Advances in Cognitive Sciences

fa تأخیر مؤلفۀ N400 در تفاوت‌های هیجانی زبان اول و دوم: مطالعۀ دو زبانه‌های ترکی_فارسی The N400 latency for language emotionality differences of first and second language: Inquiring Turkish-Persian bilinguals فلسفه ذهن و زبان شناسی شناختی پژوهشي اصیل Research مقدمه: طبق نتایج پژوهش‌های سال‌های اخیر، چنین اظهار شده که میزان هیجان زبان اول و دوم گویشوران دو زبانه متفاوت است و زبان دوم به لحاظ هیجانی فاصلۀ بیشتری با فرد دارد. هدف از انجام پژوهش حاضر بررسی تفاوت هیجان خشم در زبان اول و دوم افراد دو زبانۀ ترکی_فارسی بود. روش کار: بدین منظور، 18 نفر دو زبانۀ متوالی ترکی_فارسی (با میانگین سنی 26 سال) از دانشجویان دانشگاه‌های تهران به روش نمونه‌گیری هدفمند انتخاب شده و در این پژوهش نیمه‌آزمایشی شرکت کردند. شرکت‌کنندگان ابتدا پرسشنامه‌های تاریخچۀ زبانی، سلامت عمومی، خلق مثبت و منفی، و برتری دست را تکمیل کردند. سپس، در یک آزمون شنیداری که محرک‌های آن واژه‌های خشم‌‌برانگیز و خنثی از هر دو زبان آنها بود شرکت کرده و هم‌زمان سیگنال الکتروانسفالوگرام آنها در 64 کانال نیز ثبت می‌شد. پس از استخراج مؤلفه‌های پتانسیل وابسته به رویداد، مؤلفۀ N400 با استفاده از آزمون فریدمن مورد تجزیه و تحلیل قرار گرفت. یافته‌ها: بر اساس یافته‌ها، میانگین تأخیر مؤلفۀ N400 برای واژه‌های خشم ترکی در مقایسه با واژه‌های خشم فارسی در برخی از کانال‌ها به طور معناداری کمتر بود (05/0>P). نتیجه‌گیری: پردازش سریعتر واژه‌های خشم ترکی نشان داد که زبان اول شرکت‌کنندگان توجه‌شان را سریعتر جلب کرده و باعث پردازش آسان‌تر واژگانی_هیجانی شده است. در مجموع، زبان اول باعث برانگیخته شدن هیجان بیشتری می‌شود و پیرو آن، دسترسی واژگانی و پردازش معنایی آسان‌تر می‌شود. در حالی که میزان خودکار بودن پردازش زبان دوم کمتر است. بنابراین، می‌توان گفت که واژه‌های هیجانی زبان اول به شکل عمیق‌تری رمزگذاری شدهاند و دارای تداعی‌های هیجانی عمیق‌تری می‌باشند.  Introduction: Language is a constituent of human behavior and perhaps one of the most complex cognitive skills. The use of language is a substantial part of social and cultural lives. Another significant aspect of the way we interact with the world around us is emotion. Humans experience different emotions at the same time and express them through language. Several authors have remarked that there is a bi-directional relationship between language and emotion, where not only language evokes emotions and affects emotional perception, but emotional content influences language processing and use. Based on recent studies, it has been suggested that bilingual speakers feel different emotionality for their first (L1) and second (L2) language, and L2 is emotionally distant. The present study aimed to examine the additional sense of anger emotionality in Turkish-Persian bilinguals’ first and second language. Methods: In this respect, 18 Turkish-Persian sequential bilinguals (with an average age of 26) who were students of Tehran universities were selected using targeted sampling, participated in this experimental research. At first, participants filled out language history, General Health, Positive and Negative affect schedule, and Handedness questionnaires to make sure that they meet all the requirements. Then, they participated in an auditory task with anger-inducing and neutral words of two languages as the stimuli, and their electroencephalogram (EEG) signals were recorded simultaneously. The task was divided into four blocks with a break between them. Two separate blocks for each language containing a list of 60 anger-inducing or neutral words were presented indifferently randomized order for each participant, one language-one emotion per run. The order of words in blocks was randomized as well, and they were presented via the speaker. The participants were tested individually in a quiet room. The electrodes were placed on their head with gel to increase the conductivity with the skull. They fixed their gaze on the center of the screenand then ran the task.  Electroencephalograms were continuously recorded in each block from 64 active Ag/AgCL scalp electrodes, which were embedded in an elastic cap according to the extended 10/20 system concerning the right auricular (A2) electrode. The entire experimental session lasted approximately 25 minutes and stored raw data for subsequent offline analysis. Average ERPs were generated separately for each participant, electrode, stimulus type (anger-inducing and neutral words), and language (L1 vs. L2).  Finally, the peak and latency of the N400 component were measured from stimulus onset to the most negative peak in the 300-600 ms time intervals and later analyzed using Friedman statistical test. Results: The results of comparing N400 latency among blocks revealed that there was a significant difference in 30 channels. Paired comparison results using the Wilcoxon test revealed that the mean N400 latency at some channels was significantly less (P<0.05) for Turkish anger words comparing to Persian ones. Conclusion: Turkish anger words’ faster processing revealed that the participants’ L1 attracted their attention faster and led to easier emotional lexical processing. In addition, the first language induced more emotionality followed by easier lexical access and semantic processing, whereas second language processing was less automatic. Based on the results, it is concluded that since they have acquired Turkish at home and in the context of their family, it has been led to the establishment of emotional resonances and has been felt more emotional than their L2, which has been learned at school.  Finally, it can be stated that L1 emotional words are more deeply coded and have deeper emotional associations than L2 ones. دو زبانگی, هیجان, خشم, تأخیر N400, مغزنگاری الکتریکی Bilingualism, Emotion, Anger, N400 latency, Electroencephalography 116 127 http://icssjournal.ir/browse.php?a_code=A-10-922-2&slc_lang=fa&sid=1 Marzie Samimifar مرضیه صمیمی فر 100319475328460010953 100319475328460010953 No MA in Linguistics, Tarbiat Modares University, Tehran, Iran کارشناسی ارشد زبان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران Sahar Bahrami-Khorshid سحر بهرامی خورشید sahbahrami@modares.ac.ir 100319475328460010954 100319475328460010954 Yes Assistant Professor of Linguistics, Department of Linguistics, Tarbiat Modares University, Tehran, Iran استادیار زبان‌شناسی، گروه زبان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران Soghra Akbari Chermahini صغری اکبری چرمهینی 100319475328460010955 100319475328460010955 No Assistant Professor of Psychology, Department of Psychology, Arak University, Arak, Iran استادیار روان‌شناسی، گروه روان‌شناسی، دانشگاه اراک، اراک، ایران Maryam Esmaeilinasab مریم اسماعیلی نسب 100319475328460010956 100319475328460010956 No Assistant Professor of Psychology, Department of Psychology, Tarbiat Modares University, Tehran, Iran استادیار روان‌شناسی، گروه روان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران Elham Fayyaz الهام فیاض 100319475328460010957 100319475328460010957 No MA in Linguistics, Tarbiat Modares University, Tehran, Iran کارشناسی ارشد زبان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران