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Sloan, Robin J. S. "Emotional avatars : choreographing emotional facial expression animation." Thesis, Abertay University, 2011. https://rke.abertay.ac.uk/en/studentTheses/2363eb4a-2eba-4f94-979f-77b0d6586e94.
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As a universal element of human nature, the experience, expression, and perception of emotions permeate our daily lives. Many emotions are thought to be basic and common to all humanity, irrespective of social or cultural background. Of these emotions, the corresponding facial expressions of a select few are known to be truly universal, in that they can be identified by most observers without the need for training. Facial expressions of emotion are subsequently used as a method of communication, whether through close face-to-face contact, or the use of emoticons online and in mobile texting. Facial expressions are fundamental to acting for stage and screen, and to animation for film and computer games. Expressions of emotion have been the subject of intense experimentation in psychology and computer science research, both in terms of their naturalistic appearance and the virtual replication of facial movements. From this work much is known about expression universality, anatomy, psychology, and synthesis. Beyond the realm of scientific research, animation practitioners have scrutinised facial expressions and developed an artistic understanding of movement and performance. However, despite the ubiquitous quality of facial expressions in life and research, our understanding of how to produce synthetic, dynamic imitations of emotional expressions which are perceptually valid remains somewhat limited. The research covered in this thesis sought to unite an artistic understanding of expression animation with scientific approaches to facial expression assessment. Acting as both an animation practitioner and as a scientific researcher, the author set out to investigate emotional facial expression dynamics, with the particular aim of identifying spatio-temporal configurations of animated expressions that not only satisfied artistic judgement, but which also stood up to empirical assessment. These configurations became known as emotional expression choreographies. The final work presented in this thesis covers the performative, practice-led research into emotional expression choreography, the results of empirical experimentation (where choreographed animations were assessed by observers), and the findings of qualitative studies (which painted a more detailed picture of the potential context of choreographed expressions). The holistic evaluation of expression animation from these three epistemological perspectives indicated that emotional expressions can indeed be choreographed in order to create refined performances which have empirically measurable effects on observers, and which may be contextualised by the phenomenological interpretations of both student animators and general audiences.
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Ioannou, Korina. "Emotional Expression in Eating Disorders." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492753.
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Over the recent years, research has documented links between eating disorder (ED) symptomatology and deficits in emotional functioning, with respect to the identification, differentiation and expression of affective states. Theoretical models of eating disorders have become increasingly sophisticated, alluding to the functional role of disordered eating in alleviating negative affect, through physiological and cognitive pathways. The aims of the study were a) to ascertain the specificity of emotional expression problems in women with ED, relative to women with depression and normal controls, b) to compare perceptions of threat posed by emotions among the three groups, c) to determine the relationship between emotional expression and perceptions of threat from emotion in the ED sample, and d) to extend a previous study (Hayaki et al., 2002a) to an ED sample, by exploring the relationship between emotional expression and body dissatisfaction, using a multiple hierarchical regression model.
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Iwakabe, Shigeru. "The relationship between client emotional expression and the working alliance : an exploration of emotional expression episodes." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36957.
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This research examined the relationship between client emotional expression and the level of working alliance between therapist and client. The data were collected from 24 psychotherapy sessions conducted by exemplary psychotherapists of different theoretical orientations. The results of the quantitative analysis indicated that there was no significant linear relationship between the level of intensity of client emotional expression and the level of working alliance. Client emotional expression occurred independently of the level of the working alliance. Using a qualitative method, the study restricted its sample to 5 episodes each from the high and low working alliance sessions in order to examine therapeutic processes surrounding client emotional expression more closely. It was found that the nature of emotional expression and the interaction between therapist and client were quite different in episodes taken from the high and the low alliance sessions. In the high alliance sessions, clients expressed their troubling feelings as they examined their problems. Client emotional expressions were signs of productive therapeutic process. On the other hand, in the low alliance sessions, clients expressed anger and frustration toward their therapists for certain breaches of their relationship. Independently of the differing theoretical orientations, the therapeutic process appeared to converge particularly in the low alliance sessions, showing a similar pattern of therapist and client transactions. In addition to the findings, the study proposed a qualitative method suited for examining a wide variety of questions arising from clinical practice.
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Le, Gal Patricia Margaret. "Cognitive aspects of emotional expression processing." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/1772.
