Each model showed 3 affective expressions (happy, neutral, angry).
The affective terms were happy, content, tired, active, miserable, alert, enthusiastic, sad, and distressed.
In the task, participants decided whether more faces were "Angry or Happy" (affective trials) or "Female or Male" (nonaffective trials).
Heightened fluency was found under the neutral affect condition with reliably few words produced under either happy or sad affective conditions in these comparisons.
The results from Study 1 indicated that preschool children in Malaysia possessed the right levels of cognitive and affective abilities to discriminate between happy and sad faces on the cartoon faces rating scale.
Four naïve research assistants (Cronbach's α = .83) rated each face for affective expression from 1 (Neutral) to 4 (Happy) to 7 (Very Happy), which showed no significant differences between the two groups: t(158) = 0.04, p = .97; none of the targets expressed emotions that did not fall along the spectrum between neutral and happy (e.g., disgust, fear, sadness, anger, surprise, or contempt).
Similarly, masked fearful or happy faces can influence affective judgements of subsequently presented meaningless ideographs (Murphy and Zajonc, 1993; Murphy et al., 1995).
It is not much of a difference, but the least correlated variable with the evaluative happiness (xingfu) is indeed happy (kuaile), which gives some support to the argument that the evaluative and the affective are not the same thing in China.
This reduced affective priming effect was not found for happy face primes and neither for positive and negative word primes.
We selected five items to assess the affective commitment dimension, including 'I would be happy to work at my school until I retire', 'I feel like part of a family at my school', and 'I feel a strong sense of belonging to my school'.
