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  • 2017

  • Christianson, Kiel; Zhou, Peiyun; Palmer, Cassie; Raizen, Adina (2017): Effects of context and individual differences on the processing of taboo words. In: Acta psychologica 178, S. 73-86. DOI: 10.1016/j.actpsy.2017.05.012

    DOI: http://www.ncbi.nlm.nih.gov/pubmed/28618300 

    Abstract: Previous studies suggest that taboo words are special in regards to language processing. Findings from the studies have led to the formation of two theories, global resource theory and binding theory, of taboo word processing. The current study investigates how readers process taboo words embedded in sentences during silent reading. In two experiments, measures collected include eye movement data, accuracy and reaction time measures for recalling probe words within the sentences, and individual differences in likelihood of being offended by taboo words. Although certain aspects of the results support both theories, as the likelihood of a person being offended by a taboo word influenced some measures, neither theory sufficiently predicts or describes the effects observed. The results are interpreted as evidence that processing effects ascribed to taboo words are largely, but not completely, attributable to the context in which they are used and the individual attitudes of the people who hear/read them. The results also demonstrate the importance of investigating taboo words in naturalistic language processing paradigms. A revised theory of taboo word processing is proposed that incorporates both global resource theory and binding theory along with the sociolinguistic factors and individual differences that largely drive the effects observed here.

    Keywords: Adolescent, Adult, Eye Movements/physiology, Female, Humans, Individuality, Language, Male, Middle Aged, Natural Language Processing, Reaction Time, Reading, Taboo, time, Young Adult

  • 2012

  • Lin, Hao-Chiang Koong; Wang, Cheng-Hung; Chao, Ching-Ju; Chien, Ming-Kuan (2012): Employing Textual and Facial Emotion Recognition to Design an Affective Tutoring System. In: Turkish Online Journal of Educational Technology - TOJET 11 (4), S. 418-426. Online verfügbar unter https://eric.ed.gov/?id=EJ989317, zuletzt geprüft am 22.11.2019

     

    Abstract: Emotional expression in Artificial Intelligence has gained lots of attention in recent years, people applied its affective computing not only in enhancing and realizing the interaction between computers and human, it also makes computer more humane. In this study, emotional expressions were applied into intelligent tutoring system, where learners’ emotional expression in learning process was observed in order to give an appropriate feedback. Emotional intelligent not only gives high flexibility to the interaction of tutoring system, it also to deepen its level of human interaction. This study uses dual-mode operation: facial expression recognition, and text semantics as the main elements in affective computing to understand users’ emotions. Text semantics are used to understand learners’ learning status, and the results would contribute to course management agents in order to choose the most appropriate teaching strategies and feedback to the users. Facial expression recognition allows interactive agents to provide users a complete sound and animation feedback. (Contains 5 tables and 3 figures.)

    Keywords: Affective Behavior, Animation, Artificial intelligence, Bedienung & Handhabung, Computer Assisted Instruction, Computer Software Evaluation, Computer System Design, Educational Technology, Feedback (Response), Focus Groups, Foreign Countries, Grounded Theory, Intelligent tutoring systems, Man machine systems, Mixed Methods Research, Multimedia Instruction, Natural Language Processing, Nonverbal communication, Programming, Psychological Patterns, Rating Scales, Teaching Methods, usability, Use Studies
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