Cargando…
The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study
The study explored how well-dyslexic youth deals with written messages in an environment simulating popular social network communication system. The messaging systems, present more and more in pandemic and post-pandemic online world, are rich in nonverbal aspects of communicating, namely, the emotic...
Autores principales: | , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8374149/ https://www.ncbi.nlm.nih.gov/pubmed/34421745 http://dx.doi.org/10.3389/fpsyg.2021.693287 |
_version_ | 1783740053540831232 |
---|---|
author | Leśniak, Ewa Grzybowski, Szczepan J. |
author_facet | Leśniak, Ewa Grzybowski, Szczepan J. |
author_sort | Leśniak, Ewa |
collection | PubMed |
description | The study explored how well-dyslexic youth deals with written messages in an environment simulating popular social network communication system. The messaging systems, present more and more in pandemic and post-pandemic online world, are rich in nonverbal aspects of communicating, namely, the emoticons. The pertinent question was whether the presence of emoticons in written messages of emotional and non-emotional content changes the comprehension of the messages. Thirty-two pupils aged 11–15 took part in the study, 16 had a school-approved diagnosis of dyslexia and were included in the experimental group. Sixteen controls had no diagnosed disabilities. Both groups viewed short messages of four types (each including seven communicates): verbal-informative (without emoticons and emotional verbal content), verbal-emotive (without emoticons, with emotional verbal content), emoticon-informative (including emoticon-like small pictures, but without emotional content either verbal or nonverbal), and emoticon-emotive (with standard emoticons and including verbal-emotional content). The participants had to answer short questions after quick presentation of each message that tested their comprehension of the content. RTs and accuracy of the answers were analyzed. Students without dyslexia had shorter response times to the questions regarding all types of messages than the dyslexic participants. The answers of the experimental group to the questions about the emoticon-informative messages were less correct. The study pointed tentatively to the beneficial role of emoticons (especially the nonstandard, i.e., of non-emotional kind) in reading short messages with understanding. |
format | Online Article Text |
id | pubmed-8374149 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-83741492021-08-20 The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study Leśniak, Ewa Grzybowski, Szczepan J. Front Psychol Psychology The study explored how well-dyslexic youth deals with written messages in an environment simulating popular social network communication system. The messaging systems, present more and more in pandemic and post-pandemic online world, are rich in nonverbal aspects of communicating, namely, the emoticons. The pertinent question was whether the presence of emoticons in written messages of emotional and non-emotional content changes the comprehension of the messages. Thirty-two pupils aged 11–15 took part in the study, 16 had a school-approved diagnosis of dyslexia and were included in the experimental group. Sixteen controls had no diagnosed disabilities. Both groups viewed short messages of four types (each including seven communicates): verbal-informative (without emoticons and emotional verbal content), verbal-emotive (without emoticons, with emotional verbal content), emoticon-informative (including emoticon-like small pictures, but without emotional content either verbal or nonverbal), and emoticon-emotive (with standard emoticons and including verbal-emotional content). The participants had to answer short questions after quick presentation of each message that tested their comprehension of the content. RTs and accuracy of the answers were analyzed. Students without dyslexia had shorter response times to the questions regarding all types of messages than the dyslexic participants. The answers of the experimental group to the questions about the emoticon-informative messages were less correct. The study pointed tentatively to the beneficial role of emoticons (especially the nonstandard, i.e., of non-emotional kind) in reading short messages with understanding. Frontiers Media S.A. 2021-08-05 /pmc/articles/PMC8374149/ /pubmed/34421745 http://dx.doi.org/10.3389/fpsyg.2021.693287 Text en Copyright © 2021 Leśniak and Grzybowski. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Leśniak, Ewa Grzybowski, Szczepan J. The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study |
title | The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study |
title_full | The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study |
title_fullStr | The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study |
title_full_unstemmed | The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study |
title_short | The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study |
title_sort | role of emoticons in the comprehension of emotional and non-emotional messages in dyslexic youth – a preliminary study |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8374149/ https://www.ncbi.nlm.nih.gov/pubmed/34421745 http://dx.doi.org/10.3389/fpsyg.2021.693287 |
work_keys_str_mv | AT lesniakewa theroleofemoticonsinthecomprehensionofemotionalandnonemotionalmessagesindyslexicyouthapreliminarystudy AT grzybowskiszczepanj theroleofemoticonsinthecomprehensionofemotionalandnonemotionalmessagesindyslexicyouthapreliminarystudy AT lesniakewa roleofemoticonsinthecomprehensionofemotionalandnonemotionalmessagesindyslexicyouthapreliminarystudy AT grzybowskiszczepanj roleofemoticonsinthecomprehensionofemotionalandnonemotionalmessagesindyslexicyouthapreliminarystudy |