Name: experimental paradigm for measuring the effect of induced emotion on grammar learning
Uploaded: 2020-01-29T15:30:00
Description: Watch this Scientific Journal Video about Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning at JoVE.com

这项研究得到了中国国家社会科学基金重点项目[18AY003]、国家外语教育研究中心（教育部高校人文社会科学重点研究所）、北京外国语研究大学，北京外国语大学资助项目[2019SYLHQ012].

该实验经北京外国语大学伦理委员会批准，符合人体实验指南。本研究中的所有受试者均提供书面知情同意。
1. 刺激性建筑
<ol><li>根据具体的研究问题设计实验刺激。由于本研究旨在用半人工语言检查外语学习，因此，根据被测试的外语的语法规则，在参与者的母语中重新排列句子来创建实验句子。表2提供了实验句子样本。 注：由于我们的研究旨在研究汉?...

<ol>
	<li>Arnold, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Affect in Language Learning. , (1999).</li><li>Egidi, G., Caramazza, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mood-dependent+integration+in+discourse+comprehension:+Happy+and+sad+moods+affect+consistency+processing+via+different+brain+networks.">Mood-dependent integration in discourse comprehension: Happy and sad moods affect consistency processing via different brain networks.</a> NeuroImage. 103, 20-32 (2014).</li><li>Hinojosa, J. A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Negative+induced+mood+influences+word+production:+An+event-related+potentials+study+with+a+covert+picture+naming+task.">Negative induced mood influences word production: An event-related potentials study with a covert picture naming task.</a> Neuropsychologia. 95, 227-239 (2017).</li><li>Hinojosa, J. A., Moreno, E. M., Ferr&#233;, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Affective+neurolinguistics:+towards+a+framework+for+reconciling+language+and+emotion.">Affective neurolinguistics: towards a framework for reconciling language and emotion.</a> Language, Cognition and Neuroscience. , 1-27 (2019).</li><li>Kuperman, V., Estes, Z., Brysbaert, M., Warriner, A. B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Emotion+and+language:+valence+and+arousal+affect+word+recognition.">Emotion and language: valence and arousal affect word recognition.</a> Journal of Experimental Psychology: General. 143 (3), 1065-1081 (2014).</li><li>Rodr&#237;guez-Ferreiro, J., Davies, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+graded+effect+of+valence+on+word+recognition+in+Spanish.">The graded effect of valence on word recognition in Spanish.</a> Journal of Experimental Psychology: Learning, Memory, and Cognition. , (2018).</li><li>Vinson, D., Ponari, M., Vigliocco, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=How+does+emotional+content+affect+lexical+processing.">How does emotional content affect lexical processing.</a> Cognition and Emotion. 28 (4), 737-746 (2014).</li><li>Kotz, S. A., Kalberlah, C., Bahlmann, J., Friederici, A. D., Haynes, J. D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Predicting+vocal+emotion+expressions+from+the+human+brain.">Predicting vocal emotion expressions from the human brain.</a> Human Brain Mapping. 34 (8), 1971-1981 (2013).</li><li>Wegrzyn, M., Herbert, C., Ethofer, T., Flaisch, T., Kissler, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Auditory+attention+enhances+processing+of+positive+and+negative+words+in+inferior+and+superior+prefrontal+cortex.">Auditory attention enhances processing of positive and negative words in inferior and superior prefrontal cortex.</a> Cortex. 96, 31-45 (2017).</li><li>Cato, M. A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Processing+words+with+emotional+connotation:+an+FMRI+study+of+time+course+and+laterality+in+rostral+frontal+and+retrosplenial+cortices.">Processing words with emotional connotation: an FMRI study of time course and laterality in rostral frontal and retrosplenial cortices.</a> Journal of Cognitive Neuroscience. 16 (2), 167-177 (2004).</li><li>Hinojosa, J. A., M&#233;ndez-B&#233;rtolo, C., Carreti&#233;, L., Pozo, M. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Emotion+modulates+language+production+during+covert+picture+naming.">Emotion modulates language production during covert picture naming.</a> Neuropsychologia. 48 (6), 1725-1734 (2010).</li><li>Larsen, K. G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The relationship between mood and implicit learning. , (2017).</li><li>Reber, A. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Implicit+learning+of+artificial+grammars.">Implicit learning of artificial grammars.</a> Journal of Verbal Learning and Verbal Behavior. 6, 855-863 (1967).</li><li>Ziori, E., Pothos, E., Rebuschat, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Artificial+grammar+learning:+An+introduction+to+key+issues+and+debates.">Artificial grammar learning: An introduction to key issues and debates.</a> Implicit and Explicit Learning of Languages. , 249-273 (2015).</li><li>Opitz, B., Hofmann, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Concurrence+of+rule-+and+similarity-based+mechanisms+in+artificial+grammar+learning.">Concurrence of rule- and similarity-based mechanisms in artificial grammar learning.</a> Cognitive Psychology. 77, 77-99 (2015).</li><li>Bahlmann, J., Gunter, T. C., Friederici, A. D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Hierarchical+and+linear+sequence+processing:+An+electrophysiological+exploration+of+two+different+grammar+types.">Hierarchical and linear sequence processing: An electrophysiological exploration of two different grammar types.</a> Journal of Cognitive Neuroscience. 18, 1829-1842 (2006).</li><li>Friederici, A. D., Bahlmann, J. H. S., Schubotz, R. I., Anwander, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+brain+differentiates+human+and+nonhuman+grammars:+Functional+localization+and+structural+connectivity.">The brain differentiates human and nonhuman grammars: Functional localization and structural connectivity.</a> Proceedings of the National Academy of Sciences of the United States of America. 103, 2458-2463 (2006).</li><li>Williams, J. N., Kuribara, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Comparing+a+nativist+and+emergentist+approach+to+the+initial+stage+of+SLA:+An+investigation+of+Japanese+scrambling.">Comparing a nativist and emergentist approach to the initial stage of SLA: An investigation of Japanese scrambling.</a> Lingua. 118, 522-553 (2008).</li><li>Grey, S., Williams, J. N., Rebuschat, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Individual+differences+in+incidental+language+learning:+Phonological+working+memory,+learning+styles,+and+personality.">Individual differences in incidental language learning: Phonological working memory, learning styles, and personality.</a> Learning and Individual Differences. 38, 44-53 (2015).</li><li>Williams, J. N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Learning+without+awareness.">Learning without awareness.</a> Studies in Second Language Acquisition. 27, 269-304 (2005).</li><li>Leung, J. H. C., Williams, J. N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+implicit+learning+of+mappings+between+forms+and+contextually+derived+meanings.">The implicit learning of mappings between forms and contextually derived meanings.</a> Studies in Second Language Acquisition. 33, 33-55 (2011).</li><li>Leung, J. H. C., Williams, J. N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Constraints+on+implicit+learning+of+grammatical+form-meaning+connections.">Constraints on implicit learning of grammatical form-meaning connections.</a> Language Learning. 62, 634-662 (2012).</li><li>Pratt, N. L., Kelly, S. D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Emotional+states+influence+the+neural+processing+of+affective+language.">Emotional states influence the neural processing of affective language.</a> Social Neuroscience. 3 (3-4), 434-442 (2008).</li><li>Chwilla, D. J., Virgillito, D., Vissers, C. T. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+relationship+of+language+and+emotion:+N400+support+for+an+embodied+view+of+language+comprehension.">The relationship of language and emotion: N400 support for an embodied view of language comprehension.</a> Journal of Cognitive Neuroscience. 23 (9), 2400-2414 (2011).</li><li>Williams, J. N., Paciorek, A., Mackey, A., Marsden, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Indirect+tests+of+implicit+linguistic+knowledge.">Indirect tests of implicit linguistic knowledge.</a> Advancing Methodology and Practice: The IRIS Repository of Instruments for Research into Second Languages. , 25-42 (2016).</li><li>Rebuschat, P., Williams, J. N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Implicit+and+explicit+knowledge+in+second+language+acquisition.">Implicit and explicit knowledge in second language acquisition.</a> Applied Psycholinguistics. 33, 829-856 (2012).</li><li>Liu, X., Xu, X., Wang, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+effect+of+emotion+on+morphosyntactic+learning+in+foreign+language+learners.">The effect of emotion on morphosyntactic learning in foreign language learners.</a> PloS One. 13 (11), 0207592 (2018).</li><li>Bradley, M. M., Lang, P. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Measuring+emotion:+the+self-assessment+manikin+and+the+semantic+differential.">Measuring emotion: the self-assessment manikin and the semantic differential.</a> Journal of Behavior Therapy and Experimental Psychiatry. 25 (1), 49-59 (1994).</li><li>Lang, P. J., Sidowski, J. B., Johnson, J. H., Williams, T. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Behavioral+treatment+and+bio-behavioral+assessment:+computer+applications.">Behavioral treatment and bio-behavioral assessment: computer applications.</a> Technology in mental health care delivery systems. , 119-137 (1980).</li><li>Vogel, S., Herron, C., Cole, S. P., York, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effectiveness+of+a+guided+inductive+versus+a+deductive+approach+on+the+learning+of+grammar+in+the+intermediate&#8208;level+college+French+classroom.">Effectiveness of a guided inductive versus a deductive approach on the learning of grammar in the intermediate&#8208;level college French classroom.</a> Foreign Language Annals. 44 (2), 353-380 (2011).</li><li>Storbeck, J., Clore, G. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=On+the+interdependence+of+cognition+and+emotion.">On the interdependence of cognition and emotion.</a> Cognition and Emotion. 21 (6), 1212-1237 (2007).</li><li>Clore, G. L., Storbeck, J., Forgas, J. P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Affect+as+information+about+liking,+efficacy,+and+importance.">Affect as information about liking, efficacy, and importance.</a> Affect in Social Thinking and Behavior. , 123-141 (2006).</li><li>Clark, M. S., Isen, A. M., Hastorf, A. H., Isen, A. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Towards+understanding+the+relationship+between+feeling+states+and+social+behavior.">Towards understanding the relationship between feeling states and social behavior.</a> Cognitive Social Psychology. , 73-108 (1982).</li><li>Sinclair, R. C., Mark, M. M., Clore, G. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mood-related+persuasion+depends+on+(mis)attributions.">Mood-related persuasion depends on (mis)attributions.</a> Social Cognition. 12, 309-326 (1994).</li><li>Forgas, J. P., Porrott, W. G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Can+sadness+be+good+for+you?+On+the+Cognitive,+Motivational,+and+Interpersonal+Benefits+of+Negative+Affect.">Can sadness be good for you? On the Cognitive, Motivational, and Interpersonal Benefits of Negative Affect.</a> The Positive Side of Negative Emotions. , 3-35 (2014).</li><li>Politis, J., Houtz, J. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+positive+mood+on+generative+and+evaluative+thinking+in+creative+problem+solving.">Effects of positive mood on generative and evaluative thinking in creative problem solving.</a> SAGE Open. 5 (2), 2158244015592679 (2015).</li></ol>

结果表明，参与者在接触正价音乐后，其情绪明显更积极。这些受试者比对照组更快乐。这表明我们的情感操纵是成功的。发现积极情绪组的参与者比对照组的参与者明显不精确和有效。一个可能的原因是参与者在语法学习中采用了归纳策略，从而强烈依赖分析和自下而上的处理。归纳处理涉及仔细考虑详细信息和使用分析策略来处理信息。另一方面，演绎处理涉及使用启发式策略，这些策略具?...

情绪在各种认知活动中起着至关重要的作用，如感知、学习、推理、记忆和解决问题。因为语言学习需要注意、推理和记忆，情绪可能对语言学习结果有重大的影响。以前的几项研究已经探索了诱导情绪对单词产生或文本理解的影响2，3，并不断发现情绪对两种语言过程有关键的影响。例如，Egidi和Caramazza发现，积极情绪增加了大脑区域对文本理解不一致的敏感性，而消极情绪则增加了对不太具体区域2的不一致的敏感性。Hinojosa等人研究了诱导情绪对文字制作的影响，发现消极情绪在文字制作过程中影响了语音信息的检索。尽管有证据表明情绪对文本理解和单词产生有显著影响，但情感是否影响语法学习仍不清楚，这是语言学习的基本方面之一。本研究旨在探讨学习者情绪状态对语法学习的影响。
语言和情感是人类经验的两个主要组成部分。它们之间的关系主要通过情感神经语言学的研究来探讨。在单词水平上，以前的研究一直发现，情绪特征，如觉醒或价，显著影响单个单词5，6，7的处理。具体来说，一些研究已经发现了正词5的显著优势，而其他研究也发现了正词和负词7的优势。虽然一些研究已经报道了价与觉醒之间的相互作用，但其他研究4中却报告缺乏显著的相互作用。在句子处理方面，情况更为复杂。以前的研究探讨了在句子理解过程中情感内容与句法或语义统一过程之间的相互作用问题。情绪信息对性别或数字特征4的处理有不同的影响。此外，积极和消极的情绪与不同的协议效应4相关。例如，积极的情感特征促进了数字协议处理，而消极的情感特征抑制了这些过程4。在语义层面，情感特征通过激活单字处理和组合语义过程涉及的大脑区域，影响句子和话语语境中的语义统一过程4。对以前的文献的回顾表明，大多数先前的研究都集中在情绪信息对单词、句子和文本理解的影响上，即情绪效应对语言产生的神经基础10，11。然而，个人的情感状态如何影响语言处理或学习在很大程度上被忽视。
语法学习中最常用的情感研究方法是人工语法学习范式。一些研究已经使用人工语法任务来研究情感对学习新语言的影响12。人工语法学习范式于1967年由Reber首次引入，其特征是使用非意义材料，如数字字符串或非单词字母字符串，这些材料实际上是由基础语法生成的。研究人员通常让处于不同情绪状态（正、中性或阴性）的参与者接触视觉或听觉上的数字字符串或字母字符串，并测量他们的学习结果。人工语法方法的研究通常包括培训课程和测试会话。在培训课程中，学员被指示观察或记住从有限状态语法生成的符号序列列表。参与者被告知序列遵循一组特定的规则，但未提供有关这些规则的任何详细信息。在测试会话中，参与者将呈现新的符号序列，其中一些是语法序列，另一些则不是。然后，他们被要求判断字符串是否语法。人工语法任务允许实例化各种学习理论，如规则、相似性和关联学习理论14。这种方法可以有效地将词汇因素对语法规则的学习的影响降至最低，因为人工语言由数字、字母或其他毫无意义的符号组成，而不是自然语言中的单词。然而，许多研究人员认为，在人工语法学习中获得的知识可能代表了不同于人类使用的自然语法特征的统计属性。来自神经学研究的证据表明，自然语言的语法处理方式与人工语法学习任务中使用的有限状态语法不同。因此，人工语法学习任务可能无法反映人类语言的学习。使用人工语法研究情绪对语法学习的影响更有可能揭示情感如何影响统计学习，而不是人类语言中自然语法的学习。目前还不清楚这些无意义的刺激结果能否被推广到外语学习中。
