Positive words vs negative words dictionary,how do you write song lyrics,how to make money from youtube channel,think positive health spa resort - 2016 Feature

Author: admin, 09.09.2015. Category: Positive Phrases About Life

Some have asked how there could be such conditions as positive and negative, if everything is an aspect or manifestation of Absolute Reality. The fact that everything is an aspect or manifestation of Absolute Reality does not negate differences between positive and negative. Positive and negative differ in form and function, in the following manner: while positive signifies aligning freewill with Reality at large, negative implies aligning freewill solely with the individuated fragment of Reality within. The latest survey by the Pew Research Center for the People & the Press and The Washington Post, conducted Oct. Even among Republicans and Republican-leaning independents, more use negative words than positive words to describe Perry (19% vs. The choices and order of the top words are fairly similar for both the general public and Republicans and Republican-leaning independents. About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping America and the world. 1 The main purpose of this article is to introduce English-speaking readers to a tool for analyzing the French emotional and affective lexicon (EMOTAIX-Tropes). 5 In order to highlight the different themes touched on in a document, Tropes can draw on 20,000 equivalent classes divided into broad semantic categories.
6 Crucially, Tropes allows users to create a personalized scenario alongside its general-purpose one. 11 To conclude, we freely acknowledge our failure to capture every single metaphorical use of terms expressing emotional feelings. 12 The structure of our collection of references is intended to ensure that the application of the EMOTAIX scenario to different corpora is not restricted to the automatic detection and counting of the emotional items they contain (cf. 13 The classification of the emotional items according to their positive or negative valence proved to be both quick and easy, thank to the CNRTL definitions, which contain words denoting aspects that are either pleasant, attractive, desirable, satisfying, etc. 14 Although we encountered three problems, we were able to overcome them by extending the initial organization of the scenario, as shown in Table 1. 17 The purpose of this second stage was to allow EMOTAIX users to identify the emotional contents expressed in a corpus by assigning all the terms that have been isolated to semantic categories. 18 Using the CNRTL, and a process of semantic rapprochement, mainly achieved through trial and error, we eventually came up with nearly 70 basic categories.
20 It should be noted that the MADNESS and LuciditY supercategories and the basic categories they encompass (Mental illness, Rambling vs. 21 Lastly, it should be noted that the numbers of references in each EMOTAIX basic category varied widely (e.g. 23 Although the downloadable instructions include technical advice on how to use EMOTAIX to identify and count emotional and affective items; it is vital to check each word identification and, therefore, each wordcount performed by EMOTAIX, viewing each term it identifies on the screen in its verbal environment. 24 Once the corpus analysis is complete, the EMOTAIX user can exploit the emotional lexicon occurrences and construct various dependent variables, according to his or her research goals.
25 Exams are one of the major challenges facing populations of young adults, as their future career depends to a considerable extent on their success or failure. 26 Following on from the study by Pennebaker, Mehl and Niederhoffer (2003), we sought to demonstrate that students express their emotional experiences in different ways, according to the level of their trait anxiety.
27 Passing or failing an exam is a reality experienced by all students, who are continually striving to obtain qualifications. 28Write a text expressing what you felt after failing an exam (baccalaureate, driving test or any other exam that was important to you). 29Write a text expressing what you felt after passing your baccalaureate (or another important exam).
32 Forty-nine first-year psychology students volunteered to take part in this experiment, which they were told was entitled “Emotion and writing”.
33 The experimental material (in the form of folders) was laid out on tables in the classroom prior to the students’ arrival. 36(3) Next, the students were allowed to look at the topic for their written production, after listening to the following instructions: “You are now going to write an essay. 37 (4) Immediately after the writing phase, the 3-minute STAI state test was administered to the participants a second time (NB: the data yielded by this test are not reported in this article).
41 Whether they were describing the emotions they felt after passing or failing an exam, virtually all the participants used a combination of negative and positive lexical items. 42To test whether the emotional lexical content (number of terms used) varied according to the participants’ level of anxiety (STAI score), we calculated simple linear regressions. 43 In the Pass condition, we observed just one significant result concerning the positive-valence lexicon: the more anxious they were, the more the participants evoked the “Laugh” emotion.
