The phrase "attitudinal expression" is correct and usable in written English.
It can be used in contexts discussing the way attitudes or feelings are conveyed through language or behavior.
Example: "The poem is rich in attitudinal expression, reflecting the author's deep emotions about loss."
Alternatives: "emotional expression" or "dispositional expression".
For example, one instance of potential invocation may be ambiguous as to exactly who or what is being evaluated, or there may be grounds for seeing a single attitudinal expression as having multiple targets or sub-types.
In the first study, German perceivers rated the expressions given the intended attitude, in the second study, they had to choose the most suitable in a choice of five attitudes, and in the third study raters were able to assign freely the term best matching each attitudinal expression.
New categories were identified during the coding process, where attention was paid to achieving a balance between data relating to first-hand experience of life with stroke, and general attitudinal expressions not grounded in such experience.
This paper proposes an extension of a more delicate framework for expressions of Attitude that can be used as a tool for enhancing the precision in attitudinal meaning expressions in semi-casual oral discussions involving three of the topics of particular and frequent interest to international students mentioned above.
Attitudinal value is inherent in the expressions of lexical metaphors.
In terms of 'commitment', that is, the amount of meaning potential that is committed in the process of instantiation (Painter and Martin 2011; Painter et al. 2013), the analysis has highlighted the important contribution of images to impart attitudinal meanings, in particular via facial expressions and body stance.
They have to face social, attitudinal, and logistical barriers.
This experimental study employed a 2 × 2 × 2 factorial design to investigate the effects of type of instruction (procedural module, attitudinal module), deictic gesture (presence, absence), and facial expression (presence, absence) on student perception of pedagogical agent persona, attitude toward the content, and learning.
With regard to learning, for attitudinal instruction, participants learned more when the agent's facial expression was present but deictic gesture was absent; however, for procedural instruction, students learned more when the agent's gestures were present.
Wider attitudinal barriers to involvement with this group were expressed.
Breathiness in low-pitch intervals, accompanied by a soft voice quality, appears in the expression of politeness, gentleness or tenderness, which can be considered as attitudinal behaviors of the speaker.
