://doi.org/10.1016/j.actpsy.2019.04.018
Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on Psychological Science, 2(3), 260-280. https://doi.org/10.1111/j.1745-6916.2007.00044.x
Jackson, J. C., Watts, J., Henry, T. R., List, J. M., Forkel, R., Mucha, P. J., ... & Lindquist, K. A. (2019). Emotion semantics show both cultural variation and universal structure. Science, 366(6472), 1517-1522. https://doi.org/10.1126/science.aaw8160
Jackson, J. H. (1868). On the physiology of language. Medical Times and Gazette, 2, 275-276.
Jadhakhan, F., Blake, H., Hett, D., & Marwaha, S. (2022). Efficacy of digital technologies aimed at enhancing emotion regulation skills: Literature review. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.809332
Jemel, B., Mottron, L., & Dawson, M. (2006). Impaired face processing in autism: fact or artifact?. Journal of Autism and Developmental Disorders, 36(1), 91–106. https://doi.org/10.1007/s10803-005-0050-5
Johnson-Laird, P. N., & Oatley, K. (1998). Basic emotions, rationality, and folk theory. In C. Fehr & S. R. Hameroff (Eds.), Consciousness and emotion in cognitive science (pp. 289–311). Routledge. https://doi.org/10.1080/02699939208411069
Joubert, S., Vallet, G. T., Montembeault, M., Boukadi, M., Wilson, M. A., Laforce, R. J. Jr., Rouleau, I., & Brambati, S. M. (2017). Comprehension of concrete and abstract words in semantic variant primary progressive aphasia and Alzheimer's disease: A behavioral and neuroimaging study. Brain and Language, 170, 93–102. https://doi.org/10.1016/j.bandl.2017.04.004
Juhasz, B. J. (2005). Age-of-acquisition effects in word and picture identification. Psychological Bulletin, 131(5), 684. https://doi.org/10.1037/0033-2909.131.5.684
Juhasz, B. J., Lai, Y. H., & Woodcock, M. L. (2015). A database of 629 English compound words: ratings of familiarity, lexeme meaning dominance, semantic transparency, age of acquisition, imageability, and sensory experience. Behavior Research Methods, 47, 1004-1019. https://doi.org/10.3758/s13428-014-0523-6
Juhasz, B. J., Yap, M. J., Dicke, J., Taylor, S. C., & Gullick, M. M. (2011). Tangible words are recognized faster: The grounding of meaning in sensory and perceptual systems. Quarterly Journal of Experimental Psychology, 64(9), 1683-1691. https://doi.org/10.1080/17470218.2011.605150
Kaltwasser, L., Ries, S., Sommer, W., Knight, R. T., & Willems, R. M. (2013). Independence of valence and reward in emotional word processing: electrophysiological evidence. Frontiers in Psychology, 4, 168. https://doi.org/10.3389/fpsyg.2013.00168
Kanske, P., & Kotz, S. A. (2007). Concreteness in emotional words: ERP evidence from a hemifield study. Brain Research, 1148, 138-148. https://doi.org/10.1016/j.brainres.2007.02.044
Kirkby, J. A., Barrington, R. S., Drieghe, D., & Liversedge, S. P. (2022). Parafoveal processing and transposed‐letter effects in dyslexic reading. Dyslexia, 28(3), 359-374. https://doi.org/10.1002/dys.1721
Kissler, J., Mielke, M., Reisch, L. M., Schindler, S., & Bien, C. G. (2023). Effects of unilateral anteromedial temporal lobe resections on event-related potentials when reading negative and neutral words. Language, Cognition and Neuroscience, 38(10), 1365-1383. https://doi.org/10.1080/23273798.2023.2222424
Kousta, S. T., Vigliocco, G., Vinson, D. P., Andrews, M., & Del Campo, E. (2011). The representation of abstract words: why emotion matters. Journal of Experimental Psychology: General, 140(1), 14. https://doi.org/10.1037/a0021446
Kousta, S. T., Vinson, D. P., & Vigliocco, G. (2009). Emotion words, regardless of polarity, have a processing advantage over neutral words. Cognition, 112(3), 473-481. https://doi.org/10.1016/j.cognition.2009.06.007
Kuchinke, L., Võ, M. L. H., Hofmann, M., & Jacobs, A. M. (2007). Pupillary responses during lexical decisions vary with word frequency but not emotional valence. International Journal of Psychophysiology, 65(2), 132-140. https://doi.org/10.1016/j.ijpsycho.2007.04.004