44 Contrasting results were found for the Fail condition, concerning the positive-valence lexicon, as the more anxious they were, the fewer items they used reflecting HAPPINESS, Joy or SATISFACTION. 46 In order to take advantage of the tool’s ability to detect, classify and count lexical items contained in written productions, we devised three types of dependent variables. 49 Our third and final comment concerns the best way of treating the number of terms used per category as a dependent variable. 50 Regarding the second aim of this article, the study we chose as an illustration yielded three observations. 51 These results are line with those reported by Pennebaker, Mehl and Niederhoffer (2003), who regard language use as reflecting what we are, our personality and the way we react to situations in everyday life.
52 Given that the students’ states of anxiety were only characterized in a general fashion (Spielberger trait anxiety inventory, 1972), further studies are now needed.
DOI are automaticaly added to references by Bilbo, OpenEdition's Bibliographic Annotation Tool.Users of institutions which have subscribed to one of OpenEdition freemium programs can download references for which Bilbo found a DOI in standard formats using the buttons available on the right. In other words, they share the same substance, consciousness and origin, but they are equivalent in form, where one is, and function, where one is going.
Freewill originates with individuated consciousness, and individuation of consciousness originates with the projected differentiation of unified infinite intelligence, into an infinity of finite intelligences. We run network of high quality 50+ high niche websites with millions of regular visitors, Please connect with us.
13-16 among 1,007 adults, finds that many Americans are unable to come up with words to describe the three GOP candidates. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research.
The first one provides an introduction to the EMOTAIX-Tropes text analysis software, describing the method that was used to create the collection of terms (4,921 words belonging to the emotional and affective lexicon), the three-tiered thematic organization of this lexicon on either side of a hedonic axis, and the software operating instructions. In the first section, we explain how the lexical items were collated, classified and organized. It was obviously vital to have a similar tool which would allow us to automatically identify French lexical items referring to emotions, moods, affects and feelings. The justifications for our theoretical decisions and our modus operandi are explained considerable detail in an article written in French (Piolat & Bannour, in press). An equivalent class is presented as a “concept” or “theme”, grouping together synonyms or closely-related terms (substantives only). The former can be organized to meet one’s own specifications and the two then used together. The term “reference” (generally a substantive) designates one or more words sharing the same stem and having similar meanings. Some of these supplied straightforward lists of terms (most originally in English and subsequently translated into French), others gave information about valence and intensity, while others again suggested ways of organizing these terms, based on either a model or experimental findings. However, in order to make our tool manageable, we decided to call a halt to our collecting at some point, and this we did in February 2008.
Distribution of the 2,014 references and 4,921 words within the EMOTAIX scenario according to their valence (positive vs.
First of all, the CNRTL definitions of terms such as emotion, feeling and mood gave no clues as to their valence.
Intensity refers to the idea that an emotion can be felt more or less strongly, and that this strength or weakness can be described and subjectively rated. Although we did attempt to redress the balance by searching for other positive-valence terms in the CNRTL, this tactic proved ineffectual. We then organized these categories on either side of a hedonic axis, taking account of the positive or negative valence of the references (excluding the UNSPECIFIED EMOTIONS, SURPRISE and IMPASSIVENESS categories). They should also be able to describe the content at a more molar level, especially if they are using EMOTAIX to analyze and compare the contents of a large number of texts.
EMOTAIX comprises 2 x 28 basic categories (center) organized into three hierarchical levels on either side of a hedonic axis (positive and negative valence), with which 3 valence-free categories are associated (SURPRISE, UNSPECIFIED EMOTIONS, IMPASSIVENESS). The study described below, in which we explored the relationship between students’ anxiety levels and the way in which they expressed their feelings after passing or failing an exam, demonstrates the usefulness of this tool.
Participants were asked to recall an occasion when they passed or failed an exam that was important to them, describing their feelings.

This has made it a popular topic for expressive writing (Smyth & Pennebaker, 2008), especially as two versions are available - one encouraging the expression of positive emotions (success), the other the expression of negative ones (failure). Given the small number of emotional terms used, plus the fact that some emotional lexicon categories were only evoked by a small number of participants, we decided to use the chi-square goodness-of-fit test to assess the numbers of participants in each emotional category according to the “Pass” or “Fail” condition (NB: any participant who had produced at least one term belonging to a given category was counted for that category). Selected comparisons of the numbers of participants (Chi Square statistic = X2) who used different emotional lexicon categories (negative and positive, supracategories, supercategories, and basic categories) in each condition (passing or failing an exam).