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This thesis investigates the hypothesis that emotions play an influential role in cognition. Interference between facial emotional expression processing and selected tasks is measured using a variety of experimental methods. Prior to the main experimental chapters, the collection and assessment (Chapter 2, Exp. 1) of stimulus materials is described. Experiments 2-11 then concentrate on the likelihood of interference with other types of information from the face. Findings using a Garner design suggest that, although identity processing may be independent of expression variation, expression processing may be influenced by variation in identity (Exps. 2-4). Continued use of this design with sex (Exps. 6-7) and gaze direction (Exps. 9-10) information appears to support the (mutual) independence of these facial dimensions from expression. This is, however, in contrast to studies that indicate the modification of masculinity judgements by expression (Exp. 5), and the interaction of gaze direction and expression when participants rate how interesting they find a face (Exp. 8). Further to this, a search task (Exp. 11) shows that slower responses to an angry (cf. happy) face looking at us, may be due to the presence of an aversive mouth. Experiments 12-15 test for interference in the field of time perception: complex interactions between expression and encoder and decoder sex are indicated. Finally, Experiments 16-17 find that exposure to a sequence in which the majority of faces are angry depresses probability learning, and that prior exposure to varying quantities of angry and happy faces affects our later memory for them. Overall, there is evidence that exposure to emotional expressions may affect other (selected)c ognitive processesd ependingu pon which expressionsa re used and which experimental methods are chosen. It is suggested that future investigations would benefit from techniques that describe the temporal profile of an emotional response.
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Laws, Ben. "Emotions in prison : an exploration of space, emotion regulation and expression." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/280669.
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Emotions remain notably underexplored in both criminology and prisons research. This thesis sets out to address this problem by centralizing the importance of emotions in prison: especially the way prisoners express and regulate their affective states. To collect the data, 25 male and 25 female prisoners were 'shadowed', observed and interviewed across two prisons (HMP Send and HMP Ranby). Based on these findings, this thesis describes the emotional world of prisoners and their various 'affective' strategies. The three substantive chapters reveal the textured layers and various emotional states experienced by prisoners: first, at the level of the self (psychological); second, as existing between groups (social emotions); and, third, in relation to the physical environment (spatial). An individual substantive chapter is dedicated to each of these three levels of analysis. A primary finding was the prevalence of a wide range of 'emotion management' strategies among prisoners. One such strategy was emotion suppression, which was extremely salient among both men and women. While this emotion suppression was, in part, a product of pre-prison experiences it was also strongly influenced by institutional practices. Importantly, there was a strong correlation between prisoners who suppressed emotions and who were subsequently involved in violence (towards others, or inflicted upon themselves). A second key finding was the wide range of emotions that exist within, and are shaped by, different prison spaces-previous accounts have described prison as emotionally sterile, or characterised by anxiety and fear but this study develops the idea that prisons have an 'emotional geography' or affective 'map'. The study findings have implications for the 'emotional survivability' of our prisons; the need to open legitimate channels for emotional expression; and designing prisoners that are supportive, safe and secure establishments for prisoners to live in.
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Neth, Donald C. "Facial configuration and the perception of facial expression." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189090729.
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Hanratty, Jennifer M. "Individual and situational differences in emotional expression." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534730.
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Haslam, Michelle Lisa. "Emotional expression and psychological wellbeing in cancer survivors." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5470/.
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Objective: This review aims to systematically evaluate empirical literature relating to the efficacy of emotional expression interventions in those with cancer. Method: A systematic review of the published literature was conducted. Databases searched included Web of Science, PubMed, PsycInfo, and Embase. Only randomised controlled trials examining expressive writing interventions in cancer patients were included. A total of 17 studies consisting of a total of 1755 heterogenous cancer patients were included in this review. Results: The majority of included studies in this review suggest that expressive writing interventions hold no psychological benefits for people with cancer. Physical health benefits were found however and these included lower pain ratings, fewer cancer-related doctor’s visits and better sleep quality. Results suggest that expressive writing interventions may not be feasible to conduct with palliative care patients. Despite the absence of evidence that expressive writing interventions reduced psychological distress for people with cancer, the authors of these trials continue to argue that expressive writing interventions are ‘feasible’ and well received by participants. Discussion: There are several possible reasons that could account for these null findings: 1.) insufficient power, 2.) low rates of depression and anxiety, and high levels of quality of life in study participants, 3.) insufficient differences between expressive writing and neutral writing interventions, 4.) asking participants to write about cancer-related trauma only.
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Fiamenghi, Geraldo Antônio. "Interaction between infants : understanding intersubjectivity and emotional expression." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/21239.
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I have tested the hypothesis that infants are born with a capacity for social interacting and, that from an early age they can engage in an intersubjective relationship, not only with their mothers, but with other infants. I also investigated the sensitiveness of paired infants to the motives and feelings of their partners. I measured turn-taking, imitation, and both local and general bodily emotional expressions of their partners. I measured turn-taking, imitation, and both local and general bodily emotional expressions of a reciprocal or complementary form. Results show that 6 month-olds try to make contact, but, they do not sustain interaction. As a result, invitations for interactions occur frequently, but they are not always followed by appropriate responses. The infants are very interested and very friendly to one another, but as a result of their inability to keep attention, they often show indifference. At 8 months, infants show less indifference. They keep their interactions going for longer periods, and show much more interest in the other infant, with no irritation. At 9 months, another change is evident. Interactions and invitations are more balanced, meaning that the older infants are trying to give the partner turns in interactive strategies. At all ages, girls were more interactive, showing more emotional expressions than boys. Imitation is present in all ages, and at a very significant rate. It seems that infants use imitations to assist and regulate interaction: to start it, to keep it with more positive emotional expressions. This result is opposite to the differences between boys and girls observed in the Cross-Sectional and Longitudinal studies, where girls were more responsive. At all ages, infants are very attentive to their mirror images, which attract them and excite a richer variety of expressions than they display when faced with another infant. An important finding is that the 6-month-olds showed clear evidence of self-recognition in their emotional expressions and interactions.
