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801.
Positive events are more common (more tokens), but negative events are more differentiated (more types). These observations and asymmetries about the world are consistent with a number of features or biases favouring positive adjectives that have been shown for English. Compared to their opposites, positive adjectives in English are more likely to be unmarked, negated into their opposite, define the entire negative to positive dimension, and occur first in conjunctions with their negative opposite. In this paper we document that these biases have considerable generality, appearing in all or almost all of 20 natural languages. The greater differentiation of negative states is illustrated here by the demonstration that five common nouns describing negative states in English (disgust, risk, sympathy, accident, murderer) have equivalents in most or all of the 20 languages surveyed, but the opposite of these nouns is not lexicalised in most of the 20 languages. 相似文献
802.
How does personality influence the relationship between appraisals and emotions? Recent research suggests individual differences in appraisal structures: people may differ in an emotion's appraisal pattern. We explored individual differences in interest's appraisal structure, assessed as the within-person covariance of appraisals with interest. People viewed images of abstract visual art and provided ratings of interest and of interest's appraisals (novelty–complexity and coping potential) for each picture. A multilevel mixture model found two between-person classes that reflected distinct within-person appraisal styles. For people in the larger class (68%), the novelty–complexity appraisal had a stronger effect on interest; for people in the smaller class (32%), the coping potential appraisal had a stronger effect. People in the larger class were significantly higher in appetitive traits related to novelty seeking (e.g., sensation seeking, openness to experience, and trait curiosity), suggesting that the appraisal classes have substantive meaning. We conclude by discussing the value of within-person mixture models for the study of personality and appraisal. 相似文献
803.
Some studies find that positive affect can induce self-focused attention, but other studies find no effect. We suggest that the contrary findings result from how self-awareness was measured. One group of participants listened to happy or neutral music; another group imagined and described a happy or neutral event. Two measures of self-focus were then taken. The experiment replicated past findings: Positive affect increased self-focus on a pronoun selection task, but had no effect on a modified private self-consciousness scale. The results were slightly stronger when affect was induced using music. Implications for future research are discussed. 相似文献
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Abstract Fazio, Sanbonmatsu, Powell, and Kardes (1986) argued that affect may be activated automatically from memory on the mere observation of an affect-loaded stimulus. Using a variant of the standard sequential priming paradigm, it was demonstrated that the time needed to evaluate target words as positive or negative decreased if they were preceded by a similarly valenced prime word, but increased when preceded by a prime of opposite valence. Several aspects of their procedure, however, do not warrant their conclusion concerning the unconditionality of the effect. The present research investigated the generality of this affective priming effect. In Experiment 1, it was tested whether the effect can be generalised to more complex visual material. Stimulus pairs consisted of colour slides. Subjects had to evaluate the targets as quickly as possible. In Experiment 2, the standard word-word procedure was used, but target words had to be pronounced. In both experiments, significant affective priming effects were observed, supporting Bargh, Chaiken, Govender, and Pratto's (1992) assertion that the automatic activation effect is a pervasive and relative unconditional phenomenon. Implications for theories of affect and emotion are discussed. 相似文献
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The simple view of reading (Gough & Tunmer, 1986) proposes that listening comprehension and decoding, properly measured, can account for all of the variance in reading comprehension. We assessed the simple view in community college students. In addition to listening comprehension and decoding, we included measures of oral vocabulary, nonverbal reasoning, phonological awareness, reading fluency, and verbal working memory. In combination, the measures yielded an R2 of.48, but only listening comprehension and reading fluency made independent contributions to reading comprehension. Predictors that best distinguished less skilled from average readers were phonological awareness and verbal working memory. These findings suggest a need to expand the simple view in accounting for individual differences among adult readers. 相似文献
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