Institution : University of Fribourg
Department : Departement of psychology
NCCR position : Postdoc
NCCR PI : Klaus Scherer
During my doctoral research (PhD in psycholinguistics, 2013), I investigated how readers construct mental representations of emotion during reading. I joined the Swiss Centre for Affective Sciences in November 2012, where I worked in the Language and Culture focus, conducting research on the meaning of emotion words in French. In 2013, I got an Early Postdoc Fellowship from the Swiss National Science Foundation in order to spend 18 months in the Social Lab at the University of California, San Diego. During my stay at UCSD, I investigated the tight relationship between reading and emotion, in terms of the comprehension of fictional characters' emotional states and emotions elicited during reading. I am now working at the universities of Fribourg and Bern and remain a collaborator of the GRID project.
Gillioz, C., Fontaine, J. R. J., Soriano, C., & Scherer, K. R. (in press). Mapping emotion terms into affective space: Further evidence for a four-dimensional structure. Swiss Journal of Psychology.
Gillioz, C., & Gygax, P. (2015). The specificity of emotion inferences as a function of emotional contextual support. Discourse Processes. Advance online publication. doi:10.1080/0163853X.2015.1095597
Gygax, P. M., & Gillioz, C. (2015). Emotion inferences during reading: Going beyond the tip of the iceberg. In E. O’Brien, A. Cook, & R. Lorch (Eds.), Inferences during reading. Cambridge: Cambridge University Press.
Gillioz, C., Gygax, P. M., & Tapiero, I. (2012). Individual differences and emotional inferences during reading comprehension. The Canadian Journal of Experimental Psychology, 66, 239-250.
Gillioz, C., & Zellner Keller, B. (2008). Analyse du mot sur le bout de la langue de 19 à 79 ans. [Tip of the tongue among 19- to 79-year old French speakers.]. Proceedings of the 27th Journées d’Etudes de la Parole (Avignon, France, June 9-13 2008).
Gillioz, C. (2013). The specificity of emotion inferences in text comprehension: The role of top-down and bottom-up processes. pdf