6,283 research outputs found

    Linking language and emotion: how emotion is understood in language comprehension, production and prediction using psycholinguistic methods

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    Emotions are an integral part of why and how we use language in everyday life. We communicate our concerns, express our woes, and share our joy through the use of non-verbal and verbal language. Yet there is a limited understanding of when and how emotional language is processed differently to neutral language, or of how emotional information facilitates or inhibits language processing. Indeed, various efforts have been made to bring back emotions into the discipline of psycholinguistics in the last decade. This can be seen in many interdisciplinary models focusing on the role played by emotion in each aspect of linguistic experience. In this thesis, I answer this call and pursue questions that remain unanswered in psycholinguistics regarding its interaction with emotion. The general trend that I am using to bring emotion into psycholinguistic research is straightforward. Where applicable and relevant, I use well-established tasks or paradigms to investigate the effects of emotional content in language processing. Hence, I focused on three main areas of language processing: comprehension, production and prediction. The first experimental chapter includes a series of experiments utilising the Modality Switching Paradigm to investigate whether sentences describing emotional states are processed differently from sentences describing cognitive states. No switching effects were found consistently in my 3 experiments. My results suggest that these distinct classes of interoceptive concepts, such as ‘thinking’ or ‘being happy’, are not processed differently from each other, suggesting that people do not switch attention between different interoceptive systems when comprehending emotional or cognitive sentences. I discuss the implications for grounded cognition theory in the embodiment literature. In my second experimental chapter, I used the Cumulative Semantic Interference Paradigm to investigate these two questions: (1) whether emotion concepts interfere with one another when repeatedly retrieved (emotion label objects), and (2) whether similar interference occurs for concrete objects that share similar valence association (emotion-laden objects). This could indicate that people use information such as valence and arousal to group objects in semantic memory. I found that interference occurs when people retrieve direct emotion labels repeatedly (e.g., “happy” and “sad”) but not when they retrieve the names of concrete objects that have similar emotion connotations (e.g., “puppy” and “rainbow”). I discuss my findings in terms of the different types of information that support representation of abstract vs. concrete concepts. In my final experimental chapter, I used the Visual World Paradigm to investigate whether the emotional state of an agent is used to inform predictions during sentence processing. I found that people do use the description of emotional state of an agent (e.g., “The boy is happy”) to predict the cause of that affective state during sentence processing (e.g., “because he was given an ice-cream”). A key result here is that people were more likely to fixate on the emotionally congruent objects (e.g., ice-cream) compared to incongruent objects (e.g., broccoli). This suggests that people rapidly and automatically inform predictions about upcoming sentence information based on the emotional state of the agent. I discuss our findings as a novel contribution to the Visual World literature. I conducted a diverse set of experiments using a range of established psycholinguistic methods to investigate the roles of emotional information in language processing. I found clear results in the eye-tracking study but inconsistent effects in both switching and interference studies. I interpret these mixed findings in the following way: emotional content does not always have effects in language processing and that effect are most likely in tasks that explicitly require participants to simulate emotion states in some way. Regardless, not only was I successful in finding some novel results by extending previous tasks, but I was also able to show that this is an avenue that can be explored more to advance the affective psycholinguistic field

    Development and assessment of learning-based vessel biomarkers from CTA in ischemic stroke

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    The Divided Self: Internal Conflict in Literature, Philosophy, Psychology, and Neuroscience

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    This thematic project examines the notion of self-division, particularly in terms of the conflict between cognition and metacognition, across the fields of philosophy, psychology, and, most recently, the cognitive and neurosciences. The project offers a historic overview of models of self-division, as well as analyses of the various problems presented in theoretical models to date. This work explores how self-division has been depicted in the literary works of Edgar Allan Poe, Don DeLillo, and Mary Shelley. It examines the ways in which artistic renderings alternately assimilate, resist, and/or critique dominant philosophical, psychological, and scientific discourses about the self and its divisions. This dissertation argues that the internal conflict portrayed by the writers of these literary characters is conscious: it is the conflict of the metacognitive “I” against akratic impulses, unwanted cognitions, and, ultimately, consciousness as a whole

    Development and assessment of learning-based vessel biomarkers from CTA in ischemic stroke

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    Air Quality Research Using Remote Sensing

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    Air pollution is a worldwide environmental hazard that poses serious consequences not only for human health and the climate but also for agriculture, ecosystems, and cultural heritage, among other factors. According to the WHO, there are 8 million premature deaths every year as a result of exposure to ambient air pollution. In addition, more than 90% of the world’s population live in areas where the air quality is poor, exceeding the recommended limits. On the other hand, air pollution and the climate co-influence one another through complex physicochemical interactions in the atmosphere that alter the Earth’s energy balance and have implications for climate change and the air quality. It is important to measure specific atmospheric parameters and pollutant compound concentrations, monitor their variations, and analyze different scenarios with the aim of assessing the air pollution levels and developing early warning and forecast systems as a means of improving the air quality and safeguarding public health. Such measures can also form part of efforts to achieve a reduction in the number of air pollution casualties and mitigate climate change phenomena. This book contains contributions focusing on remote sensing techniques for evaluating air quality, including the use of in situ data, modeling approaches, and the synthesis of different instrumentations and techniques. The papers published in this book highlight the importance and relevance of air quality studies and the potential of remote sensing, particularly that conducted from Earth observation platforms, to shed light on this topic

