Affective Norms for ۳۶۲ Persian Words

Publish Year: 1395
نوع سند: مقاله ژورنالی
زبان: English
View: 31

This Paper With 7 Page And PDF Format Ready To Download

  • Certificate
  • من نویسنده این مقاله هستم

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این Paper:

شناسه ملی سند علمی:

JR_JSDI-2-1_002

تاریخ نمایه سازی: 9 آبان 1401

Abstract:

Background: During the past two decades, a great deal of research has been conducted on developing affective norms for words in various languages, showing that there is an urgent need to create such norms in Persian language, too. The present study intended to develop a set of ۳۶۲ Persian words rated according to their emotional valence, arousal, imageability, and familiarity so as to prepare the ground for further research on emotional word processing. This was the first attempt to set affective norms for Persian words in the realm of emotion.Methods: Prior to the study, a multitude of words were selected from Persian dictionary and academic books in Persian literature. Secondly, three independent proficient experts in the Persian literature were asked to extract the suitable words from the list and to choose the best (defined as grammatically correct and most often used). The database normalization process was based on the ratings by a total of ۸۸ participants using a ۹-point Likert scale. Each participant evaluated about ۱۲۰ words on four different scales.Results: There were significant relationships between affective dimensions and some psycholinguistic variables. Also, further analyses were carried out to investigate the possible relationship between different features of valences (positive, negative, and neutral) and other variables included in the dataset. Conclusion: These affective norms for Persian words create a useful and valid dataset which will provide researchers with applying standard verbal materials as well as materials applied in other languages, e.g. English, German, French, Spanish, Portuguese, Dutch, etc.

Authors

Mahdi Bagheri

Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

Behrooz Dolatshahi

Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

Parvaneh Mohammadkhani

Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

Elham Eskandari

Department of Clinical Child and Adolescent Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran