Titlebook: Emotional Prosody Processing for Non-Native English Speakers; Towards An Integrati Halszka B?k Book 2016 The Editor(s) (if applicable) and

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https://doi.org/10.1007/978-94-011-0605-4sychology towards the original formulation of linguistic relativity principle are also included. Following this historical analysis, the anthropological literature on the intersection of language and emotions is reviewed in sections devoted to emotion–specific syntax, semantics, and pragmatics.

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https://doi.org/10.1007/978-1-349-00714-1components and structures which allow for a new temporal classification of psychological models of emotion processing. Thus the James–Lange, Cannon–Bard, and Schachter–Singer belong to the classic stage of development, Schlosberg’s (Psychol Rev 61:81–88, .) three-dimensional model and Ekman’s (Cogn

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R. D. Collison Black,Rosamond K?nekampubstantiating the universal basic emotions theory, but is methodologically unfit to do so. This chapter is a detailed meta-analysis and critique of the existing empirical literature on the emotional prosody processing with a focus on the potential practical solutions to the weaknesses of the existin

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https://doi.org/10.1007/978-1-349-00717-2. The material was validated through emotional state probed administered to the speakers throughout the recording procedure. An exploratory study followed in which the integrative research paradigm components were tested and initial exploratory perceptual data was collected. The results of the explo

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https://doi.org/10.1007/978-1-349-00723-3Emotions are recognized better in female voices and when they are acted. There was a powerful negativity bias effect manifest in accuracy rates and in the negative differentiation in the emotion naming task. The three tasks differed significantly in the accuracy rates they yielded depending on the l

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https://doi.org/10.1007/978-1-349-03091-0ivity bias was found to be gender-specific and dependent in part on an in-group disadvantage effect, which is a negatively inclined pattern of errors in highly proficient nonnative English speakers caused by their gaps in native English social competence. The tools and methods used in this study are

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