Effects of emotional prosody on novel word learning in relation to autism-like traits

West, Melina; Copland, David A.; Arnott, Wendy L.; Nelson, Nicole L.; Angwin, Anthony J.

doi:10.1007/s11031-017-9642-6

Cited by 9 publications

(8 citation statements)

References 43 publications

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“…Within the context of our paradigm, because the accompanying sentences are not relevant to the task, we would expect that fewer attentional resources would be allocated toward processing their semantic content when spoken in an emotional, as opposed to neutral, prosody. While our findings partly corroborate those of West et al (2017), in terms of happy prosody leading to worse recall than neutral prosody, we did not find that negative (i.e. angry) prosody produced worse recall.…”

Section: Discussionsupporting

confidence: 81%

“…Another important consideration is methodological factors: In West et al (2017), word learning was the central task, whereas in our paradigm, sentences constituted peripheral information and were task-irrelevant. Kauschke et al (2019) stressed the importance of task features on valence effects for word-processing studies; depending on the type of task (e.g., lexical decision vs. memory task), as well as stimulus characteristics (e.g., word as target item vs. distractor), the effect of emotional valence on processing may differ.…”

Section: Discussionmentioning

confidence: 99%

“…Ample evidence exists to support both the enhancing as well as impairing effects of emotional stimuli on recall of accompanying neutral information. Some authors have emphasized the need to consider context-related influences (e.g., task priorities, or the relationship between neutral and emotional stimuli) in order to explain contradictory findings (for review see Riegel et al, 2016;West et al, 2017).…”

Section: Effects Of Emotion On Recall Of Accompanying Neutral Stimulimentioning

confidence: 99%

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Emotion-modulated Recall: Congruency Effects of Nonverbal Facial and Vocal Cues on Semantic Recall

Herrera-Bennett

Puah

Hasenbein

et al. 2022

Collabra: Psychology

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The current study had two main goals: First, to replicate the ‘bimodal integration’ effect (i.e. the automatic integration of crossmodal stimuli, namely facial emotions and emotional prosody); and second, to investigate whether this phenomenon facilitates or impairs the intake and retention of unattended verbal content. The study borrowed from previous bimodal integration designs and included a two-alternative forced-choice (2AFC) task, where subjects were instructed to identify the emotion of a face (as either ‘angry’ or ‘happy’) while ignoring a concurrently presented sentence (spoken in an angry, happy, or neutral prosody), after which a surprise recall was administered to investigate effects on semantic content retention. While bimodal integration effects were replicated (i.e. faster and more accurate emotion identification under congruent conditions), congruency effects were not found for semantic recall. Overall, semantic recall was better for trials with emotional (vs. neutral) faces, and worse in trials with happy (vs. angry or neutral) prosody. Taken together, our findings suggest that when individuals focus their attention on evaluation of facial expressions, they implicitly integrate nonverbal emotional vocal cues (i.e. hedonic valence or emotional tone of accompanying sentences), and devote less attention to their semantic content. While the impairing effect of happy prosody on recall may indicate an emotional interference effect, more research is required to uncover potential prosody-specific effects. All supplemental online materials can be found on OSF (https://osf.io/am9p2/).

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Section: Effects Of Emotion On Recall Of Accompanying Neutral Stimulimentioning

confidence: 99%

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Emotion-modulated Recall: Congruency Effects of Nonverbal Facial and Vocal Cues on Semantic Recall

Herrera-Bennett

Puah

Hasenbein

et al. 2022

Collabra: Psychology

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“…Studies with adults have shown that irrelevant emotional information interferes with word learning, particularly for those with lower levels of autism-like traits (West et al, 2017). Thus, our findings highlight a potential age-related difference in the influence of irrelevant emotional information on word learning, indicating that such an influence might develop after 9 years of age.…”

Section: Discussionmentioning

confidence: 99%

“…Although the AQ has been adapted to measure autism-like traits in children (AQ-Child; Auyeung, Baron-Cohen, Wheelwright & Allison, 2008), this measure has not been explored with respect to individual differences in emotion processing in childhood, or differences in language learning, despite demonstrated differences in these abilities in children with ASD. West, Copland, Arnott, Nelson and Angwin (2017) conducted a word learning study with adults in which nonsense words for novel objects were presented with happy, fearful, and neutral prosody, which was irrelevant to the novel objects. Participants were required to learn the words within a single session, and were measured for their autism-like traits using the AQ.…”

Section: Emotion and Language In Asdmentioning

confidence: 99%

Effects of emotional cues on novel word learning in typically developing children in relation to broader autism traits

et al. 2021

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Emotion can influence various cognitive processes. Communication with children often involves exaggerated emotional expressions and emotive language. Children with autism spectrum disorder often show a reduced tendency to attend to emotional information. Typically developing children aged 7 to 9 years who varied in their level of autism-like traits learned the nonsense word names of nine novel toys, which were presented with either happy, fearful, or neutral emotional cues. Emotional cues had no influence on word recognition or recall performance. Eye-tracking data showed differences in visual attention depending on the type of emotional cues and level of autism-like traits. The findings suggest that the influence of emotion on attention during word learning differs according to whether the children have lower or higher levels of autism-like traits, but this influence does not affect word learning outcomes.

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The effect of prosodic congruency on novel adjective learning in adults and children

Hupp,

Jungers,

Rardon

et al. 2024

Cognitive Development

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Effects of emotional prosody on novel word learning in relation to autism-like traits

Cited by 9 publications

References 43 publications

Emotion-modulated Recall: Congruency Effects of Nonverbal Facial and Vocal Cues on Semantic Recall

Emotion-modulated Recall: Congruency Effects of Nonverbal Facial and Vocal Cues on Semantic Recall

Effects of emotional cues on novel word learning in typically developing children in relation to broader autism traits

The effect of prosodic congruency on novel adjective learning in adults and children

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