Some experimental results in science are productively surprising or beautiful. Such results are disruptive in their epistemic nature: by violating epistemic expectations they mark the phenomenon at hand as worthy of further investigation. Could it be that there are emotions beyond these two which are also useful for the epistemic evaluation of scientific experiments? Here, I conduct a structured sociological survey to explore affective experiences in scientific experimental research. I identify that learning the results of an experiment is the high emotional point in the experimenting process. Thus, experimental results can be challenging, beautiful, or boring, and they can worry, amuse, make one sad, and so on. They can also drive meta-cognitive evaluations as well as motivate specific research-related actions. From this, I advance two claims: that emotions beyond surprise and disruptive beauty are epistemically useful in empirical research, and that emotions help to overcome specific challenges of reasoning about new experimental results.

一些科学实验结果令人惊讶或美丽。这些结果在认知本质上具有破坏性：通过违反认知期望，它们将当前的现象标记为值得进一步研究。除了这两种情绪之外，是否还有其他情绪也可用于科学实验的认知评估？在这里，我进行了一项结构化的社会学调查，以探索科学实验研究中的情感体验。我认为了解实验结果是实验过程中的最高情绪点。因此，实验结果可以是具有挑战性的、美丽的或无聊的，它们可以令人担忧、有趣、令人悲伤等等。它们还可以推动元认知评估并激发特定的研究相关行动。由此，我提出两个主张：超越惊讶和破坏性美的情感在实证研究中在认识上是有用的，并且情感有助于克服推理新实验结果的特定挑战。