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Shang, Ziyuan. "Cultural Influences on Emotional Expression in Virtual Communication." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1272.
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Research has consistently demonstrated the influences of cultural orientation (Individualism/collectivism) on emotional expression when interacting with in-groups and out-groups members in face-to-face communication (e.g., Eid & Diener, 2001; Matsumoto et al., 2008; Safdar et al., 2009). The purpose of the proposed study is to investigate whether the same pattern exists in virtual communication, especially in instant text messaging. Using a mixed design, an online self-report questionnaire measuring Individualism/Collectivism and intensity of emotional expression of both positive and negative emotions will be given to a sample of 788 college students. Several universal effects are predicted, including greater emotion expression toward in-groups versus out-groups, greater overall expressivity for people with a high individualism score, and greater expressivity for positive emotions than negative emotions. It is further predicted that people with high individualism score will express more negative emotions to their in-groups, while people with high collectivism score will express more positive emotions. Lastly, it is predicted that when interacting with out-groups, people with a high individualism score will express more positive emotions, while people with high collectivism score will express more negative emotions. Implications for cultural orientation and emotion expression are discussed.
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Higgins, Hillarie Jean. "Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5523.
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Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s educational self. Through designing and implementing the concept of “aesthetic life narratives” in a primary school classroom, my research produces a curricular example of how therapeutic notions such as those found in psychological thought can be integrated into contemporary Scottish education through narrative and aesthetic means, exemplifying how individual children can make sense of expressive processes and roles introduced to them in an educational context. The specific characteristics of the research space and the particular interactive quality of research participation also illustrate how different children are able to participate in a short-term emotional education intervention specifically designed to be empowering. At the same time, my experience shows that the complex dynamic between the subjective life of a researcher and the historical nature of a child’s experience with caregivers in their home life can shape educational/research experience, as well as its adult and child participants, in ways unanticipated. What transpired in the process of applying philosophical ideas to the real lives of children in my research produced ethical implications regarding critical reflexivity and the socio-cultural regard of the child that are of wider relevance to educators, researchers, counsellors and policy makers who interact with children in their own work.
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CARRETERO, MIGUEL RAMOS. "Expression of Emotion in Virtual Crowds:Investigating Emotion Contagion and Perception of Emotional Behaviour in Crowd Simulation." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-153966.
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Emotional behaviour in the context of crowd simulationis a topic that is gaining particular interest in the area of artificial intelligence. Recent efforts in this domain havelooked for the modelling of emotional emergence and socialinteraction inside a crowd of virtual agents, but further investigation is still needed in aspects such as simulation of emotional awareness and emotion contagion. Also, in relation to perception of emotions, many questions remain about perception of emotional behaviour in the context of virtual crowds.This thesis investigates the current state-of-the-art of emotional characters in virtual crowds and presents the implementation of a computational model able to generate expressive full-body motion behaviour and emotion contagion in a crowd of virtual agents. Also, as a second part of the thesis, this project presents a perceptual study in which the perception of emotional behaviour is investigated in the context of virtual crowds. The results of this thesis reveal some interesting findings in relation to the perception and modelling of virtual crowds, including some relevant effectsin relation to the influence of emotional crowd behaviourin viewers, specially when virtual crowds are not the mainfocus of a particular scene. These results aim to contribute for the further development of this interdisciplinary area of computer graphics, artificial intelligence and psychology.Emotionellt beteende i simulerade folkmassor är ett ämne med ökande intresse, inom området för artificiell intelligens. Nya studier har tittat på modellen för social interaktion inuti en grupp av virtuella agenter, men fortsatt utredning behövs fortfarande inom aspekter så som simulation av emotionell medvetenhet och emotionell smitta. Också, när det gäller synen på känslor, kvarstår många frågor kring synen på känslomässigt beteende i samband med virtuella folkmassor. Denna studie undersöker de nuvarande "state-of-theart" emotionella egenskaperna i virtuella folksamlingar och presenterar implementationen av en datormodell som kan generera smittsamma känslor i en grupp av virtuella agenter. Också, när det gäller synen på känslor, kvarstår många frågor kring synen på känslomässigt beteende i samband med virtuella folksamlingar. Som en andra del av denna avhandlingen presenteras, i detta projekt, en perceptuell studie där uppfattningen av emotionella beteenden undersöks i samband med virtuella folksamlingar.
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Knoetze, Johannalie Susanna. "An emotional awareness program for children in middle childhood, for utilization in the educational system." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25598.
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This study’s contribution to knowledge is the contextualizing of emotional awareness as a prerequisite for becoming emotionally intelligent, and developing a program to educate emotional awareness, as a developmental ability, within the educational system. Emotional intelligence is a familiar and widely recognized term, but is in fundamental nature more of a broad and overreaching outcome, rather than an ability. This research focused on children in the middle childhood developmental phase and how emotional awareness can be taught to them. An Emotional Awareness Program (EA Program) was developed and implemented within the classroom context and its effectiveness was evaluated to determine whether the EA Program did have an influence on emotional vocabulary, emotional expression and the general level of emotional awareness displayed by the learners. Being emotionally aware, benefits children on different levels of their functioning. Various authors, as cited in this study, conclude that relationships, self-esteem, academic performance, independent functioning and self expression all benefit from the development of emotional awareness. Entering the school setting is often the child’s first move into relationships with peers and adults other than family members. Learners spend most of their waking lives, during their middle childhood, in school. Many aspects necessary for emotional education may be found within the school environment. These consist of peer relationships, empathy for others, problem-solving, developing a regard for the feelings of others and coping with difficult situations or emotions. A child suffering physical and emotional abuse, neglect, trauma or insufficient stimulation presents neurological deterioration in neurons (the “building blocks” of the brain). Diminished brain functioning may result in anger, emotional episodes and disruptive behaviour as methods of emotional expression in some learners. Neurological damage, suffered in this manner, can be reversed via the intervention of a caring adult. This interaction stimulates healthy neurons, and causes them to migrate to the area that suffered damage, thus illustrating the immense role educators are required to play in the future development and restoration of neurological health of some learners. The educational system is ideally positioned to deal with children from a holistic perspective by addressing not only their cognitive and physical needs, but also their emotional and subsequent social needs. Furthermore, the development of the emotional awareness of educators will equip them with the necessary insight into the emotional needs of learners. It is anticipated that emotional awareness will benefit learners in general and have a positive ripple effect on schools and communities as a whole. The study found that the Gestalt approach is best suited for the research study, as it presupposes that the child is “a whole and complex being”; and considers, as a backdrop, the child’s development regarding awareness and the influence that this has on their progress. It was noted from the study that this viewpoint is not always the point of departure of the current school set-up. This investigation was executed using a quantitative research approach, with a structured method of inquiry. This consisted of the formulation of a specific and constant hypothesis, a predetermined research process and a standardized questionnaire. The researcher wanted to measure the effectiveness of an EA program on specific variables such as the learners’ ability to: - be in contact with their emotions;
- discriminate between different emotions;
- verbalize and take ownership of their emotions;
Thesis (DPhil)--University of Pretoria, 2012.
Social Work and Criminology
unrestricted
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Humrichouse, John Jeffrey. "The hierarchical structure of emotional expressivity: scale development and nomological implications." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/519.
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Integrating existing models of emotional expressivity, the 3-level hierarchical model contains a general factor of emotional expressivity vs. inexpressivity at the highest level; relatively independent factors of positive and negative expressivity at the second-order level; and discrete expressivity factors of sadness, hostility, guilt/shame, fear, joviality, confidence and amusement at the lowest level. The bottom-up analytic strategy consisted of identifying first the structure of the discrete affects; subsequent second-order factor analyses supported the existence of the higher order factors. The Iowa Scales of Emotional Expressivity (ISEE)--a hierarchical set of scales--systematically incorporate the level of abstraction of the items to assess each level of the hierarchy. Structural analyses replicated across college student (N = 387) and young adult (N = 344) samples with strong comparability coefficients. Striking differences existed in comparisons of the nomological relations of the general factor level vs. second-order level--Positive and Negative Expressivity demonstrated differential relations with Extraversion and Neuroticism and incremental predictive validity beyond Positive and Negative Affect, respectively. The ISEE demonstrated convergent and discriminant validity with existing scales and through multi-trait multi-method analyses of self-other agreement and test-retest data. Although test-retest correlations were less than optimal, the ISEE improve upon existing measures of emotional expressivity by extending the assessment to the discrete affect level and by creating Positive and Negative Expressivity scales with improved discriminant validity and clearer differential relations.
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Davis, Paul A. "The role of emotional expression in performance and health." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531055.
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Anguas-Wong, Ana María, and David Matsumoto. "Acknowledgement of emotional facial expression in Mexican college students." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99730.
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The aim of this study is to explore the patterns of emotion recognition in Mexican bilin-guals using the JACFEE (Matsumoto & Ekman, 1988). Previous cross cultural research has documented high agreement in judgments of facial expressions of emotion, however, none of the previous studies has included data from Mexican culture. Participants were 229 Mexican college students (mean age 21.79). Results indicate that each of the seven universal emotions: anger, contempt, disgust, fear, happiness, sadness and surprise was recognized by the participants above chance levels (p < .001), regardless of the gender or ethnicity of the posers. These findings replicate reported data on the high cross cultural agreement in emotion recognition (Ekman, 1994) and contribute to the increasing body of evidence regardingthe universality of emotions.Este estudio explora el reconocimiento de la expresión facial de las emociones en bilingües mexicanos mediante el JACFEE (Matsumoto & Ekman, 1988). Investigaciones previas evidencian el alto nivel de acuerdo transcultural en el reconocimiento emocional, sin embargo no se reportan estudios en la cultura mexicana. Participaron 229 estudiantes universitarios, edad promedio 21.79 años. Los resultados indican que las emociones universales: enojo, desprecio, disgusto, temor, felicidad, tristeza y sorpresa fueron reconocidas más allá del azar (p < .01), independientemente del sexo o nacionalidad del modelo. Estos hallazgos coincidencompletamente con los datos transculturales que se tienen sobre el alto nivel de acuerdo en el reconocimiento emocional (Ekman, 1994), contribuyendo así al creciente cuerpo de evidencia sobre la universalidad de las emociones.
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Bilbao, María de los Ángeles, Elza Techio, and Darío Páez. "Acknowledgement of emotional facial expression in Mexican college students." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102344.
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The aim of this study is to explore the patterns of emotion recognition in Mexican bilinguals using the JACFEE (Matsumoto & Ekman, 1988). Previous cross cultural research has documented high agreement in judgments of facial expressions of emotion, however, none of the previous studies has included data from Mexican culture. Participants were 229 Mexican college students (mean age 21.79). Results indicate that each of the seven universal emotions: anger, contempt, disgust, fear, happiness, sadness and surprise was recognized by the participants above chance levels (p < .001), regardless of the gender or ethnicity of the posers. These findings replicate reported data on the high cross cultural agreement in emo- tion recognition (Ekman, 1994) and contribute to the increasing body of evidence regardingthe universality of emotions.Este estudio presenta un meta-análisis sobre la relación entre los valores de Schwartz y el bienestar subjetivo en distintos contextos culturales, con estudiantes, sus familiares e inmigrantes en España. Los resultados confirman una asociación significativa entre los valores y el bienestar. Auto trascendencia y apertura al cambio, y con menor intensidad, conservación, se asocian positivamente con mayor bienestar. Auto trascendencia se asocia con felicidad y satisfacción de forma positiva no homogénea, siendo los inmigrantes quienes presentan medias más bajas. Apertura al cambio se asocia con felicidad, siendo más fuerte la asociación en inmigrantes que en estudiantes. Los valores conservacionistas se asocian homogéneamente. Un segundo estudio sobre criterios de salud psicosocial y bienestar subjetivo -analizando un país sudamericano colectivista y jerárquico como Brasil, y otro europeo más individualista e igualitario como España- confirma que los valores conservacionistas, así como los de apertura al cambio y auto trascendencia, son deseables y favorecen el bienestar.
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Irons, Jessica. "Facial attraction: do emotional expressions really capture attention? /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19240.pdf.
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Ferreira, Ludmilla Dell'Isola Pelegrini de Melo. "Expressões emocionais de desprazer no primeiro ano de vida: manifestações e processos de transformação." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-14102013-122934/.
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A emoção é tema presente em diversas áreas do conhecimento, dentre elas, a Psicologia do Desenvolvimento, na qual Henri Wallon se destaca. Em sua teoria, a expressão emocional é elemento central nos primeiros meses de vida, e propiciaria a constituição do vínculo entre o bebê e os parceiros de interação. A revisão de literatura mostrou diferentes perspectivas teóricas e metodológicas que têm explorado o tema das emoções, cujos resultados, de forma geral, têm apontado a alta capacidade comunicativa e interativa dos bebês a partir das expressões emocionais. No entanto, esses estudos focalizam as expressões faciais, particularmente as positivas, como o sorriso; sendo a maioria realizada em laboratórios, com delineamento transversal e análise quantitativa. Assim, este trabalho tem como objetivo acompanhar as manifestações e o processo de transformação das expressões emocionais de desprazer de um bebê durante o seu primeiro ano de vida, contemplando as diversas formas de manifestação das emoções - faciais, vocais e corporais. As vídeo-gravações utilizadas estão arquivadas no Banco de Imagens do CINDEDI, e são de um bebê que foi filmado em sua residência desde a primeira semana de vida até os doze meses. As gravações foram feitas semanalmente no primeiro semestre e quinzenalmente no segundo, com duração aproximada de uma hora cada. Para a construção do corpus de análise, realizou-se um mapeamento das expressões emocionais de desprazer do bebê e das ações dos parceiros de interação. As categorias para observação e registro dividiram-se em expressões faciais, corporais, vocais e olhar. Para os parceiros de interação, além destas, adicionaram-se as ações direcionadas ao bebê. Para a análise desse material dividiu-se o primeiro ano de vida em quatro trimestres, e selecionou-se um episódio de interação para cada período. A análise possibilitou observar que desde a primeira semana de vida o bebê manifesta articuladamente as expressões faciais, vocais e corporais, para comunicar ao outro o seu incômodo. Nos primeiros dois meses de vida, todas as expressões apresentaram valores aproximados de manifestação, mas a partir do terceiro mês, observa-se que a expressão facial apresenta frequências consideravelmente mais baixas do que as vocais e corporais, as quais permanecem em evidência durante todo o primeiro ano. Além disso, a articulação entre as expressões não é aleatória, mas apresenta uma sequência específica, intensificando a manifestação de incômodo ou irritação do bebê: inicia com o movimento corporal, adiciona-se a expressão vocal e, por fim, a facial, sendo que o choro (vocal e facial) é o último recurso utilizado para exprimir o descontentamento. Os parceiros de interação buscam atender e acalmar o bebê através de diversas ações, que também vão se modificando ao longo do tempo, mas a fala constitui o principal recurso. Assim, as expressões do bebê e as ações dos parceiros estão articuladas de tal maneira que as transformações das manifestações emocionais tornam-se cirscunscritas ao contexto e às relações construídas, evidenciando os processos de regulação e atribuição de significado para as expressões de desprazer. Discute-se, portanto, a emoção constituída por um processo biologicamente cultural, e as práticas educativas compondo a matriz social da qual emergem as manifestações emocionais, circunscrevendo as possibilidades de expressão do bebê.Emotion is a theme that is present in various fields of knowledge, including developmental psychology, from which Henri Wallon acknowledged. In his theory, emotional expression is as a central theme, understood as constituting of the bond between the baby and her interactional partners in the early months of life. A literature review showed various theoretical and methodological perspectives that have been exploring emotions as a theme. The results of these studies have generally shown the great communicational and interactive capacity of babies through their emotional expressions. However, these studies focus facial expressions, particularly positive ones like the smile. Most researches are carried in laboratories, with a transversal design and quantitative analysis. Thus, the present study aims at following the manifestations and the process of transformation of emotional expressions of displeasure in a baby during her first year of life, contemplating various forms of emotional manifestation - facial, vocal and bodily expressions. The video recordings that were used are part of CINDEDIs Image bank and the baby was recorded at home from her first week of life until her twelfth month. The recordings were made weekly during her first six months of life, and bi-weekly in the next semester, with an approximate duration of one hour each. For the construction of the corpus of analysis, a mapping of both the babys emotional expressions of displeasure and her interactional partners action was carried out. The categories for observation and registry were defined as facial, bodily, vocal and looking expressions. For the interactional partners, another category was added to these, namely, the actions directed towards the baby. For the analysis of this material, the first year was divided into four trimesters and an episode of interaction for each period was selected. The analysis enabled the observation that since her first weeks of life, the baby articulately manifests her facial, vocal and bodily expressions to communicate her unease. In her first two months of life, all of her expressions presented similar count of manifestation, but from the third month on, it is noted that the facial expressions are shown with a considerably lower frequency than the vocal and bodily ones, which are evident throughout the whole first year. Moreover, the articulation among the expressions is not random, but it presents a specific sequence that deepens the manifestation of the babys unease or irritancy: it starts with body movements, to which the vocal expression is added and, finally, the facial expressions. Crying (which is a vocal and facial expression) is the last resource applied in order to express displeasure. The interactional partners seek to respond to the baby and to calm her down through various actions that also change with time, though talking is always their main resource. Thus, the babys expressions and her interactional partners actions are articulated in such a manner that the transformations of emotional manifestations become circumscribed both to the context and to the relationships, which highlights processes of regulation and meaning attribution to expressions of displeasure. It is thus discussed the constitution of emotion by a biologically cultural process, and the educational practices that constitute the social matrix from which these emotional manifestations arise, circumscribing the babys possibilities of expression.
20
Gupta, Ankit. "Live Performance and Emotional Analysis of MathSpring Intelligent Tutor System Students." Digital WPI, 2020. https://digitalcommons.wpi.edu/etd-theses/1372.
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An important goal of Educational Data Mining is to provide data and visualization about students’ state of knowledge and students’ affective states. The combination of these provides an understanding of the easiness or hardness of the concepts being taught and the student’s comfortability in it. While various studies have been conducted on estimating students’ knowledge and affect, little research has been done to transform this collected (Raw) data into meaningful information that is more relatable to teachers, parents and other stakeholders, i.e. Non-Researchers. This research seeks to enhance existing Teacher Tools (An application designed within the MathSpring - An Intelligent Tutoring system) to generate a live dashboard for teachers to use in the classroom, as their students are using MathSpring. The system captures student performance and detects students’ facial expressions, which highlight students emotion and engagement, using a deep learning model that detects facial expressions. The live dashboard enables teachers to understand and juxtapose the state of knowledge and corresponding affect of students as they practice math problem solving. This should help teachers understand students’ state of mind better, and feed this information back to act and alter their instruction or interaction with each student in a personalized way. We present results of teachers' perceptions of the usefulness of the Live Dashboard, through a qualitative and quantitative survey.
21
Andréasson, Per. "Emotional Empathy, Facial Reactions, and Facial Feedback." Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126825.
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The human face has a fascinating capability to express emotions. The facial feedback hypothesis suggests that the human face not only expresses emotions but is also able to send feedback to the brain and modulate the ongoing emotional experience. It has furthermore been suggested that this feedback from the facial muscles could be involved in empathic reactions. This thesis explores the concept of emotional empathy and relates it to two aspects concerning activity in the facial muscles. First, do people high versus low in emotional empathy differ in regard to in what degree they spontaneously mimic emotional facial expressions? Second, is there any difference between people with high as compared to low emotional empathy in respect to how sensitive they are to feedback from their own facial muscles? Regarding the first question, people with high emotional empathy were found to spontaneously mimic pictures of emotional facial expressions while people with low emotional empathy were lacking this mimicking reaction. The answer to the second question is a bit more complicated. People with low emotional empathy were found to rate humorous films as funnier in a manipulated sulky facial expression than in a manipulated happy facial expression, whereas people with high emotional empathy did not react significantly. On the other hand, when the facial manipulations were a smile and a frown, people with low as well as high emotional empathy reacted in line with the facial feedback hypothesis. In conclusion, the experiments in the present thesis indicate that mimicking and feedback from the facial muscles may be involved in emotional contagion and thereby influence emotional empathic reactions. Thus, differences in emotional empathy may in part be accounted for by different degree of mimicking reactions and different emotional effects of feedback from the facial muscles.
22
Mirabile, Scott Paul. "Emotion Socialization, Emotional Competence, and Social Competence and Maladjustment in Early Childhood." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1159.
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In this study of preschool children and parents (N=64), we examined relations between two facets of parents' emotion socialization: direct and indirect socialization; three facets of children's emotional competence: emotion expression, regulation, and understanding; and their relations with children's social and emotional adjustment. Few associations were observed between indicators of parents' emotion socialization and among indicators of children's emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspects of children's emotional competence linked--both directly and indirectly--parents' emotion socialization behaviors and children's social and emotional adjustment. Results are discussed with regard to the role of parents' emotion socialization and children's emotional competence, especially emotion regulation, in children's adjustment during preschool.
23
Karlsson, Jessika. "A Novel Approach to Teaching Emotional Expression in Music Performance." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017628597&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Katz, Ilana M. "Ambivalence over emotional expression and health : process and trait effects." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30782.
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Although the expression of emotion has traditionally been considered necessary and beneficial, research suggests that while some people need to express their emotions and benefit from such expression, others experience emotional expression as distinctly distressing. Pennebaker and his colleagues (Pennebaker & Hoover, 1986; Pennebaker & Klihr Beall, 1986) proposed a framework to reconcile the "healthy vs unhealthy" debate in the expressiveness literature. The key construct in this approach is "conflict" or ambivalence over emotional expression. King and Emmons (1990) recently adopted a trait conception of ambivalence over emotional expression, with an underlying premise that there are certain individuals who regularly experience conflict over their desires to express their feelings. The present investigation examined the relation between ambivalence over emotional expression and measures of psychological and physical well-being at both the between-subject and within-subject level. Analyses were also conducted taking into account the influence of life stress on the ambivalence/health relation. Trait Ambivalence over Emotional Expression (AEQ; King & Emmons, 1990) was examined in a 4-month longitudinal design with an interim diary component. Sixty-six subjects, pretest on AEQ, completed aggregated measures of life events and well-being at Time 1 and 2. They also kept a 2-week diary recording stressful events, emotional expression, ambivalence over expression, health symptoms and mood. At the between-subject level, trait ambivalence was predictive of psychological well-being and also moderated the relation between positive stressful events and psychological well-being. At the within-subject level, feelings of ambivalence were associated with increased negative affect and reports of more stressful events. While the ambivalence results did support the stress-buffering hypothesis at the between-subject level, they were not shown at the within-subject level.Arts, Faculty of
Psychology, Department of
Graduate
25
Filmer, Hannah. "Processing of emotional expression in subliminal and low-visibility images." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4045.
