Emotional Resonance of Arabic-English Bilinguals
Bibliographic record
Abstract
The Sapir-Whorf hypothesis has inspired many researchers to investigate the relationship between language and thought. However, little attention has been paid to Arabic. The current study aimed to examine Arabic-English bilinguals’ perceptions of emotional words in their first and second languages. In addition, the current study aimed to detect whether gender is a significant variable affecting individuals’ viewpoints. The sample consists of 20 men and 29 women, with ages ranging from 19 to 31 years. The study adopted both qualitative and quantitative methods in which the participants rated each question on a 5-point Likert scale. In addition, open-ended questions obtained informative responses from the participants. An independent t-test was used to detect differences between men and women. The results indicate that Arabic-English bilinguals feel higher emotional intensity when using their first language than when using their second. In addition, the participants’ independent variables, such as frequency of use, language proficiency, and context of acquisition, were significant because they affected their perception of emotional words in their first and second languages. Moreover, the results did not indicate any gender differences between men and women. Thus, this study provides insights into Arabic-English bilinguals’ perceptions of emotional terms in both languages.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".