The number of participants using items from the various negative-valence categories was significantly higher for the Fail condition than for the Pass one (MALEVOLENCE, HATE, DISORDER, FRUSTRATION, Disdain, Dissatisfaction, Weariness, and Humiliation). Several other significant results were recorded in the Pass condition, insofar as the more anxious participants were, the more negative-valence items they used, accounting for 26.1% of variance. Regarding the use of negative-valence items, the more anxious they were, the more items they used belonging to one particular group of categories (i.e. First of all, the pieces of expressive writing produced in the experimental conditions (Passing or Failing an exam) contained only a small proportion of emotional and affective items (less than 10%).
The software’s distribution of items across a large number of basic categories ((28 x 2) + 3) had a fragmenting effect (even if the range of lexical items used only covered a limited number of categories) especially when the actual number of terms used was low.
For those categories where the lexicon has been used by a large number of participants, this is a relevant variable, as it reflects the increase with which participants have explicitly expressed an affective state.
First of all, the students responded to the instructions by evoking the relevant emotional content (Success or Failure). Insofar as the students expressed their feelings in writing, it would be interesting to find out whether anxiety more specifically linked to the act of writing also affects the way they recount their feelings in situations of exam success or failure.Writing is an extremely effortful cognitive activity (Kellogg, 1996) and its very performance can trigger anxiety, as students may develop different self-efficacy beliefs during the lengthy process of acquiring writing skills. Nearly half (46%) did not offer a one-word description of Cain, 44% did not offer a word to describe Perry and 37% did not have a one-word description of Romney.
Dans la seconde partie, la facon dont EMOTAIX peut etre experimentalement utilise  est presentee. In order to demonstrate how this text analysis tool can be used by researchers, we then go on to describe a novel experiment designed to investigate the effect of students’ anxiety on the way in which they described their feelings after passing or failing an exam. The tool we have developed will promote the study of both the spoken and written expression of emotions in several different areas of psychology, including work, health and education. Our objective here is simply to provide enough information for an English-speaking reader to understand what EMOTAIX is and how it works when it is used to detect and quantify different categories of the emotional lexicon. Words classified under a particular reference may occur in several different grammatical categories (verb, adjective, and adverb). These sources included Cowie and Cornelius (2003), Frijda, Markam, Sato and Wiers (1995), Galati and Sini (1998), Niedenthal et al.
We always took the content of the CNRTL definition into account, whatever the term’s grammatical category (noun, verb, adverb, adjective). The frontiers of the collection can, in any case, easily be reopened in order to admit terms whose absence would hinder the analysis of corpora gathered in specific contexts. These terms have bivalent meanings, as illustrated by the definition of the term emotion: “Reactive, reflexive, involuntary behavior, experienced simultaneously at the bodily level, in a more or less violent manner, and affectively, in the pleasure or pain mode”.
We then set ourselves the rule that the basic categories would have to be strict opposites (e.g.
We therefore opted for three hierarchical levels of organization, nesting each content category into the one above. In the face of these disparities, we resumed our searching in an attempt to increase the numbers of references in the least represented categories, but in vain. A zipped archive entitled “EMOTAIX_free” contains (1) the “EMOTAIX_2008_V1_2.scn” scenario, (2) a set of instructions, (3) a score sheet and (4) an Excel table showing how the 2,014 references and their associated terms are organized. According to Spielberger (1972), anxiety can be defined as an individual’s response to environmental demands. We hypothesized that although the act of constructing a story would prompt them to adopt a relatively similar narrative structure (Goldman, Graesser & Broek Van Den, 1999), the level of their trait anxiety would nonetheless be reflected in the way they described their well-being or ill-being during this anxiogenic event, marking the culmination of a period of training or study.
Results were subjected to the appropriate statistical calculations (Student’s t-test and chi-square test) according to the nature of the dependent variables, in order to find out whether there were any significant differences between the two experimental conditions, i.e.
Further studies are now needed to ascertain whether this observation holds for other expressive writing topics and to identify the conditions under which the use of emotional lexicon in expressive verbal productions may increase or decrease. Given that the words produced by the students did not all belong to the same categories, with one or two exceptions, instead of focusing on the mean number of terms per category, we looked at the numbers of students who had used at least one term in each of these categories. This proved to be a relevant variable for assessing whether the students’ level of anxiety could explain the nature of the affective states they expressed. Their choice of emotional lexicon mostly reflected positive emotions when they recounted their feelings after passing the exam and negative emotions when they described a failure. When describing their feelings after passing an exam, the more anxious the students were, the more negative-valence items they included. A study of the impact of students’ anxiety on the way they described their feelings (expressive writing) after passing or failing an exam yielded some entirely new results.
La recherche sur la facon dont l’anxiete des etudiants modulent leur facon d’expliciter leurs ressentis (expressive writing) a l’occasion d’un echec ou d’une reussite a un examen apportent des resultats inedits. EMOTAIX-Tropes will provide users with classified and quantified data for every corpus they analyze.
While LIWC2007 contains approximately one thousand words or word-stems (references) belonging to the emotional lexicon, the number of emotional and affective items included in the current version of EMOTAIX described below, is far greater: 2,014 references (cf. If no appropriate noun is available, the reference takes the form of a verb, and in the absence of the latter, an adjective. The collection currently contains 2,014 references grouping together 4,921 words (verbs, adverbs, adjectives).
The decision to adopt this “Russian doll” model was taken in order to preserve the idea that affects form a structural backdrop for feelings which, in turn can be divided into more specific feelings or emotions (cf. For a start, these terms (plus a great many of their synonyms) rarely, if ever, appear in the lists of emotional and affective items given in the articles we used as our sources. Accordingly, some categories contain relatively few semantic equivalents, especially the positive-valence basic categories. To implement the text analysis system, the user can download the demonstration version of Tropes, available from the Semantic-Knowledge Website. State anxiety is thought to derive from the perception of threat, whereas trait anxiety is an enduring characteristic of the personality, defined as a predisposition to perceive some situations as more or less worrying and to respond with heightened states of anxiety.
For each item in the inventory, participants were asked to rate items on a 4-point Likert scale according to “how you generally feel”, such as “I feel pleasant” or “I take disappointments so keenly that I can’t get them out of my mind”. On entering the classroom, each student randomly chose a seat at a table on which a folder was placed.
Significantly more participants used items from the different positive-valence categories in the Pass condition than in the Fail one (HAPPINESS, Love, Joy, Release, Pleasure, and Tranquility). For this reason, we believe that the labels of the basic categories gave us a far better idea of what the students actually said than those of the nesting categories (super- and supracategories) which, in some cases, were rather disconcerting. More interestingly, the affective information was not restricted to the expression of pleasant affect for the Success condition, just as it was not limited to the expression of negative affect for the Failure condition. They gave vent more freely to their irritation, sadness, weariness and apprehension, only to laugh about it when they learned that they had passed. It would be interesting to use EMOTAIX-Tropes to demonstrate that the evocation of emotional feelings can also be modulated by this more specific form of anxiety. Effets de leur niveau d'apprehension et du theme redactionnel [Effect of the level of apprehension and of the written topic among 12th grade students] . Among the three GOP candidates, Cain is the only one who draws many more positive one-word reactions than negative reactions among Republicans (22% vs.
Dans les deux situations les etudiants emploient du lexique de valence positive et negative. These data will serve a variety of purposes, such as diagnosing the emotional state of people who have described their feelings in an interview or in a private diary, and comparing the emotional states of groups of people belonging to different sociocultural strata who have been asked to express themselves verbally in particular contexts, as in Pennebaker, Mehl and Niederhoffer’s study (2003). These references are grouped together into the reference fields 2 which, in turn, are merged into the broader reference fields 1, corresponding to the most coarse-grained level of analysis. In some cases, a reference may correspond to a figure of speech (fixed syntagm), such as “sang d’encre” [very worried]. However, as our own collection of terms continued to “grow like Topsy”, it became very time consuming to ask judges to assess their intensity on a Likert scale, as we had initially done (Bannour, Piolat & Gombert, 2008).
This is despite the fact that the CNRTL definitions of MADNESS and most of its synonyms (Distraction, Rambling, Crazy, etc.) that prompted us to add these terms to our collection in the first place include comments such as “strong emotion” and “violent feeling”.
