A list of twelve nonsense Chinese characters was presented to thirty college students in a learning task. The twelve nonsense Chinese characters were randomly divided into three categories of four words each. Words of the first category (E words) were contiguously paired with aversive stimulus, electric shock, and those of the second category (S words), with appetitive stimulus, sound of music bell. Neither the appetitive stimulus nor the appetitive one was paired with words of the third eategory (N words). The subjects´ GSR was recorded and was served as the index of the conditioned emotional word meaning. The emotional word meaning elicited by the words was also measured by asking subjects to rate on a 7-point semantic differential scale. The main results of the present study were: (1) The magnitude of the conditioned GSR elicited by E words and S words, which had been paired with emotional inducing stimuli, was significantly larger than that elicited by N words. (2) The conditioned GSR elicited by E words was significantly larger than that elicited by S words. (3) When the rating responses on scales of semantic differential before and after conditioning session were compaired, it was found that the meaning of E words tended to move toward the negative evaluative pole, while that of S words tended to move toward the positive evaluative pole. The results support the theory proposed by psychologists, such as Osgood (1953), Mowrer (1960), and Staats, et al (1962), that word meaning may he considered a response and therefore it may be classically conditioned through pairing the neutral words with the emotion inducing stimuli, and that the emotion inducing stimulus may be considered a UCS for a sensory response (R-s), a portion of which (r-s) may be conditioned to the neutral word stimulus and constitutes the meaning of the word.