Linguistic representations of emotion terms: Within- culture variation with respect to education and self-construals

Name: Linguistic representations of emotion terms: Within- culture variation with respect to education and self-construals
Author: Gözkan, Ayfer Dost, Küntay, A. C.

İsim	Linguistic representations of emotion terms: Within- culture variation with respect to education and self-construals
Yazar	Gözkan, Ayfer Dost, Küntay, A. C.
Basım Tarihi:	2014-12
Basım Yeri	- Wiley
Konu	Education, Emotional expressions, Language use, Self-construal
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1467-839X
Kayıt Numarası	3a35ad2a-e537-4ef3-afbd-85167f201e75
Lokasyon	Psychology
Tarih	2014-12
Notlar	Due to copyright restrictions, the access to the full text of this article is only available via subscription.
Örnek Metin	The present study examines the linguistic representations of emotion terms in relation to educational attainment and self-construal through a two-part narration task. Eighty Turkish adults recounted four events that they experienced in the last five years of their lives (event-description task) and then described what they felt during these events (emotion-elicited narration task). The results show that higher levels of educational attainment and autonomous-related self-construal predicted higher levels of linguistic abstractness in emotion terms, whereas higher levels of related self-construal predicted lower levels of linguistic abstractness in emotion terms. Comparisons of the level of abstractness of emotion terms in event-descriptions and emotion-elicited narrations indicate that while the linguistic abstractness of emotion terms was similar across the two tasks in the lower-educated group, it increased in the emotion-elicited narration task in the higher-educated group. The role of formal education and self-construal in emotional language use were discussed as sources of within-culture variation.
DOI	10.1111/ajsp.12071
Cilt	17

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Linguistic representations of emotion terms: Within- culture variation with respect to education and self-construals

Yazar Gözkan, Ayfer Dost, Küntay, A. C.

Basım Tarihi 2014-12

Basım Yeri - Wiley

Konu Education, Emotional expressions, Language use, Self-construal

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1467-839X

Kayıt Numarası 3a35ad2a-e537-4ef3-afbd-85167f201e75

Lokasyon Psychology

Tarih 2014-12

Notlar Due to copyright restrictions, the access to the full text of this article is only available via subscription.

Örnek Metin The present study examines the linguistic representations of emotion terms in relation to educational attainment and self-construal through a two-part narration task. Eighty Turkish adults recounted four events that they experienced in the last five years of their lives (event-description task) and then described what they felt during these events (emotion-elicited narration task). The results show that higher levels of educational attainment and autonomous-related self-construal predicted higher levels of linguistic abstractness in emotion terms, whereas higher levels of related self-construal predicted lower levels of linguistic abstractness in emotion terms. Comparisons of the level of abstractness of emotion terms in event-descriptions and emotion-elicited narrations indicate that while the linguistic abstractness of emotion terms was similar across the two tasks in the lower-educated group, it increased in the emotion-elicited narration task in the higher-educated group. The role of formal education and self-construal in emotional language use were discussed as sources of within-culture variation.

DOI 10.1111/ajsp.12071

Cilt 17