本研究旨在采用半人工语言范式来研究情感对语法学习的影响。半人工语言任务最初由威廉姆斯和库里巴拉介绍，以检查语言学习。半人工语言是结合学习者母语中的词汇法和不同语言的语法而生成的。威廉斯和库里巴拉的研究18中可以找到这种语言的例子。威廉斯和库里巴拉设计了一种新颖的半人工语言Japlish，它遵循了日语的单词顺序和案例标记规则，但使用了英语词汇18。表1提供了他们研究中的Japlish句子样本。
<table border="1" fo:keep-together.within-page="1"><tbody>
<tr>
<td>结构</td>
			<td>例子</td>
		</tr>
<tr>
<td>Sv</td>
			<td>马加什么时候倒下？</td>
		</tr>
<tr>
<td>苏联</td>
			<td>飞行员-加，跑道-o看到</td>
		</tr>
<tr>
<td>SIOV</td>
			<td>学生-加狗-尼什么-o提供？</td>
		</tr>
<tr>
<td>S 何时为什么-o V？</td>
			<td>比尔加什么时候唱什么？</td>
		</tr>
<tr>
<td>S 谁-尼什么-o V？</td>
			<td>那个医生-加谁-尼什么-o？</td>
		</tr>
<tr>
<td>S [SOV]V</td>
			<td>约翰-加生气玛丽加，环o失去了说。</td>
		</tr>
<tr>
<td>操作系统_SV_V</td>
			<td>那个疾病-兽医-加牛加已经宣布。</td>
		</tr>
</tbody></table>表1：半人工语言的样本句子。这些句子是用英语词典和日语语法生成的。表中的句子来自威廉姆斯和库里巴拉的研究18。
如表所示，虽然使用了英语单词，但它们根据日语单词顺序和案例标记规则组合成句子。Japlish句子都是动词末数，名词是主题 （-ga）、间接对象 （-ni） 或对象 （-o） 的案例标记。在格雷等人19日的研究中发现了贾普利什的详细说明。半人工语言任务包括训练阶段和测试阶段。在培训阶段，学员应学习一门新语言，在测试阶段，他们被要求执行可接受性判断任务或句子图片匹配任务。记录其反应的准确性和反应时间 （RT），以评估其学习性能。
半人工语言任务主要有三个优点：第一，由于半人工语言是使用语法规则在新语言中创造的，因此任务可以最大限度地减少结构学和语言传递的先前知识的影响。其次，这些任务使我们能够控制和操作参与者获得的暴露类型和数量。通过这种方式，它们能够更准确地评估学习效果。最后，由于半人工语言任务中使用的语法来自人类语言，这些任务使我们能够测量参与者如何获得自然语法，而不是人工语法。在这方面，它们比人工语法任务更有利，在人工语法任务中，使用数字或字母序列来代替真词。自然语法的使用使我们更有信心地得出结论，所获得的发现适用于自然语言学习。鉴于先前的研究已经证明使用半人工语言范式20、21、22的学习效果，这是研究语言学习中难以在自然语言研究的复杂背景下难以隔离的问题的有用方法。但是，半人工语言任务仅适用于结构上与学习者母语不同的外语。如果被测试的语言在结构上与学习者的母语相似，则可能使前者与后者无法区分。
与使用自然语言的任务相比，半人工语言任务可以更客观地评估情感对语法学习的影响。这是因为自然语言中的单词与特定的语法函数密切相关。例如，无生命的名词（如书桌、钉子）更有可能作为动词的患者发挥作用。因此，很难区分词汇学习与语法学习的表现，因为两者是相互关联和不可分割的自然语言。由于情绪对文字处理有重要影响23，24，它们可能对语法学习有间接影响。因此，要明确区分情感对词汇学习的影响与对语法学习的影响是不容易的。这个问题在半人工语言任务中很容易解决，因为这些任务允许将词汇与语法分开，从而使我们能够识别情感对语法学习的影响，而不必担心词汇学习的干扰。
虽然半人工语言范式在一些研究中被运用来研究第二语言习得25、26的语言知识，但这种方法很少用于探索学习者在外语学习中情感条件上的差异。在这项研究中，我们打算探讨积极诱导情绪如何影响使用半人工语言的语法学习。这项研究的结果对外语教学具有重要影响。

<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
	<tbody>
		<tr>
			<td>E-prime</td>
			<td>PST</td>
			<td>2.0.8.22</td>
			<td>Stimulus presentation software</td>
		</tr>
		<tr>
			<td>Computer</td>
			<td>N/A</td>
			<td>N/A</td>
			<td>Used to present stimuli and record subjects&#39; responses</td>
		</tr>
		<tr>
			<td>Self-Assessment Manikin (SAM)</td>
			<td>N/A</td>
			<td>N/A</td>
			<td>Used to assess subjects&#39; affective states. From Lang (1980)29</td>
		</tr>
	</tbody>
</table>

experimental paradigm for measuring the effect of induced emotion on grammar learning

以往的研究发现，情感对外语词汇和文本理解的学习有重要影响。然而，对诱发情绪对语法学习的影响却很少给予重视。本研究利用一种将日语语法规则与汉语词汇相结合的半人工语言（即奇帕人语言）的学习者，考察了积极诱导情绪对日语语法规则学习的影响。音乐被用来唤起参与者的积极情绪状况。学员被要求在培训课程中通过练习学习奇帕尼斯句子，然后执行语法判断任务来衡量学习结果。我们发现，处于积极情绪状态的参与者比对照组的参与者表现得不准确和有效。结果表明，该协议能有效识别积极诱导情绪对语法学习的影响。讨论了这一实验范式对研究外语学习的意义。

本研究旨在探讨积极诱导情绪对外语语法学习的影响。为此，招募了两组参与者参加实验，包括积极情绪组（15名女性，M年龄=20.20岁，年龄范围：18-27岁）和对照组（16名女性，M年龄=20.33，年龄范围：18-26岁）。每组由30名参与者组成。这两组在年龄上没有显著差异，t （58） = -0.215，p = 0.831 或教育年，t （58） = -0.830，p = 0.410，尽管对照组的英语水平高于...

Watch this Scientific Journal Video about Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning at JoVE.com

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

在这里，我们提出了一个协议，用一种半人工语言来测量积极诱导情绪对外语学习者语法学习的影响，这种语言将外语的语法规则与学习者的母语词典相结合。语言。

衡量诱导情绪对语法学习影响的实验范式

Previous studies have found that emotion has significant influence on the learning of foreign language vocabulary and textual comprehension. However, ...

该方法可以提供学习者如何掌握外语语法的重要见解，以及语法学习中情感状态个体差异规律。这种技术将词汇与语法分开。因此，它允许我们评估语法学习诱导情感的影响，而不必担心词汇学习的干扰。让学员坐在电脑前，要求学员阅读并签署书面同意书。接下来，给参与者铅笔和纸版的自我评估马尼金图片评分表，并要求参与者使用铅笔来评价他们的情绪，标记相应的马尼金。让实验组的参与者通过耳机聆听10分钟的积极音乐。在情绪诱导期结束时，请参与者根据新的自我评估马尼金量表来评价自己的情绪状态。在开始培训任务之前，请用学员的母语在计算机屏幕上为任务提供书面说明。说明书应改为：欢迎参加我们的实验。在这个实验中，您将被要求学习包含母语单词和新语法的新颖语言。准备就绪后，按任何键继续实验。学员按下键后，应显示一组新的说明。接下来，你会看到一些句子。请仔细阅读它们，并决定它们在语法上是否正确。如果句子是语法，请按一个;如果句子是语法，请按一个。每次回复后，您将收到反馈，正确或不正确，并提供了正确的句子。按任何键继续执行学习任务。然后，参与者应按照指示判断计算机屏幕上句子的语法可接受性，并在参与者回答后，应在屏幕上显示反馈，然后做出正确的句子。完成所有试验后，屏幕上应显示文本"学习任务已完成"。在培训结束时，给学员提供铅笔和纸版的自我评估 Manikin 量表，并要求他们评估自己的情绪状况。培训任务完成后，在计算机屏幕上显示测试会话说明。说明内容如下：请继续回答与培训期间类似的问题。确定以下句子的语法结构是否正确。如果您认为它们正确，请按一个，如果您认为它们不正确，请按零。按任何键开始实验。让参与者阅读屏幕上显示的句子，并判断句子的结构是否按照指示语法正确。当所有试验完成后，文本应出现在屏幕上，内容为"结束"。感谢您的参与。然后要求参与者填写有关其人口统计详细信息的调查问卷。在这个代表性的分析中，积极情绪组的参与者报告说，他们比对照组的参与者快乐得多，这表明情绪诱导是成功的。此外，在培训阶段，每个组参与者的情绪状态持续。对两组语法学习平均准确性的评估揭示了一种显著的情感情感和句子类型，对照组的参与者的表现比积极情绪状况组的参与者要准确得多。此外，主体间接对象直接对象动词和主体对象动词结构比主体对象动词和主体主体动词结构理解的准确程度要小。反应时间分析表明，对照组参与者的反应比积极情绪状态组的参与者反应快，有显著的情感情绪和句子类型。主体对象动词结构的识别速度比其他三个结构快，主体间接对象动词结构的识别速度比其他结构慢。设计一种半人工语言，其中包含参与者的母语词典和测试外语的语法。该协议还可用于探索其他情感变量对语法学习的影响，如焦虑或动机。