The downloadable operating instructions explain how to incorporate the EMOTAIX_2008_V1_2.scn scenario into this demonstration version. Other indicators reflect emotional and affective contents, based on (d) an analysis of the number of students who evoked a particular category through the inclusion of one or more relevant terms in their texts. High trait anxious people are more prone to perceiving situations as threatening and to responding with heightened states of anxiety.

For the remaining 10%, we noted several types of disagreement, with some corpora giving rise to a single discordance, while others triggered four or five.
Linear regressions were then calculated in order to find out whether the anxiety scores could account for the number of terms that had been used. This meant that the distribution of the students between the two sets of writing instructions (“Passing” or “Failing an exam”) was entirely random. Lastly, in both conditions, the writers used more literal items than figurative ones (“Pass” condition: 88% vs. Lastly, the number of participants who expressed SURPRISE was significantly greater in the Pass condition than in the Fail one. For example, in the case of students who had expressed irritation, the system of nesting labels meant that this was qualified as “HATE” and, at an even higher level, as “ILL-BEING”.
These feelings were justified in the narrative by a change of state, such as “Being really apprehensive about the exam results, then experiencing the joy of success and feeling appeased” or quite the opposite, “Making positive projects after a successful exam then, with the news of my failure, discovering suffering, accompanied by troubled feelings and irritation”. When describing how they failed an exam, however, they mentioned fewer positive elements, thus reducing the contrast in any “positive-affective- state-to-negative-one”-type narrative.
The Amsterdam Alexithymia Scale: Its psychometric values and correlations with other personality traits.
Particularly anxious subjects, however, were found to maximize emotional items conveying ill-being when describing their success and to minimize ones with a positive valence when relating a failure. Mais, les etudiants les plus anxieux maximisent le lexique emotionnel traduisant un mal-etre quand ils exposent une reussite et minimisent le lexique emotionnel de valence positive lorsqu’ils rendent compte d’un echec. Our contribution has been to build and organize the EMOTAIX scenario embedded in the Tropes software.
Focusing on the analysis of emotional and affective lexicon, we tested Tropes’ ability to detect and classify lexical items pertaining to emotions, feelings, moods and affects contained in a variety of corpora. Furthermore, these emotion-related terms are thematically organized in a more highly-specified way than they are in LIWC; their valence is preserved and figurative meanings are ascribed to them as and when required. We also exploited the “Synonyms” and “Antonyms” entries of the CNRTL for the terms being assessed. This is because EMOTAIX users analyzing a corpus had to be able to check whether the term had been used in its figurative meaning, in order to convey an emotion (thereby allowing them to count it as such) or in its literal one (implying that it should not be counted), e.g. Scherer (2005) also reported the difficulty of using informants’ judgments to establish the level of intensity of the terms he collected.
We checked the validity of our classification by making sure that the upper categories fulfilled a twofold function: (1) providing as good a fit as possible for some if not all of the meaning of the words belonging to their basic categories, and (2) maintaining an antinomic relationship with some if not all of the meaning of the categories at the same hierarchical level, as well as of the basic categories they encompassed. Due to the presence of the hedonic axis and the attendant need to place a positive-valence supercategory opposite the MADNESS negative-valence supercategory, we deemed it necessary to create a LuciditY supercategory containing antinomic terms.
The user can then analyze a corpus using the Tropes functionalities and the EMOTAIX scenario, in order to detect and automatically count the emotional and affective items.
Lastly, we sought to ascertain whether the number of emotional terms in a given category could be explained by the students’ level of anxiety.
They develop more negative affects, as well as feelings of tension and apprehension, and tend to ascribe their successes and failures to external causes beyond their control. The aim was to show how emotional lexical items detected in written productions can be subjected to more or less fine-grained analyses (positive or negative valence of the entire set of emotional and affective items, distribution of this vocabulary across supracategories, supercategories and basic categories). More participants expressed UNSPECIFIED EMOTIONS in the Pass condition than in the Fail one. Thus, depending on the viewpoint adopted by researchers, it may be preferable to focus entirely on the results for the basic categories most often used by the students, as they are the ones with the most accurate labels. The two imposed expressive writing conditions thus gave rise to texts containing both positive- and negative-valence items. Individual differences in dispositional expressiveness: Development and validation of the Emotional Expressivity Scale. The latter features a series of text analysis functionalities, some of which can be likened to those provided by LIWC. This step-by-step approach, tracking down synonyms and antonyms, yielded a huge sample of terms, some of which were never (or only rarely) included in the articles cited above as sources. Depending on this context, the valence can normally then be described as either positive or negative.