    Natural and Technological Hazards in Urban Areas

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    Natural hazard events and technological accidents are separate causes of environmental impacts. Natural hazards are physical phenomena active in geological times, whereas technological hazards result from actions or facilities created by humans. In our time, combined natural and man-made hazards have been induced. Overpopulation and urban development in areas prone to natural hazards increase the impact of natural disasters worldwide. Additionally, urban areas are frequently characterized by intense industrial activity and rapid, poorly planned growth that threatens the environment and degrades the quality of life. Therefore, proper urban planning is crucial to minimize fatalities and reduce the environmental and economic impacts that accompany both natural and technological hazardous events

    Improving diagnostic procedures for epilepsy through automated recording and analysis of patients’ history

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    Transient loss of consciousness (TLOC) is a time-limited state of profound cognitive impairment characterised by amnesia, abnormal motor control, loss of responsiveness, a short duration and complete recovery. Most instances of TLOC are caused by one of three health conditions: epilepsy, functional (dissociative) seizures (FDS), or syncope. There is often a delay before the correct diagnosis is made and 10-20% of individuals initially receive an incorrect diagnosis. Clinical decision tools based on the endorsement of TLOC symptom lists have been limited to distinguishing between two causes of TLOC. The Initial Paroxysmal Event Profile (iPEP) has shown promise but was demonstrated to have greater accuracy in distinguishing between syncope and epilepsy or FDS than between epilepsy and FDS. The objective of this thesis was to investigate whether interactional, linguistic, and communicative differences in how people with epilepsy and people with FDS describe their experiences of TLOC can improve the predictive performance of the iPEP. An online web application was designed that collected information about TLOC symptoms and medical history from patients and witnesses using a binary questionnaire and verbal interaction with a virtual agent. We explored potential methods of automatically detecting these communicative differences, whether the differences were present during an interaction with a VA, to what extent these automatically detectable communicative differences improve the performance of the iPEP, and the acceptability of the application from the perspective of patients and witnesses. The two feature sets that were applied to previous doctor-patient interactions, features designed to measure formulation effort or detect semantic differences between the two groups, were able to predict the diagnosis with an accuracy of 71% and 81%, respectively. Individuals with epilepsy or FDS provided descriptions of TLOC to the VA that were qualitatively like those observed in previous research. Both feature sets were effective predictors of the diagnosis when applied to the web application recordings (85.7% and 85.7%). Overall, the accuracy of machine learning models trained for the threeway classification between epilepsy, FDS, and syncope using the iPEP responses from patients that were collected through the web application was worse than the performance observed in previous research (65.8% vs 78.3%), but the performance was increased by the inclusion of features extracted from the spoken descriptions on TLOC (85.5%). Finally, most participants who provided feedback reported that the online application was acceptable. These findings suggest that it is feasible to differentiate between people with epilepsy and people with FDS using an automated analysis of spoken seizure descriptions. Furthermore, incorporating these features into a clinical decision tool for TLOC can improve the predictive performance by improving the differential diagnosis between these two health conditions. Future research should use the feedback to improve the design of the application and increase perceived acceptability of the approach

    Beam scanning by liquid-crystal biasing in a modified SIW structure

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    A fixed-frequency beam-scanning 1D antenna based on Liquid Crystals (LCs) is designed for application in 2D scanning with lateral alignment. The 2D array environment imposes full decoupling of adjacent 1D antennas, which often conflicts with the LC requirement of DC biasing: the proposed design accommodates both. The LC medium is placed inside a Substrate Integrated Waveguide (SIW) modified to work as a Groove Gap Waveguide, with radiating slots etched on the upper broad wall, that radiates as a Leaky-Wave Antenna (LWA). This allows effective application of the DC bias voltage needed for tuning the LCs. At the same time, the RF field remains laterally confined, enabling the possibility to lay several antennas in parallel and achieve 2D beam scanning. The design is validated by simulation employing the actual properties of a commercial LC medium

    Comparative Multiple Case Study into the Teaching of Problem-Solving Competence in Lebanese Middle Schools

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    This multiple case study investigates how problem-solving competence is integrated into teaching practices in private schools in Lebanon. Its purpose is to compare instructional approaches to problem-solving across three different programs: the American (Common Core State Standards and New Generation Science Standards), French (Socle Commun de Connaissances, de Compétences et de Culture), and Lebanese with a focus on middle school (grades 7, 8, and 9). The project was conducted in nine schools equally distributed among three categories based on the programs they offered: category 1 schools offered the Lebanese program, category 2 the French and Lebanese programs, and category 3 the American and Lebanese programs. Each school was treated as a separate case. Structured observation data were collected using observation logs that focused on lesson objectives and specific cognitive problem-solving processes. The two logs were created based on a document review of the requirements for the three programs. Structured observations were followed by semi-structured interviews that were conducted to explore teachers' beliefs and understandings of problem-solving competence. The comparative analysis of within-category structured observations revealed an instruction ranging from teacher-led practices, particularly in category 1 schools, to more student-centered approaches in categories 2 and 3. The cross-category analysis showed a reliance on cognitive processes primarily promoting exploration, understanding, and demonstrating understanding, with less emphasis on planning and executing, monitoring and reflecting, thus uncovering a weakness in addressing these processes. The findings of the post-observation semi-structured interviews disclosed a range of definitions of problem-solving competence prevalent amongst teachers with clear divergences across the three school categories. This research is unique in that it compares problem-solving teaching approaches across three different programs and explores underlying teachers' beliefs and understandings of problem-solving competence in the Lebanese context. It is hoped that this project will inform curriculum developers about future directions and much-anticipated reforms of the Lebanese program and practitioners about areas that need to be addressed to further improve the teaching of problem-solving competence
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