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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences ...
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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences ...
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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences
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Thoma, Dieter. - : Routledge, Taylor & Francis Group, 2021. : Psychology Press, 2021
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Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?
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Foreign language development during temporary school closures in the 2020 Covid-19 pandemic
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Bilingual advantages in early foreign language learning: Effects of the minority and the majority language
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Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context
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Abstract:
While the evidence for impoverished emotional reactions of bilinguals in their weaker second language (L2) accumulates, the underlying mechanisms of this effect remain poorly understood. Here, we investigate how unbalanced bilinguals’ language-specific emotions vary depending on differences in language processing automaticity versus in language learning and use contexts. We analyzed behavioral emotional reactions in a hypothetical decision-making task with low emotional appeal, the Asian disease problem (Study 1) and pupil and valence responses to authentic narrative video advertising with high emotional appeal (Study 2). Both studies replicated the L2 emotion disadvantage. In decision-making, L2 reactions paralleled first language reactions under perceptual load. During the L2 narrative, the pupil dilated less because of reduced lexical access automaticity rather than in response to language-context factors. The findings suggest that bilinguals have language-independent emotional representations. Yet, they process emotional information conveyed in L2 less automatically, which triggers weaker emotional reactions.
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Keyword:
400 Sprache; Linguistik
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URL: https://www.ncbi.nlm.nih.gov/pubmed/30211567 https://madoc.bib.uni-mannheim.de/46343/ https://doi.org/10.1037/emo0000502
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Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives
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How cross-linguistic differences in the grammaticalization of future time reference influence intertemporal choices
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L1 effects in the early L3 acquisition of vocabulary and grammar
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Mehrsprachigkeit und metasprachliche Bewusstheit im Englischerwerb in der Grundschule
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Early childhood educators’ competences for supporting children’s academic language skills in Germany
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Early childhood educators’ knowledge and abilities in planning language learning environments
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Schlussbericht des Vorhabens Sprachliche Kompetenzen pädagogischer Fachkräfte - SprachKoPF.
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Sprachförderkompetenz pädagogischer Fachkräfte. Ein sprachwissenschaftliches Modell
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