Furthermore, wherever possible, the labels of the superordinate (in capitals) and supraordinate (bold capitals) categories were chosen for their “literal” meaning. We were, however, only able to find a few references (Equilibrium, Reason, Perceptiveness, etc.), as most of the synonyms, such as reasoning, intelligence and mind, refer to intellectual function – a function which falls outside the ambit of affect or emotion, according to the CNRTL. It should be stressed that this article is too short to provide an exhaustive description of all the functionalities offered by Tropes for analyzing corpora, such as counting the various personal pronouns (Chung & Pennebaker, 2007). Then again, in other cases, too much information may be lost because too few participants have used certain basic categories and the statistical calculations therefore prove inadequate. The only difference was that is the Success condition, more students mentioned the feeling of surprise. The content validity of the PRCA-24 as a measure of communication apprehension across communication contexts. These labels corresponded to references included in one of the basic categories they designated. People with high trait anxiety also tend to have low self-esteem and a lack of confidence in their own resources.
There was no significant difference between the percentages of figurative items used by participants in the two conditions (t(47)=1.14, ns).
In these circumstances, it may be advisable to use a less fine-grained analysis, using a higher level of categorization in order to group together populations of participants with scattered lexical choices. When doing so, the super- and supracategory labels must be handled with care, in order to accurately summarize the content of the verbal productions. The second problem was that with the CNRTL, it is impossible to attribute a positive or negative valence to emotions concerning surprise and its synonyms (astonishment, amazement, etc.
Thus, as the term “HATE” was being used to designate a supercategory, it could be chosen as the heading for one of the four basic categories which contained synonyms closely related to this term.
For example, some students seeking to express the fact that they were extremely despondent when they learned that they had failed an exam used the following expressions: “I was destroyed… demolished… exploded” and even “I was dynamited… guillotined… executed”. Whenever a term belonging to the emotional lexicon is negated within a text, the user must be able to classify it in its opposing category. We chose these labels by default, insofar as they were the least bad labels for the references they encompassed, while at the same time fitting into the ILL-BEING vs. In order to delimit our collection of figurative terms, we therefore turned, once more, to the CNRTL. We therefore gave them a category of their own, so that EMOTAIX users would be free to decide on their positive or negative valence according to their specific verbal environment. As we went along, we realized that some of the 70 basic categories constructed from synonyms had no clear-cut opposing category, as the corresponding antonyms could be placed in two or more opposing categories.
Through a process of trial and error, we arrived at a total of 28 basic categories on each side of the hedonic axis. For example, “dynamited” was not kept, as it is not one of the synonyms most frequently given for the term “exploded”. Furthermore, its infinitive form does not have any synonym (or antonym) which would justify its inclusion in an emotion-related equivalent class. Without going so far as to claim that these terms are actually alexithymic in nature (Sifneos, 1988), we did find several terms in our everyday language which allow us to express this state, such as fearlessness, imperturbability, stony-faced, etc.
It should be noted that, by introducing figurative terms and expressions into our collection, we accepted items described as familiar, slang or popular, such as petoche for peur [apprehension] and broyer du noir for tristesse [sadness].These types of terms are not mentioned in the articles on emotional and affective psychology that we took as our sources, although Scherer (2005) did add a number of so-called “popular” terms to his collection of 280 terms. Accordingly, as shown in Table 1, we established a third valence-free category, entitled IMPASSIVENESS. For example, a satisfactory correspondence was found to exist between the terms in the “Love” basic category and those included in the opposing “Resentment” one (antonyms).
The terms placed in this category are not to be confused with those conveying low-intensity sensations, such as “Weariness” and “Torpor”, whose valence is indicated by the CNRTL.
Our aim in encompassing these lexical registers was to allow the analysis of different types of oral and written documents tackling a wide variety of themes and produced in highly diversified communication contexts.

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