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Journal articles on the topic 'The affective filter hypothesis'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Wang, Ling. "Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching." Journal of Language Teaching and Research 11, no. 6 (2020): 983. http://dx.doi.org/10.17507/jltr.1106.16.

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With the continuous development of new curriculum reform, language teaching is paid more attention to the learners’ affective state. Affective factors are becoming more and more important factors affecting learners. Therefore, English educators need to make good use of affective factors during the teaching. This thesis researches the middle school students’ emotional problems in the vocabulary learning from three aspects of affective filter hypothesis: motivation, confidence and anxiety and finds the problems of middle school students in English vocabulary learning, then applies this theory in vocabulary teaching. The research shows that the affective filter hypothesis is applied in Junior Middle School English vocabulary teaching. It effectively improves teachers’ teaching proficiency and is good for students’ vocabulary learning.

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Kurniawati, Nia. "UNDERSTANDING KRASHEN HYPOTHESIS OF SECOND LANGAUGE ACQUISITION: A CASE STUDY OF A POLYGLOT." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 1 (2021): 83–89. http://dx.doi.org/10.21009/ijlecr.071.08.

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This research focuses on a case of a polyglot. The objectives of the study were to describe how a plyglot acquires the languages related to three of Krashen Hypothesis regarding the acquisition vs learning, affective filter, and natural order hypothesis. The subject of this study was a an English teacher who is able to speak many foreign languages or polyglot. The instruments used in the study were observation, an interview and questionnaire. The findings showed that the way he gained all the foreign languages are acquisition in natural setting. In terms of affective filter hypothesis, the result revealed that the affective variables played a facilitative role in her SLA. In this case, the subject showed good characteristics of language learner, such as good langauge aptitude, high motivation, and cognitive and affective factors. As for the natural order hypothesis, she found it easy to learn new language, since it was relatively similar to her previous learned languages in term of grammar and structure. However, it is suggested to explore the other two Krashen hypothesis to complete the findings with more samples to get deeper understanding on polyglot phenomena.

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Khalifa, Mohamed Fathy. "Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning." International Journal of Linguistics 10, no. 1 (2018): 12. http://dx.doi.org/10.5296/ijl.v10i1.12479.

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Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis.

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Mandokhail, Shugla, Fouzia Rehman Khan, and Mehwish Malghani. "Impact of ESL Learners’ Self-Esteem on Their Oral Proficiency." International Journal of English Linguistics 8, no. 3 (2018): 210. http://dx.doi.org/10.5539/ijel.v8n3p210.

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This study attempted to investigate the relationship between ESL learners’ Oral proficiency and their level of Self-esteem. The sample consisted of 30 students of Master studying English language at SBK Women’s University Quetta Baluchistan. The data were gathered through two instruments: Rubric for ESL Oral Proficiency along with voice recording and the Rosenberg (1965) Self-esteem Scale. The technique applied was non participant controlled observation. To determine the relationship between ESL learners’ Oral proficiency and their level of Self-esteem, correlational analysis was employed quantitatively. The findings revealed a significant positive relationship between the two variables and asserted Krashen’s Affective Filter Hypothesis that an imaginary barrier of affective factors in learner prevents the learner from acquiring the target language.

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Zafar, Manmay. "Monitoring the 'Monitor': A Critique of Krashen's Five Hypotheses." Dhaka University Journal of Linguistics 2, no. 4 (2011): 139–46. http://dx.doi.org/10.3329/dujl.v2i4.6903.

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This article discusses Krashen's Monitor Model and the attendant five hypotheses. Since its 1977 publication, Krashen, through a series of revisions, have tried to explain the way learners acquire a second language. This article closely looks at his basic premises and the criticism they have generated to better understand both the Monitor Model and its various lacunae and biases.Key words: Affective Filter; Krashen; Language Acquisition Device (LAD); Monitor Model; Second Language Acquisition (SLA).DOI: 10.3329/dujl.v2i4.6903Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.139-146

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Huang, Yunjie, and Yi Zhang. "A Comparative Study of Learning Burnout of College Students." Asian Education Studies 5, no. 2 (2020): 18. http://dx.doi.org/10.20849/aes.v5i2.831.

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Learning burnout circumstances appear commonly in the process of English learning. The current research investigates the features of learning burnout of English and a non-English major junior student from three dimensions, including exhaustion, cynicism and decreased professional self-efficacy. Results find that, firstly, these two groups of participants hold a similar degree of learning burnout, while non-English major participants show more individual variability of the learning burnout situation. Based on Krashen’s Input hypothesis and Affective Filter hypothesis, there exist differences and similarities of reasons for participants’ learning burnout. The high degree of learning burnout of these two groups is influenced by the choice of expected jobs as well as the sense of inferiority caused because of peer pressure. Furthermore, learning burnout of English major students is more influenced by teachers, having higher expectations for comprehensible and sufficient input. Therefore, teachers should pay attention to students’ learning burnout situation and understand the specific needs and practical condition of junior students.

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Chiang, Hui-Hua. "Kahoot! In an EFL Reading Class." Journal of Language Teaching and Research 11, no. 1 (2020): 33. http://dx.doi.org/10.17507/jltr.1101.05.

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Game-based learning has attracted considerable attention over the past few years. Mobile apps are welcomed by the digital generation. Debate continues regarding the approach that will most benefit students in English language classrooms, and the impact of mobile applications, particularly on English as a foreign language (EFL) learning, remains unclear. Specifically, little is known about EFL learners’ perceptions of mobile applications. The main purpose of this study was to understand Chinese students’ attitudes toward the application of Kahoot!, a mobile game-based learning app, in a college EFL class in Taiwan. No gender differences were found in students’ perceptions of the use of Kahoot! for English learning. Although the participants expressed positive attitudes towards the application of Kahoot! in the EFL reading class, several negative opinions were expressed regarding the use of Kahoot! as a testing tool. These results provide support for the affective filter hypothesis. Implications for EFL teachers and future research are discussed.

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Susidamaiyanti, Susidamaiyanti. "REDUCING STUDENTS’ FOREIGN LANGUAGE ANXIETY IN SPEAKING CLASS THROUGH COOPERATIVE LEARNING." Jurnal As-Salam 2, no. 2 (2018): 83–91. http://dx.doi.org/10.37249/as-salam.v2i2.38.

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One of the challenges in teaching English as a foreign language to students in Indonesia is the existence of Foreign Language Anxiety (FLA) that are faced by students at any level of education. FLA has hindered the students in mastering English, especially in Speaking Skill, it is shown by their performances in the class which are too nervous, shy, unwilling to participate and lack of confidence.Gardner and McIntyre,(1987) stated that FLA negatively impacts the quality of learning and is a critical factor in learners’ success or failure in learning a foreign language. Based on the aforementioned statements, it means reducing students’ language anxiety can enhance their overall learning experience and improve motivation and achievement.Thus, for many years, some researchers have attempted to find the most suitable techniques and methods to help students overcome this problem. Some of which is by providing them a conducive learning environment, the culture of caring and of course, a non-threatening atmosphere in the classroom. For that reason, this paper isintended to propose a technique to reduce the students’ anxiety; that is cooperative learning. By using cooperative learning, it is expected that it can overcome this problem, as this technique offers a good language-learning environment in which the process of learning dealing with cooperativeness rather than competitiveness. This is in line with Krashen (1982). He, through his Affective Filter Hypothesis, contends that one of the factors of language acquisition to happen is in a low-filter language-learning environment.

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Bouten, Sheila, and J. Bruno Debruille. "Qualia as social effects of minds." F1000Research 3 (December 29, 2014): 316. http://dx.doi.org/10.12688/f1000research.5977.1.

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Qualia, the individual instances of subjective conscious experience, are private events. However, in everyday life, we assume qualia of others and their perceptual worlds, to be similar to ours. One way this similarity is possible is if qualia of others somehow contribute to the production of qualia by our own brain and vice versa. To test this hypothesis, we focused on the mean voltages of event-related brain potentials (ERPs) in the time-window of the P600 component, whose amplitude correlates positively with conscious awareness. These ERPs were elicited by stimuli of the international affective picture system in 16 pairs of friends, siblings or couples going side by side through hyperscanning without having to interact. Each member of each pair faced one half of the screen and could not see what the other member was presented with on the other half. One stimulus occurred on each half simultaneously. The sameness of these two stimuli was manipulated as well as the participants’ belief in that sameness. ERPs were more negative over left frontal sites and P600 amplitudes were minimal at midline sites when the two stimuli were, and were believed to be, different, suggesting that this belief could filter others’ qualia. ERPs were less negative over left frontal sites and midline P600s were a bit larger when the two stimuli were, and were believed to be, the same, suggesting some mutual enrichment of the content of awareness in conditions of real and assumed similarity. When stimuli were believed to be the same but actually differed, P600s were greater over a large number of sites, suggesting greater enrichment in conditions of qualia difference and assumed similarity. P600s were also larger over many sites, when stimuli were believed to differ but were identical, suggesting that qualia similar to ours could pass the “believed-different filter”.

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Souzanzan, Rozi, and Mohammad Sadegh Bagheri. "HYBRID LEARNING: THE IMPACT OF INTERACTING THROUGH SKYPE ON IRANIAN LEARNERS’ SPEAKING ABILITY." Information Technologies and Learning Tools 58, no. 2 (2017): 118. http://dx.doi.org/10.33407/itlt.v58i2.1551.

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The present article aims to investigate the impact of interactions through Skype on Iranian EFL learners’ speaking ability. To meet this end, forty elementary students who were studying English at the Kish Language Institute, Shiraz Branch, Iran participated in the study. Of this number, twenty eight were female and twelve were male students. Their age range was between twenty to thirty five and they were divided into two groups randomly. During the instruction which lasted for two and a half months, the participants of the experimental group interacted with the teacher on their course-related topics for one hour per week according to a schedule besides their weekly four hour face-to-face classes. The speaking paper of the Key English Test (KET) was administered as to assess the participants’ speaking ability. The findings of the study indicated that the participants of the experimental group outperformed those of the control one. This outperformance can be accounted for by the Long’s Interaction hypothesis (1996), Krashen's Input hypothesis (1977), and lower affective filters.

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Burger, Sandra. "Content-based ESL in a Sheltered Psychology Course: Input, Output, and Outcomes." TESL Canada Journal 6, no. 2 (1989): 45. http://dx.doi.org/10.18806/tesl.v6i2.551.

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According to Krashen (1983), subject matter language teaching satisfies the three requirements for second language acquisition of his input hypothesis, namely: large doses of comprehensible input, a low affective filter situation and a silent period. Is this enough for development of productive skills at advanced proficiency levels? Could the language teacher make the process more efficient and if so, how? In the 1984-85 school year, advanced students in the special section of Introductory Psychology open only to ESL students were offered an optional three-credit academic English "Reading-to-Writing" component during the second term. Ten out of sixteen students qualified and registered for this course. They practised different types of writing and wrote critical reviews of simple articles from professional journals. At their request, they gave oral reports to the whole class. This paper will compare the writing and non-writing students' results on various proficiency measures to those of students in regular language classes and examine students' comments on the course and their perception of progress made in the course. It will consider the role of active intervention by the language teacher to require, monitor and otherwise guide student output and explore the question of when input leads to output and when the practice of output is required in the refinement of speaking and writing skills.

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Ossola, Alessandro, Michael A. Nash, Fiona J. Christie, Amy K. Hahs, and Stephen J. Livesley. "Urban habitat complexity affects species richness but not environmental filtering of morphologically-diverse ants." PeerJ 3 (October 22, 2015): e1356. http://dx.doi.org/10.7717/peerj.1356.

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Habitat complexity is a major determinant of structure and diversity of ant assemblages. Following the size-grain hypothesis, smaller ant species are likely to be advantaged in more complex habitats compared to larger species. Habitat complexity can act as an environmental filter based on species size and morphological traits, therefore affecting the overall structure and diversity of ant assemblages. In natural and semi-natural ecosystems, habitat complexity is principally regulated by ecological successions or disturbance such as fire and grazing. Urban ecosystems provide an opportunity to test relationships between habitat, ant assemblage structure and ant traits using novel combinations of habitat complexity generated and sustained by human management. We sampled ant assemblages in low-complexity and high-complexity parks, and high-complexity woodland remnants, hypothesizing that (i) ant abundance and species richness would be higher in high-complexity urban habitats, (ii) ant assemblages would differ between low- and high-complexity habitats and (iii) ants living in high-complexity habitats would be smaller than those living in low-complexity habitats. Contrary to our hypothesis, ant species richness was higher in low-complexity habitats compared to high-complexity habitats. Overall, ant assemblages were significantly different among the habitat complexity types investigated, although ant size and morphology remained the same. Habitat complexity appears to affect the structure of ant assemblages in urban ecosystems as previously observed in natural and semi-natural ecosystems. However, the habitat complexity filter does not seem to be linked to ant morphological traits related to body size.

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Chiamaka Unachukwu, Ogechi, Goodluck C. Kadiri, and Amaka Grace Nwuche. "The Influence of the Nigerian Pidgin English on Eha-Amufu Secondary School Students’ Usage of the Standard English." International Journal of Applied Linguistics and English Literature 9, no. 4 (2020): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.1.

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The use of Pidgin English in the Nigerian context has gone beyond verbal communication to become more of a mode of behaviour as its expression has moved from informal conversation to formal situations. The above scenario necessitated this study which investigates Eha-Amufu secondary school students’ usage of the Standard English in view of the use of the Nigerian Pidgin English (NPE). The study sets to find out what informs the usage and the extent the Nigerian Pidgin English has affected the use of the Standard English of these students using the affective filter hypothesis from Stephen Krashen’s 2003 Second Language Acquisition (SLA) theory. Using the questionnaire and essay writing as research instruments, data were collected from a sample of 200 students and willing teachers from four selected secondary schools in Eha-Amufu. Findings reveal that the use of the Nigerian Pidgin English is traceable to homes and peer group influence and has grossly affected the students’ Standard English usage. The finding that students do not use Nigerian Pidgin English in their written essays was largely contradicted by the avalanche of the Nigerian Pidgin English expressions found in the written essays of the students which also reveal its adverse effect on the Standard English both in spelling and contextual usage. This research, therefore, concludes that a deliberate and conscious effort at instilling in the minds of Eha-Amufu students the knowledge of the adverse effect of NPE usage on their academic performance and the danger of its persistent use will go a long way in mitigating the adverse effects of Nigerian Pidgin English usage on the Standard English usage among them.

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Mweneni Hautemo, Ms Aletta, and Mr Lukas Homateni Julius. "AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (2016): 1218–24. http://dx.doi.org/10.24297/jal.v7i2.4431.

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Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibian learners.This paper focuses on language acquisition and literacy. It explores factors that contributes to effective English language acquisition as well as investigate and evaluate how the school context supports English language acquisition of the Upper Primary learners at an urban school in Namibia. Since the study targeted young learners, it has covered their reading skills, reading tools and resources such as the library and classroom which provides a rich learning environment. A qualitative interpretive approach was used to explore the factors that contribute to effective learners English second language acquisition. The theoretical framework was informed by Krashens conception of acquisition (1981; 1982). Data collection methods consisted of questionnaires and interviews were used. The findings indicated that the provision of well-structured classroom activities containing comprehensible input structures a bit beyond the learners current level and a low affective filter to allow them to acquire the second language easily. Moreover, error-based activities help learners to test hypothesis, revise and modify them and in the process develop good language awareness skills that help them to acquire and learn the language consciously. This paper suggests that a good supporting environment for reading, which is scaffold by enough assistance by the teachers and peers helps learners develop good language acquisition and learning skills.

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Johnston, Bradley R., Markus Molis, and Ricardo A. Scrosati. "Predator chemical cues affect prey feeding activity differently in juveniles and adults." Canadian Journal of Zoology 90, no. 1 (2012): 128–32. http://dx.doi.org/10.1139/z11-113.

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Nonconsumptive predator effects on prey behaviour are common in nature, but the possible influence of prey life-history stage on such responses is poorly known. We investigated whether prey life-history stage may be a factor affecting prey feeding activity responses to predator chemical cues, for which we used dogwhelks ( Nucella lapillus (L., 1758)) and their main prey, barnacles ( Semibalanus balanoides (L., 1758)), as a model system. Barnacles use their modified legs (cirri) to filter food from the water column. Through a manipulative laboratory experiment, we tested the hypothesis that the presence of dogwhelks affects the frequency of leg swipes differently in juvenile and adult barnacles. Juveniles showed a similar feeding activity with and without nearby dogwhelks, but adults exhibited a significantly lower frequency of leg swipes when dogwhelks were present. Such an ontogenetic change in the response of barnacles to predatory cues might have evolved as a result of dogwhelks preferring adult barnacles over juvenile barnacles, as found previously. Alternatively, barnacles could learn to recognize predator cues as they age, as shown for other prey species. Overall, our study indicates that the nonconsumptive effects of predators on prey need to be fully understood under consideration of the possible ontogenetic changes in prey responses to predator cues.

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Nijemčević Perović, Marija. "Using Social Strategies in Teaching German as a Foreign Language at Primary School Level." Филолог – часопис за језик књижевност и културу 22, no. 22 (2020): 216–37. http://dx.doi.org/10.21618/fil2022216n.

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The major purpose of this quantitative research is to investigate the frequency of social learning strategies used in teaching German as a foreign language within the population of primary school students of the higher grade (corresponding to the age of 11 to 14). Furthermore, the aim of this study is to explore the statistically significant differences between pupil’s gender, age, second language performance assessment as predictors and social learning strategies as dependent variables. The research was done during the first semester of the school year 2019 / 2020 with 218 students. The modified questionnaire Strategy Inventory for Language Learning designed by Rebecca Oxford, Likert and Guttman scale were used for data collection. The Cronbach’s Alpha reliability coefficient of the modified scale was α = .89. The research data was analysed by a quantitative method with IBM SPSS 23 and the results revealed that the primary school learners employed social learning strategies with an average value of 3.30, which represents a medium frequency of use. Results have shown that female students tend to use social learning strategies more frequently than males (Mf = 11.05; Mm = 9.74) and their usage becomes less intense with age (М5 = 4.14, М6 = 3.69, М7 = 2.42, М8 = 2.39). Performance assessment is not contributing significantly to their frequency (rho = .18, p = .39). The Mann - Whitney U test is used to compare whether there is a statistically significant difference in the dependent variable for two independent groups: students in late childhood and students in early adolescence. Results have shown that the second group of students use rarer social learning strategies than the first. Therefore, older learners were exposed to the strategies input. The Wilcoxon signed - rank test was used to compare repeated measurements on a single sample to assess whether their population mean ranks differ. Results have shown that strategies input contributing statistically significant to the detected changes in a date caused by strategies input (z = - 5.24 , p = .01). The slight difference between arithmetic means (М1 = 3.22; М2 = 3.36) was explained with the Affective filter hypothesis Stephen Krashen developed in the 1980s. This paper points out the importance of using social strategies in teaching and learning German as a foreign language. Pedagogical implications refer to some important indicators of social learning strategies – symmetrical and complementary interpersonal communication and the use of cooperative learning principles in the classroom.

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Mauro, V. P., and G. M. Edelman. "The ribosome filter hypothesis." Proceedings of the National Academy of Sciences 99, no. 19 (2002): 12031–36. http://dx.doi.org/10.1073/pnas.192442499.

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Ramdaniyah, Nurul Annisa, and Yuniarsih Sumarna. "THE DISTINCTION OF LANGUAGE CLASS BETWEEN HIGH AND LOW AFFECTIVE FILTERS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (2019): 73–76. http://dx.doi.org/10.21009/ijlecr.051.08.

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ABSTRACT Learning language is a process of acquiring language. The successful of learning is influenced by whole aspects of learning such as learning environment. Krashen (1986) suggested, the teacher should create the learning environments as safe and comfort as possible, so all of the input which is given by the teacher can be accept well by the students. Moreover, there is a filter between teacher and student that could become a block input in acquiring language called affective filter. How high or how low the affective filter, it could influence to the learning process. In this study, the researcher tried to find the distinctions between classes with high and low affective filter. This study was conducted in Suryakancana University. The sample was an English class of English Education Study Program. The data gained by observed the class and giving the open-ended questionnaires. The result of the study shows that the class with high affective filter is uncomfortable for the student, and in contrast, the class with low affective filter make students feel comfortable in learning process. Keywords: learning, English class, High Affective filter, Low affective filter

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Michalak, Erin E., and Raymond W. Lam. "Seasonal Affective Disorder: The Latitude Hypothesis Revisited." Canadian Journal of Psychiatry 47, no. 8 (2002): 787–88. http://dx.doi.org/10.1177/070674370204700820.

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Anand, Punam, Morris B. Holbrook, and Debra Stephens. "The Formation of Affective Judgments: The Cognitive-Affective Model Versus the Independence Hypothesis." Journal of Consumer Research 15, no. 3 (1988): 386. http://dx.doi.org/10.1086/209176.

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Stevens, David T., Keith J. Edwards, William F. Hunter, and Laird Bridgman. "An Investigation of the Color-Affect Hypothesis in Exner's Comprehensive System." Perceptual and Motor Skills 77, no. 3_suppl (1993): 1347–60. http://dx.doi.org/10.2466/pms.1993.77.3f.1347.

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The color-affect hypothesis states that color responses on the Rorschach provide information regarding an individual's emotional life. The present study explored the several color-affect interpretive hypotheses in Exner's popular Comprehensive System by using a theory-relevant measure of affective modulation inferred from 32 undergraduates' behavior in an emotionally salient dyadic interaction. Subjects designated as high affective modulators ( n = 6) and low affective modulators ( n = 10) according to Exner's theory were not significantly different on a discrepancy score measure of affective modulation. It is suggested that Rorschach color scores may be insensitive to the more subtle forms of affective modulation present in less emotionally disordered individuals. Further research is suggested and caution is advised for clinicians assessing affective modulation styles in less severely disturbed patients based on traditional color-affect interpretive theory.

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NAKAMIZO, Takayoshi, and Akihiko KORENAGA. "Robust Kalman Filter Using Hypothesis Testing." Transactions of the Society of Instrument and Control Engineers 24, no. 1 (1988): 12–17. http://dx.doi.org/10.9746/sicetr1965.24.12.

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Sithiravel, Rajiv, Xin Chen, Ratnasingham Tharmarasa, Bhashyam Balaji, and Thiagalingam Kirubarajan. "The Spline Probability Hypothesis Density Filter." IEEE Transactions on Signal Processing 61, no. 24 (2013): 6188–203. http://dx.doi.org/10.1109/tsp.2013.2284139.

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Keef, Stephen P., and Mohammed S. Khaled. "A review of the seasonal affective disorder hypothesis." Journal of Socio-Economics 40, no. 6 (2011): 959–67. http://dx.doi.org/10.1016/j.socec.2011.08.012.

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Wachtel, H. "The Second-Messenger Dysbalance Hypothesis of Affective Disorders." Pharmacopsychiatry 23, no. 01 (1990): 27–32. http://dx.doi.org/10.1055/s-2007-1014478.

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Cantoni, Giulio L., S. Harvey Mudd, and V. Andreoli. "Affective disorders and S-adenosylmethionine: a new hypothesis." Trends in Neurosciences 12, no. 9 (1989): 319–24. http://dx.doi.org/10.1016/0166-2236(89)90038-6.

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Park, Ha-eun, Chanlan Hong, Hana Choi, Ho Hwi, and Chris G. Larsen. "Affective Filter in Second Language Learning in South Korea." International Journal of Foreign Studies 7, no. 2 (2014): 43. http://dx.doi.org/10.18327/ijfs.2014.12.7.43.

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Kemps, Eva B. F., Kris Erauw, and André Vandierendonck. "The Affective Primacy Hypothesis: Affective or Cognitive Processing of Optimally and Suboptimally Presented Primes?" Psychologica Belgica 36, no. 4 (1996): 209. http://dx.doi.org/10.5334/pb.901.

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Dover, Yendry. "Affective filter influence on students' initiating the b.a. english major at the Universidad Nacional, Chorotega branch in Nicoya, Guanacaste, Costa Rica." Revista Ensayos Pedagógicos 6, no. 2 (2011): 169–88. http://dx.doi.org/10.15359/rep.6-2.11.

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Affective filter is a commoly accepted component in foreign language learning for adults, are internalized emotional barriers frequently established by learners as a way of psychologically protecting them when confronting the challenge of producing the target language Krashen (1987). With this natural defense mechanism is attempting to help the individuals from damaging their egos, it is in fact counter-productive to the language learning process. This qualitative study explores and describes the negative impact of affective filters in a group of entrance level, young adult students at the Universidad Nacional, Chorotega Branch campus in Guanacaste, Costa Rica. In addition, it tests some strategies in lowering the affective filter in this particular group. The results showed that there was a significant impact in how affective filter delimit the learning process and the need for professionals in the field of language learning to address this issue especially in the beginning of the language acquisition process.

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Chen, Jinguang, Ni Wang, Lili Ma, and Bugao Xu. "Extended target probability hypothesis density filter based on cubature Kalman filter." IET Radar, Sonar & Navigation 9, no. 3 (2015): 324–32. http://dx.doi.org/10.1049/iet-rsn.2014.0093.

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Ma, Tianli, Xinmin Wang, and Ting Li. "Multiple-model multiple hypothesis probability hypothesis density filter with blind zone." International Journal of Industrial and Systems Engineering 27, no. 2 (2017): 180. http://dx.doi.org/10.1504/ijise.2017.086271.

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Li, Ting, Xinmin Wang, and Tianli Ma. "Multiple-model multiple hypothesis probability hypothesis density filter with blind zone." International Journal of Industrial and Systems Engineering 27, no. 2 (2017): 180. http://dx.doi.org/10.1504/ijise.2017.10007097.

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Kowalewski, Douglas A., Ronald S. Friedman, Stan Zavoyskiy, and W. Trammell Neill. "A Reinvestigation of the Source Dilemma Hypothesis." Music Perception 36, no. 5 (2019): 448–56. http://dx.doi.org/10.1525/mp.2019.36.5.448.

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In a recent article, Bonin, Trainor, Belyk, and Andrews (2016) proposed a novel way in which basic processes of auditory perception may influence affective responses to music. According to their source dilemma hypothesis (SDH), the relative fluency of a particular aspect of musical processing—the parsing of the music into distinct audio streams—is hedonically marked: Efficient stream segregation elicits pleasant affective experience whereas inefficient segregation results in unpleasant affective experience, thereby contributing to (dis)preference for a musical stimulus. Bonin et al. (2016) conducted two experiments, the results of which were ostensibly consistent with the SDH. However, their research designs introduced major confounds that undermined the ability of these initial studies to offer unequivocal evidence for their hypothesis. To address this, we conducted a large-scale (N = 311) constructive replication of Bonin et al. (2016; Experiment 2), significantly modifying the design to rectify these methodological shortfalls and thereby better assess the validity of the SDH. Results successfully replicated those of Bonin et al. (2016), although they indicated that source dilemma effects on music preference may be more modest than their original findings would suggest. Unresolved issues and directions for future investigation of the SDH are discussed.

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Vo, B. N., and W. K. Ma. "The Gaussian Mixture Probability Hypothesis Density Filter." IEEE Transactions on Signal Processing 54, no. 11 (2006): 4091–104. http://dx.doi.org/10.1109/tsp.2006.881190.

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Chrysikou, Evangelia G., Matthew J. Weber, and Sharon L. Thompson-Schill. "A matched filter hypothesis for cognitive control." Neuropsychologia 62 (September 2014): 341–55. http://dx.doi.org/10.1016/j.neuropsychologia.2013.10.021.

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Wu, Wei Hua, Jing Jiang, Chong Yang Liu, and Xiong Hua Fan. "Fast Gaussian Mixture Probability Hypothesis Density Filter." Applied Mechanics and Materials 568-570 (June 2014): 550–56. http://dx.doi.org/10.4028/www.scientific.net/amm.568-570.550.

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Although the Gaussian mixture probability hypothesis density (GMPHD) filter is a multi-target tracker that can alleviate the computational intractability of the optimal multi-target Bayes filter and its computational complex is lower than that of sequential Monte Carlo probability hypothesis density (SMCPHD), its computational burden can be reduced further. In the standard GMPHD filter, each observation should be matched with each component when the PHD is updated. In practice, time cost of evaluating many unlikely measurements-to-components parings is wasteful, because their contribution is very limited. As a result, a substantial reduction in complexity could be obtained by directly setting relative value associated with these parings. A fast GMPHD algorithm is proposed in the paper based on gating strategy. Simulation results show that the fast GMPHD can save computational time by 60%~70% without any degradation in performance compared with standard GMPHD.

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Tang, Xu, Xin Chen, Michael McDonald, Ronald Mahler, Ratnasingham Tharmarasa, and Thiagalingam Kirubarajan. "A Multiple-Detection Probability Hypothesis Density Filter." IEEE Transactions on Signal Processing 63, no. 8 (2015): 2007–19. http://dx.doi.org/10.1109/tsp.2015.2407322.

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Sithiravel, Rajiv, Michael McDonald, Bhashyam Balaji, and Thiagalingam Kirubarajan. "Multiple model spline probability hypothesis density filter." IEEE Transactions on Aerospace and Electronic Systems 52, no. 3 (2016): 1210–26. http://dx.doi.org/10.1109/taes.2016.140750.

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Wegener, Duane T., and Richard E. Petty. "Mood management across affective states: The hedonic contingency hypothesis." Journal of Personality and Social Psychology 66, no. 6 (1994): 1034–48. http://dx.doi.org/10.1037/0022-3514.66.6.1034.

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Rasgon, Natalie, Gail P. Jarvik, and Lissy Jarvik. "Affective Disorders and Alzheimer Disease: A Missing-Link Hypothesis." American Journal of Geriatric Psychiatry 9, no. 4 (2001): 444–45. http://dx.doi.org/10.1097/00019442-200111000-00015.

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Suh, Jesse J., Stephen Ruffins, C. Edward Robins, Mark J. Albanese, and Edward J. Khantzian. "Self-medication hypothesis: Connecting affective experience and drug choice." Psychoanalytic Psychology 25, no. 3 (2008): 518–32. http://dx.doi.org/10.1037/0736-9735.25.3.518.

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Onwuegbuzie, Anthony J. "Statistics Anxiety among African American Graduate Students: An Affective Filter?" Journal of Black Psychology 25, no. 2 (1999): 189–209. http://dx.doi.org/10.1177/0095798499025002004.

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Valencia Robles, Jeannette. "Current perspectives of teaching English through affective learning strategies." Global Journal of Foreign Language Teaching 8, no. 4 (2018): 154–57. http://dx.doi.org/10.18844/gjflt.v8i4.3088.

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This paper explores the current perspectives of teaching English taking into consideration the benefits of applying affective learning strategies. Affective strategies are a set of techniques that seek to facilitate learning by lessen the affective filter and increasing motivation to face language anxiety. The paper revises the latest discussions about the elements of the affective domain and how addressing them could increase learners’ opportunities to participate more meaningfully in the learning process of acquiring and developing the skills in a foreign language.  Keywords: affective strategies, social estrategies, affective domain, learning objectives

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Clarkson, Joshua J., Zakary L. Tormala, and Derek D. Rucker. "Cognitive and Affective Matching Effects in Persuasion." Personality and Social Psychology Bulletin 37, no. 11 (2011): 1415–27. http://dx.doi.org/10.1177/0146167211413394.

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Past research suggests that cognitive and affective attitudes are more open to change toward cognitive and affective (i.e., matched) persuasive attacks, respectively. The present research investigates how attitude certainty influences this openness. Although an extensive literature suggests that certainty generally reduces an attitude’s openness to change, the authors explore the possibility that certainty might increase an attitude’s openness to change in the context of affective or cognitive appeals. Based on the recently proposed amplification hypothesis, the authors posit that high (vs. low) attitude certainty will boost the resistance of attitudes to mismatched attacks (e.g., affective attitudes attacked by cognitive messages) but boost the openness of attitudes to matched attacks (e.g., affective attitudes attacked by affective messages). Two experiments provide support for this hypothesis. Implications for increasing the openness of attitudes to both matched and mismatched attacks are discussed.

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Kosson, David S., Cami K. McBride, Steven A. Miller, Nastassia R. E. Riser, and Lindsay A. Whitman. "Attentional bias following frustration in youth with psychopathic traits." Journal of Experimental Psychopathology 9, no. 2 (2018): jep.060116. http://dx.doi.org/10.5127/jep.060116.

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The emotional deficit perspective predicts that youth with psychopathic traits are relatively unresponsive to negative affective cues and display smaller attentional biases for affective stimuli following negative experiences than youth without psychopathic traits. In contrast, because the negative preception hypothesis predicts that youth with psychopathic traits learn to tune out negative affective experiences, it predicts that such youth exhibit greater attentional biases away from sadness-related stimuli following negative experiences than youth without psychopathic traits, and that these biases increase with age. This study was designed to test the conflicting predictions of the emotional deficit perspective and the negative preception hypothesis by administering an affective dot probe task to 135 male and female detained adolescents (13.06 to 17.62 years of age) following a frustration experience. Analyses showed that age moderated the impact of psychopathic traits: as age increased, higher levels of the affective-interpersonal component of psychopathy were associated with increasing attentional bias away from both sadness-related and happiness-related stimuli. These findings provide initial evidence corroborating the negative preception hypothesis in youth with psychopathic traits.

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Smillie, Luke D., Joachim T. Geaney, Joshua Wilt, Andrew J. Cooper, and William Revelle. "Aspects of extraversion are unrelated to pleasant affective-reactivity: Further examination of the affective-reactivity hypothesis." Journal of Research in Personality 47, no. 5 (2013): 580–87. http://dx.doi.org/10.1016/j.jrp.2013.04.008.

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Corbacioglu, Andrea, Stefan Fröhling, Corinna Mendla, et al. "CEBPA Germline Mutation Screening in Cytogenetically Normal Acute Myeloid Leukemia with Somatically Acquired CEBPA Mutations." Blood 110, no. 11 (2007): 363. http://dx.doi.org/10.1182/blood.v110.11.363.363.

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Abstract Background: Mutations in the myeloid transcription factor CEBPA (CCAAT enhancer binding protein-alpha) have been implicated in 10–15% of cytogenetically normal (CN) acute myeloid leukemia (AML) patients (pts). At the molecular level, two types of heterozygous CEPBA mutations have been identified. First, nonsense mutations affecting the N-terminal region, preventing the expression of the full-length protein, and second, in-frame mutations located in the basic-region-leucine zipper domain, resulting in a decreased CEBPA DNA-binding or dimerization activity. Clinically, CN-AML with mutant CEBPA is associated with a favorable prognosis. Recently, two independent families were reported in whom several family members affected by AML carried heterozygous germline CEBPA mutations. All germline mutations were located in the N-terminus. In addition, somatically acquired C-terminal mutations were detected in one out of three and two out of four family members, respectively. These findings led to the hypothesis that CEBPA germline mutations predispose to AML and that additional somatically acquired mutations may contribute to the development of the disease. Aim: To screen CN-AML pts with somatically acquired CEBPA mutations for germline CEBPA mutations as predisposing events for the development of AML. Methods: Pts were entered in the AML HD98-A or AMLSG 07-04 multicenter treatment trials of the German-Austrian AML Study Group. Buccal mucosa was obtained using commercial FTA filter cards after informed consent; CEBPA mutation screening was performed as recently described. Results: Buccal DNA from 18 pts exhibiting CEBPA mutations in their leukemic cells (biallelic N-terminal and C-terminal, n=12; heterozygous C-terminal, n=5; heterozygous N-terminal, n=1) was available for analysis. In 16 pts, no CEBPA germline mutations could be detected. In one pt, the heterozygous C-terminal in-frame mutation (1609G&gt;A) that was identified in the diagnostic sample was also present in the germline DNA. In a second pt with an N-terminal deletion and a C-terminal insertion mutation in the diagnostic sample, the N-terminal mutation was also identified in the germline material. Interestingly, the daughter of this pt also developed AML at the age of three years, exhibiting the identical N-terminal germline mutation, while the t C-terminal mutation was acquired and different to that of her mother. None of the remaining family members who could be analyzed had CEBPA germline mutations or a history of leukemia. Conclusion: The detection of CEBPA germline mutations in another pedigree with familial AML further sustains the hypothesis that CEBPA germline mutations might be the predisposing event in the development of AML in these families. Since other AML-associated gene mutations are rarely detected in CEBPA mutated cases, somatic mutations in the second allele represent a possible ‘second hit’ in this molecularly defined AML subtype.

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Dignath, David, Andreas B. Eder, Marco Steinhauser, and Andrea Kiesel. "Conflict monitoring and the affective-signaling hypothesis—An integrative review." Psychonomic Bulletin & Review 27, no. 2 (2020): 193–216. http://dx.doi.org/10.3758/s13423-019-01668-9.

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ISRAEL, MIMI, and JOEL PARIS. "A Fifth Hypothesis on Borderline Personality Disorder and Affective Disorder." American Journal of Psychiatry 143, no. 2 (1986): 274—a—275. http://dx.doi.org/10.1176/ajp.143.2.274-a.

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Hinz, Lisa D., and Donald A. Williamson. "Bulimia and depression: A review of the affective variant hypothesis." Psychological Bulletin 102, no. 1 (1987): 150–58. http://dx.doi.org/10.1037/0033-2909.102.1.150.

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