Kuperman, V., Estes, Z., Brysbaert, M., & Warriner, A. B. (2014). Emotion and language: valence and arousal affect word recognition. Journal of Experimental Psychology: General, 143(3), 1065. https://doi.org/10.1037/a0035669
Landis, T. (2006). Emotional Words: What's so Different from Just Words? Cortex, 42(6), 823- 830. https://doi.org/10.1016/s0010-9452(08)70424-6
Landis, T., Graves, R., & Goodglass, H. (1982). Aphasic reading and writing: Possible evidence for right hemisphere participation. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior, 18(1), 105–112. https://doi.org/10.1016/s0010-9452(82)80022-1
Langlotz, A., & Locher, M. A. (2013). The role of emotions in relational work. Journal of Pragmatics, 58, 87-107. https://doi.org/10.1016/j.pragma.2013.05.014
Lartseva, A., Dijkstra, T., & Buitelaar, J. K. (2015). Emotional language processing in autism spectrum disorders: A systematic review. Frontiers in Human Neuroscience, 8, 991. https://doi.org/10.3389/fnhum.2014.00991
Lartseva, A., Dijkstra, T., Kan, C. C., & Buitelaar, J. K. (2014). Processing of emotion words by patients with autism spectrum disorders: Evidence from reaction times and EEG. Journal of Autism and Developmental Disorders, 44, 2882-2894. https://doi.org/10.1007/s10803-014-2149-z
Lazarus, R. S. (2001). Relational meaning and discrete emotions. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 37–67). Oxford University Press. https://doi.org/10.1093/oso/9780195130072.003.0003
Leonard, L. B. (2017). Children with specific language impairment (2nd ed.). MIT press.
Leudar, I., Costall, A., & Francis, D. (2004). Theory of mind: a critical assessment. Theory & Psychology, 14(5), 571-578. https://doi.org/10.1177/0959354304046173
Lindquist, K. A. (2013). Emotions emerge from more basic psychological ingredients: A modern psychological constructionist model. Emotion Review, 5(4), 356-368. https://doi.org/10.1177/1754073913489750
Lindquist, K. A. (2017). The role of language in emotion: existing evidence and future directions. Current Opinion in Psychology, 17, 135–139. https://doi.org/10.1016/j.copsyc.2017.07.006
Lindquist, K. A., Jackson, J. C., Leshin, J., Satpute, A. B., & Gendron, M. (2022). The cultural evolution of emotion. Nature Reviews Psychology, 1(11), 669-681. https://doi.org/10.1038/s44159-022-00105-4
Majid, A. (2012). Current emotion research in the language sciences. Emotion Review, 4(4), 432-443. https://doi.org/10.1177/1754073912445827
Marín-Morales, J., Llinares, C., Guixeres, J., & Alcañiz, M. (2020). Emotion Recognition in Immersive Virtual Reality: From Statistics to Affective Computing. Sensors, 20(18), 5163. https://doi.org/10.3390/s20185163
Méndez-Bértolo, C., Pozo, M. A., & Hinojosa, J. A. (2011). Word frequency modulates the processing of emotional words: Convergent behavioral and electrophysiological data. Neuroscience Letters, 494(3), 250-254. https://doi.org/10.1016/j.neulet.2011.03.026
Monnier, C., & Syssau, A. (2014). Affective norms for French words (FAN). Behavior Research Methods, 46(4), 1128-1137. https://doi.org/10.3758/s13428-013-0431-1
Montefinese, M., Ambrosini, E., Fairfield, B., & Mammarella, N. (2014). The adaptation of the Affective Norms for English Words (ANEW) for Italian. Behavior Research Methods, 46,887–903. https://doi.org/10.3758/s13428-013-0405-3
Moors, A., De Houwer, J., Hermans, D., Wanmaker, S., van Schie, K., Van Harmelen, A. L., De Schryver, M., De Winne, J., & Brysbaert, M. (2013). Norms of valence, arousal, dominance, and age of acquisition for 4,300 Dutch words. Behavior Research Methods, 45, 169-177. https://doi.org/10.3758/s13428-012-0243-8
Moreno, M. A., Buchanan, L., & Van Orden, G. C. (2002). Variability in aphasic patients’ response times. Brain & Cognition, 48(2–3), 469–474.