Research

JoVE Journal

Behavior

A Procedure to Study the Effect of Prolonged Food Restriction on Heroin Seeking in Abstinent Rats

一个过程来研究延长食品的限制对海洛因寻求戒断大鼠的影响

In human drug addicts, exposure to drug-associated cues or environments that were previously associated with drug taking can trigger relapse during ...

科研

行为学

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

与年龄相关的变化认知功能使用EmoCogMeter，新型平板计算机基础法评估

The main goal of this study was to assess the usability of a tablet-computer-based application (EmoCogMeter) in investigating the effects of age on ...

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

情绪调节策略的童年有效性的心理生理评估

Effective regulation of emotion is one of the most important skills that develops in childhood. Research interest in this area is expanding, but empirical ...

A Method to Test the Effect of Environmental Cues on Mating Behavior in Drosophila melanogaster

A Method to Test the Effect of Environmental Cues on Mating Behavior in Drosophila melanogaster

测试环境线索对交配行为的影响的方法<em&gt;黑腹果蝇</em

An individual's sexual drive is influenced by genotype, experience and environmental conditions. How these factors interact to modulate sexual behaviors ...

Evaluating the Anti-depression Effect of Xiaoyaosan on Chronically-stressed Mice

消炎散对慢性应激小鼠的抗抑郁作用评价

In addition to the standardized use of antidepressant medications and psychotherapy, the usage of traditional Chinese medicine has lead to an overall ...

The HoneyComb Paradigm for Research on Collective Human Behavior

集体人类行为研究的蜂窝范式

Collective human behavior such as group movement frequently shows surprising patterns and regularities, such as the emergence of leadership. Recent ...

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

衡量幼儿自距离效应的实验范式

Self-distancing (i.e., creating mental distance between the self and a stimulus by adopting a less egocentric perspective) has been studied as a way to ...

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

利用眼动追踪和偏好外观范式探索婴儿对视觉语言的敏感度

We discuss the use of the preferential looking paradigm in eye tracking studies in order to study how infants develop, understand, and attend to the world ...

Investigating the Effect of Visual Imagery and Learning Shape-Audio Regularities on Bouba and Kiki

视觉影像与学习形状-音频规律对布巴和基基的影响

This article presents a protocol for investigating the role of visual imagery in the bouba/kiki-effect, whether training in noticing the bouba/kiki ...

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

早期采用者虚拟现实学习应用的在线探索研究

Virtual reality (VR) has shown great educational potential because it makes it possible to simulate any desired situation or event, thus playing an ...