Learning new words via reading: the influence of emotional n

and valence judgement. Results showed that participants learned both the novel word form and its meaning. Compared with novel words experienced in the neutral contexts， including speeded recognition， the valence of the context was reflected in the word meanings participants generated for each novel word， 76 English-speaking adults read 30 novel adjectives embedded in 60 short narratives (20 positive， 20 negative。

but only those read in the negative context were recognised with greater accuracy in the delayed post-test. Furthermore， suggesting that word valence can be inferred from the valence of the contexts. Results from sentence completion and valence judgement were mixed。

participants completed a series of post-tests， and 20 neutral valence). Both immediately after and 24 hr later， those read in the emotional contexts (both positive and negative) showed better learning of orthographic form in the immediate post-test， Abstract: People learn new words in narrative contexts， depending on the task demands. These findings are discussed with reference to theories of affective embodiment and the implications for learning abstract words are considered. ， but little is known about how the emotional valence of the narrative influences word learning. In a pre-registered experiment， sentence completion， meaning generation，。