Müller, E., & Schuler, A. (2006). Verbal marking of affect by children with Asperger syndrome and high functioning autism during spontaneous interactions with family members. Journal of Autism and Developmental Disorders, 36, 1089-1100. https://doi.org/10.1007/s10803-006-0146-6
Nakic, M., Smith, B. W., Busis, S., Vythilingam, M., & Blair, R. J. R. (2006). The impact of affect and frequency on lexical decision: the role of the amygdala and inferior frontal cortex. Neuroimage, 31(4), 1752-1761. https://doi.org/10.1016/j.neuroimage.2006.02.022
Newton, C., Thornley, H., & Bruce, C. (2020). The influence of emotional valence on word recognition in people with aphasia. Language, Cognition and Neuroscience, 35(8), 1064–1072. doi:10.1080/23273798.2020.1713385
Niedenthal, P., Auxiette, C., Nugier, A., Dalle, N., Bonin, P., & Fayol, M. (2004). A prototype analysis of the French category “émotion”. Cognition and Emotion, 18(3), 289-312. https://doi.org/10.1080/02699930341000086
Nielsen, C. P. (2020). Effect of positive and negative emotion on naming accuracy in adults with aphasia [Master’s thesis, Brigham Young University]. ProQuest Dissertations & Theses. https://login.bucm.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/effect-positive-negative-emotion-on-naming/docview/2598044000/se-2
Nook, E. C., Sasse, S. F., Lambert, H. K., McLaughlin, K. A., & Somerville, L. H. (2017). Increasing verbal knowledge mediates development of multidimensional emotion representations. Nature Human Behaviour, 1(12), 881-889. https://doi.org/10.1038/s41562-017-0238-7
Nuske, H. J., Vivanti, G., & Dissanayake, C. (2013). Are emotion impairments unique to, universal, or specific in autism spectrum disorder? A comprehensive review. Cognition and Emotion, 27, 1042–1061. https://doi.org/10.1080/02699931.2012.762900
Ofek, E., Purdy, S., Ali, G., Webster, T., Gharahdaghi, N., & McCann, C. (2013). Processing of emotional words after stroke: An electrophysiological study. Clinical Neurophysiology, 124(9), 1771-1778. https://doi.org/10.1016/j.clinph.2013.03.005
Ogren, M., & Sandhofer, C. M. (2022). Emotion words link faces to emotional scenarios in early childhood. Emotion, 22(1), 167–178. https://doi.org/10.1037/emo0001063
Ozonoff, S., South, M., & Provencal, S. (2005). Executive functions. In F. R. Volkmar, R. Paul, A. Klin, & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders: Diagnosis, development, neurobiology and behavior(Vol. 1, pp. 606–627). John Wiley & Sons.
Paivio, A., Yuille, J. C., & Madigan, S. A. (1968). Concreteness, imagery, and meaningfulness values for 925 nouns. Journal of Experimental Psychology, 76(1p2), 1-25. https://doi.org/10.1037/h0025327
Palazova, M., Sommer, W., & Schacht, A. (2013). Interplay of emotional valence and concreteness in word processing: An event-related potential study with verbs. Brain and Language, 125(3), 264-271. https://doi.org/10.1016/j.bandl.2013.02.008
Pavlenko, A. (2008). Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and Cognition, 11(2), 147-164. https://doi.org/10.1017/S1366728908003283
Pell, M. D., & Kotz, S. A. (2021). Comment: The next frontier: Prosody research gets interpersonal. Emotion Review, 13(1), 51-56. https://doi.org/10.1177/1754073920954288
Pell, M. D., Monetta, L., Paulmann, S., & Kotz, S. A. (2009). Recognizing emotions in a foreign language. Journal of Nonverbal Behavior, 33, 107-120. https://doi.org/10.1007/s10919-008-0065-7
Pérez-Sánchez, M. Á., Stadthagen-Gonzalez, H., Guasch, M., Hinojosa, J. A., Fraga, I., Marín, J., & Ferré, P. (2021). EmoPro–Emotional prototypicality for 1286 Spanish words: Relationships with affective and psycholinguistic variables. Behavior Research Methods, 53, 1-19. https://doi.org/10.3758/s13428-020-01519-9
Pexman, P. M., Rostad, K. R., McMorris, C. A., Climie, E. A., Stowkowy, J., & Glenwright, M. R. (2011). Processing of ironic language in children with high-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 41 (8), 1097–1112. https://doi.org/10.1007/s10803-010-1131-7
Pijnacker, J., Hagoort, P., Buitelaar, J., Teunisse, J.-P., & Geurts, B. (2009). Pragmatic inferences in high-functioning adults with autism and asperger syndrome. Journal of Autism and Developmental Disorders, 39 (4), 607–618. https://doi.org/10.1007/s10803-008-0661-8
Poch, C., Diéguez-Risco, T., Martínez-García, N., Ferré, P., & Hinojosa, J. A. (2023). I hates Mondays: ERP effects of emotion on person agreement. Language, Cognition and Neuroscience, 38(10), 1451-1462. https://doi.org/10.1080/23273798.2022.2115085
Ponari, M., Norbury, C. F., & Vigliocco, G. (2018). Acquisition of abstract concepts is influenced by emotional valence. Developmental Science, 21(2), https://doi.org/10.1111/desc.12549
Ponsonnet, M. (2018). A preliminary typology of emotional connotations in morphological diminutives and augmentatives. Studies in Language, 42(1), 17-50. https://doi.org/10.1075/sl.00002.pon
Ponz, A., Montant, M., Liegeois-Chauvel, C., Silva, C., Braun, M., Jacobs, A. M., & Ziegler, J. C. (2014). Emotion processing in words: a test of the neural re-use hypothesis using surface and intracranial EEG. Social Cognitive and Affective Neuroscience, 9(5), 619-627. https://doi.org/10.1093/scan/nst034
Ramsberger, G. (1996). Repetition of emotional and nonemotional words in aphasia. Journal of Medical Speech-Language Pathology, 4(1), 1–12. https://doi.org/10.1207/s15327752jpa8502
Reisenzein, R. (2022). Tasks for a theoretical psychology of emotion. Cognition and Emotion, 36(2), 171-187. https://doi.org/10.1080/02699931.2021.1992356
Reuterskiöld, C. (1991). The effects of emotionality on auditory comprehension in aphasia. Cortex, 27(4), 595-604. https://doi.org/10.1016/S0010-9452(13)80008-1
Rieffe, C., & Wiefferink, C. H. (2017). Happy faces, sad faces: Emotion understanding in toddlers and preschoolers with language impairments. Research in Developmental Disabilities, 62, 40-49. https://doi.org/10.1016/j.ridd.2016.12.018
Rinaldi, S., Caselli, M. C., Cofelice, V., D’Amico, S., De Cagno, A. G., Della Corte, G., Di Martino, M. V., Di Costanzo, B., Levorato, M. C., Penge, R., Rossetto, T., Sansavini, A., Vecchi, S., & Zoccolotti, P. (2021). Efficacy of the treatment of developmental language disorder: A systematic review. Brain Sciences, 11(3), 407. https://doi.org/10.3390/brainsci11030407
Rodríguez-Ferreiro, J., & Davies, R. (2019). The graded effect of valence on word recognition in Spanish. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(5), 851. https://doi.org/10.1037/xlm0000616
Rohr, L., & Rahman, R. A. (2018). Emotional language production: Time course, behavioral and electrophysiological correlates. Neuropsychologia, 117, 241-252. https://doi.org/10.1016/j.neuropsychologia.2018.05.025
Rummer, R., & Schweppe, J. (2019). Talking emotions: Vowel selection in fictional names depends on the emotional valence of the to-be-named faces and objects. Cognition and Emotion, 33(3), 404–416. https://doi.org/10.1080/02699931.2018.1456406
Rumpf, A. L., Kamp-Becker, I., Becker, K., & Kauschke, C. (2012). Narrative competence and internal state language of children with Asperger Syndrome and ADHD. Research in Developmental Disabilities, 33(5), 1395-1407. https://doi.org/10.1016/j.ridd.2012.03.007
Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological Review, 110(1), 145–172. https://doi.org/10.1037/0033-295X.110.1.145
Sabater, L., Ponari, M., Haro, J., Fernández-Folgueiras, U., Moreno, E. M., Pozo, M. A., Ferré, P., & Hinojosa, J. A. (2023). The acquisition of emotion-laden words from childhood to adolescence. Current Psychology, 42(33), 29280-29290. https://doi.org/10.1007/s12144-022-03989-w
Santaniello, G., Ferré, P., Sanchez-Carmona, A., Huete-Pérez, D., Albert, J., & Hinojosa, J. A. (2022). Gamma oscillations in the temporal pole reflect the contribution of approach and avoidance motivational systems to the processing of fear and anger words. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.802290
Sass, K., Fetz, K., Oetken, S., Habel, U., & Heim, S. (2013). Emotional verbal fluency: A new task on emotion and executive function interaction. Behavioral Sciences, 3(3), 372-387. https://doi.org/10.3390/bs3030372
Scambler, D. J., Hepburn, S., Rutherford, M. D., Wehner, E. A., & Rogers, S. J. (2007). Emotional responsivity in children with autism, children with other developmental disabilities, and children with typical development. Journal of Autism and Developmental Disorders, 37, 553-563. https://doi.org/10.1007/s10803-006-0186-y
Scarantino, A. (2017). How to do things with emotional expressions: The theory of affective pragmatics. Psychological Inquiry, 28(2-3), 165–185. https://doi.org/10.1080/1047840X.2017.1328951
Scherer, K. R. (2022). Theory convergence in emotion science is timely and realistic. Cognition and Emotion, 36(2), 154-170. https://doi.org/10.1080/02699931.2021.1973378
Scherer, K. R., & Moors, A. (2019). The emotion process: Event appraisal and component differentiation. Annual Review of Psychology, 70(1), 719-745. doi:10.1146/annurev-psych-122216-011854
Schmidtke, D., & Conrad, M. (2018). Effects of affective phonological iconicity in online language processing: Evidence from a letter search task. Journal of Experimental Psychology: General, 147(10), 1544–1552. https://doi.org/10.1037/xge0000499
Scott, G. G., O'Donnell, P. J., & Sereno, S. C. (2012). Emotion words affect eye fixations during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(3), 783. https://doi.org/10.1037/a0027209
Scott, G. G., O’Donnell, P. J., & Sereno, S. C. (2014). Emotion words and categories: Evidence from lexical decision. Cognitive Processing, 15, 209-215. https://doi.org/10.1007/s10339-013-0589-6
Scott, G. G., O’Donnell, P. J., Leuthold, H., & Sereno, S. C. (2009). Early emotion word processing: Evidence from event-related potentials. Biological Psychology, 80(1), 95-104. https://doi.org/10.1016/j.biopsycho.2008.03.010
Sheikh, N. A., & Titone, D. A. (2013). Sensorimotor and linguistic information attenuate emotional word processing benefits: an eye-movement study. Emotion, 13(6), 1107. https://doi.org/10.1037/a0032417
Shiota, M. N., Campos, B., Oveis, C., Hertenstein, M. J., Simon-Thomas, E., & Keltner, D. (2017). Beyond happiness: Building a science of discrete positive emotions. American Psychologist, 72(7), 617. https://doi.org/10.1037/a0040456
Siller, M., Swanson, M. R., Serlin, G., & Teachworth, A. G. (2014). Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities. Research in Autism Spectrum Disorders, 8(5), 589-596. https://doi.org/10.1016/j.rasd.2014.02.002
Smith, M. J., Montagne, B., Perrett, D. I., Gill, M., & Gallagher, L. (2010). Detecting subtle facial emotion recognition deficits in high-functioning autism using dynamic stimuli of varying intensities. Neuropsychologia, 48(9), 2777–2781. https://doi.org/10.1016/j.neuropsychologia.2010.03.008
Sodian, B., & Kristen, S. (2010). Theory of mind. In B. M. Glatzeder, V. Goel, & A. von Müller (Eds.), Towards a theory of thinking (pp. 189–201). Springer-Verlag.
South, M., Ozonoff, S., Suchy, Y., Kesner, R. P., McMahon, W. M., & Lainhart, J. E. (2008). Intact emotion facilitation for nonsocial stimuli in autism: is amygdala impairment in autism specific for social information? Journal of the International Neuropsychological Society, 14, 42–54. https://doi.org/10.1017/S1355617708080107
Spackman, M. P., Fujiki, M., & Brinton, B. (2006). Understanding emotions in context: The effects of language impairment on children's ability to infer emotional reactions. International Journal of Language & Communication Disorders, 41(2), 173-188. https://doi.org/10.1080/13682820500224091
Speed, L. J., & Brysbaert, M. (2024). Ratings of valence, arousal, happiness, anger, fear, sadness, disgust, and surprise for 24,000 Dutch words. Behavior Research Methods, 56(5), 5023-5039. https://doi.org/10.3758/s13428-023-02239-6
Streubel, B., Gunzenhauser, C., Grosse, G., & Saalbach, H. (2020). Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children. Journal of Experimental Child Psychology, 193.https://doi.org/10.1016/j.jecp.2019.104790
Suárez-Coalla, P., Álvarez-Cañizo, M., Martínez, C., García, N., & Cuetos, F. (2016). Reading prosody in Spanish dyslexics. Annals of dyslexia, 66, 275-300. https://doi.org/10.1007/s11881-016-0123-5
Teh, E. J., Yap, M. J., & Rickard Liow, S. J. (2018). Emotional processing in autism spectrum disorders: Effects of age, emotional valence, and social engagement on emotional language use. Journal of Autism and Developmental Disorders, 48, 4138-4154. https://doi.org/10.1007/s10803-018-3659-x
Tsou, Y. T., Wiefferink, C. H., Broekhof, E., & Rieffe, C. (2023). Longitudinal study on emotion understanding in children with and without developmental language disorder. Research in Developmental Disabilities, 137, 104493. https://doi.org/10.1016/j.ridd.2023.104493
van Berkum, J. J. (2020). Inclusive affective neurolinguistics. Language, Cognition and Neuroscience, 35(7), 871-876. https://doi.org/10.1080/23273798.2019.1665191
van Berkum, J. J. A. (2019). Language comprehension and emotion: Where are the interfaces, and who cares? In G. de Zubicaray, & N. O. Schiller (Eds.), The Oxford handbook of neurolinguistics (pp. 736–766). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190672027.013.29
Vergis, N. (2023). How affect modulates conversational meanings: a review of experimental research: Invited review. Cognition and Emotion, 1-14. https://doi.org/10.1080/02699931.2023.2270197
Vergis, N., & Pell, M. D. (2020). Factors in the perception of speaker politeness: The effect of linguistic structure, imposition and prosody. Journal of Politeness Research, 16(1), 45-84. https://doi.org/10.1515/pr-2017-0008
Vigliocco, G., Kousta, S. T., Della Rosa, P. A., Vinson, D. P., Tettamanti, M., Devlin, J. T., & Cappa, S. F. (2014). The neural representation of abstract words: the role of emotion. Cerebral Cortex, 24(7), 1767-1777. https://doi.org/10.1093/cercor/bht025
Vigliocco, G., Meteyard, L., Andrews, M., & Kousta, S. (2009). Toward a theory of semantic representation. Language and Cognition, 1(2), 219–247. https://doi.org/10.1515/LANGCOG.2009.011
Vine, V., Boyd, R. L., & Pennebaker, J. W. (2020). Natural emotion vocabularies as windows on distress and well-being. Nature Communications, 11(1), 4525. https://doi.org/10.1038/s41467-020-18349-0
Vinson, D., Ponari, M., & Vigliocco, G. (2014). How does emotional content affect lexical processing?. Cognition and Emotion, 28(4), 737-746. https://doi.org/10.1080/02699931.2013.851068
Warriner, A. B., Kuperman, V., & Brysbaert, M. (2013). Norms of valence, arousal, and dominance for 13,915 English lemmas. Behavior Research Methods, 45, 1191-1207. https://doi.org/10.3758/s13428-012-0314-x
Wharton, T., Bonard, C., Dukes, D., Sander, D., & Oswald, S. (2021). Relevance and emotion. Journal of Pragmatics, 181, 259-269. https://doi.org/10.1016/j.pragma.2021.06.001
Whiting, P. R., & Robinson, G. L. (2001). The interpretation of emotion from facial expressions for children with a visual sub‐type of dyslexia. Australian Journal of Learning Difficulties, 6(4), 6-14. https://doi.org/10.1080/19404150109546682
Winkielman, P., Davis, J. D., & Coulson, S. (2023). Moving thoughts: emotion concepts from the perspective of context dependent embodied simulation. Language, Cognition and Neuroscience, 38(10), 1531-1553. https://doi.org/10.1080/23273798.2023.2236731
Wong, T. Y. Q., Yap, M. J., Obana, T., Asplund, C. L., & Teh, E. J. (2022). Brief report: Emotional picture and language processing in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 52(1), 435–446. https://doi.org/10.1007/s10803-021-04920-1
Wright, L., Pring, T., & Ebbels, S. (2017). Effectiveness of vocabulary intervention for older children with (developmental) language disorder. International Journal of Language & Communication Disorders, 53(3), 480–494. https://doi.org/10.1111/1460-6984.12361
Wu, C., & Zhang, J. (2020). Emotion word type should be incorporated in affective neurolinguistics: A commentary on Hinojosa, Moreno and Ferré (2019). Language, Cognition and Neuroscience, 35(7), 840-843. https://doi.org/10.1080/23273798.2019.1696979
Wu, C., Shi, Y., & Zhang, J. (2023). Beyond valence and arousal: the role of age of acquisition in emotion word recognition. Behavioral Sciences, 13(7), 568. https://doi.org/10.3390/bs13070568
Yao, B., Scott, G. G., Bruce, G., Monteith-Hodge, E., & Sereno, S. C. (2024). Emotion processing in concrete and abstract words: evidence from eye fixations during reading. Cognition and Emotion, 1-10. https://doi.org/10.1080/02699931.2024.2367062
Yao, Z., Wu, J., Zhang, Y., & Wang, Z. (2017). Norms of valence, arousal, concreteness, familiarity, imageability, and context availability for 1,100 Chinese words. Behavior Research Methods, 49, 1374-1385. https://doi.org/10.3758/s13428-016-0793-2
Yap, M. J., & Seow, C. S. (2014). The influence of emotion on lexical processing: Insights from RT distributional analysis. Psychonomic Bulletin and Review, 21, 526-533. https://doi.org/10.3758/s13423-013-0525-x
Yeh, P. W., Chiang, C. H., & Lee, C. Y. (2024). Processing of Emotional Words in Children and Adolescents with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 1-14. https://doi.org/10.1007/s10803-024-06592-z
Ying, L., Ruyang, Y., Chuanbin, N., Yeqing, W., Qing, L., Yufan, Z., & Fei, G. (2024). ANCW: Affective norms for 4030 Chinese words. Behavior Research Methods, 56(5), 4893-4908. https://doi.org/10.3758/s13428-023-02226-x
Zipse, L., Norton, A., Marchina, S., & Schlaug, G. (2012). When right is all that is left: plasticity of right-hemisphere tracts in a young aphasic patient. Annals of the New York Academy Of Sciences, 1252,237-245. https://doi.org/10.1111/j.1749-6632.2012.06454.x
Zumbansen, A., Peretz, I., & Hébert, S. (2014). Melodic intonation therapy: back to basics for future research. Frontiers in Neurology, 5, 7. https://doi.org/10.3389/fneur.2014.00007
Crossmark
License
In order to support the global exchange of knowledge, the journal Revista de Investigación en Logopedia is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