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This thesis investigated the processing of emotional stimuli by the visual system, and how the processing of emotions interacts with visual awareness. Emotions have been given ‘special’ status by some previous research, with evidence that the processing of emotions may be relatively independent of striate cortex, and less affected by disruption to awareness than processing of emotionally neutral images. Yet the extent to which emotions are ‘special’ remains questionable. This thesis focused on the processing of emotional stimuli when activity in V1 was disrupted using transcranial magnetic stimulation (TMS), and whether emotional properties of stimuli can be reliably discriminated, or affect subsequent responses, when visibility is low. Two of the experiments reported in this thesis disrupted activity in V1 using TMS, Experiment 1 with single pulses in an online design, and Experiment 2 with theta burst stimulation in an offline design. Experiment 1 found that a single pulse of TMS 70-130 ms following a presentation of a body posture image disrupted processing of neutral but not emotional postures in an area of the visual field that corresponded to the disruption. Experiment 2 did not find any convincing evidence of disruption to processing of neutral or emotional faces. From Experiment 1 it would appear that emotional body posture images were relatively unaffected by TMS, and appeared to be robust to disruption to V1. Experiment 2 did not add to this as there was no evidence of disruption in any condition. Experiments 3 and 4 used visual masking to disrupt awareness of emotional and neutral faces. Both experiments used a varying interval between the face and the mask stimuli to systematically vary the visibility of the faces. Overall, the shortest SOA produced the lowest level of visibility, and this level of visibility was arguably outside awareness. In Experiment 3, participants’ ability to discriminate properties of emotional faces under low visibility conditions was greater than their ability to discriminate the orientation of the face. This was despite the orientation discrimination being much easier at higher levels of visibility. Experiment 4 used a gender discrimination task, with emotion providing a redundant cue to the decision (present half of the time). Despite showing a strong linear masking function for the neutral faces, there was no evidence of any emotion advantage. Overall, Experiment 3 gave some evidence of an emotion advantage under low visibility conditions, but this effect was fairly small and not replicated in Experiment 4. Finally, Experiments 5-8 used low visibility emotional faces to prime responses to subsequent emotional faces (Experiments 5 and 6) or words (Experiments 7 and 8). In Experiments 5, 7 and 8 there was some evidence of emotional priming effects, although these effects varied considerably across the different designs used. There was evidence for meaningful processing of the emotional prime faces, but this processing only led to small and variable effects on subsequent responses. In summary, this thesis found some evidence that the processing of emotional stimuli was relatively robust to disruption in V1 with TMS. Attempts to find evidence for robust processing of emotional stimuli when disrupted with backwards masking was less successful, with at best mixed results from discrimination tasks and priming experiments. Whether emotional stimuli are processed by a separate route(s) in the brain is still very much open to debate, but the findings of this thesis offers small and inconsistent evidence for a brain network for processing emotions that is relatively independent of V1 and visual awareness. The network and nature of brain structures involved in the processing of subliminal and low visibility processing of emotions remains somewhat elusive.
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Leitch, Kristen Allison. "Evaluating Consumer Emotional Response to Beverage Sweeteners through Facial Expression Analysis." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/73695.
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Emotional processing and characterization of internal and external stimuli is believed to play an integral role in consumer acceptance or rejection of food products. In this research three experiments were completed with the ultimate goal of adding to the growing body of research pertaining to food, emotions and acceptance using traditional affective sensory methods in combination with implicit (uncontrollable) and explicit (cognitive) emotional measures. Sweetness equivalence of several artificial (acesulfame potassium, saccharin and sucralose) and natural (42% high fructose corn syrup and honey) sweeteners were established to a 5% sucrose solution. Differences in consumer acceptability and emotional response to sucrose (control) and four equi-sweet alternatives (acesulfame potassium, high fructose corn syrup, honey, and sucralose) in tea were evaluated using a 9-point hedonic scale, check-all-that-apply (CATA) emotion term questionnaire (explicit), and automated facial expression analysis (AFEA) (implicit). Facial expression responses and emotion term categorization based on selection frequencies were able to adequately discern differences in emotional response as it related to hedonic liking between sweetener categories (artificial; natural). The potential influence of varying product information on consumer acceptance and emotional responses was then evaluated in relation to three sweeteners (sucrose, ace-k, HFCS) in tea solutions. Observed differences in liking and emotional term characterizations based on the validity of product information for sweeteners were attributed to cognitive dissonance. False informational cues had an observed dampening effect on the implicit emotional response to alternative sweeteners. Significant moderate correlations between liking and several basic emotions supported the belief that implicit emotions are contextually specific. Limitations pertaining to AFEA data collection and emotional interpretations to sweeteners include high panelist variability (within and across), calibration techniques, video quality, software sensitivity, and a general lack of consistency concerning methods of analysis. When used in conjunction with traditional affective methodology and cognitive emotional characterization, AFEA provides an additional layer of valued information about the consumer food experience.Master of Science in Life Sciences
27
Graf, Maria Christine Geller Pamela A. "Written emotional disclosure: what are the benefits of expressive writing in psychotherapy? /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/281.
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Smith, Amy Victoria. "Responses of domestic horses (Equus caballus) to human emotional signals." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/70055/.
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The communication of emotion is fundamental for social cohesion and information sharing in social species. It may be highly beneficial for domestic animals to recognise human emotional signals, as this would allow them to make informed decisions about their interactions with humans, and about events in human-dominated environments. To date, the literature in this area has largely focused on domestic dogs' (Canis familiaris) abilities. The present thesis extends this field of research to include domestic horses (Equus caballus), which represent an appropriate alternative study species due to their close co-evolutionary history with humans, their high natural levels of sociality, and their established abilities to respond to a range of other, non-emotional social signals of humans. Previous research into horses' abilities to read human emotions has produced mixed results, and too few studies have been conducted to draw firm conclusions. This thesis presents a series of behavioural experiments that investigate horses' responses to human emotional expressions when presented as isolated cues: photographs showing facial expressions of anger and happiness (Article I, Part i and ii); photographs showing facial expressions of fear, happiness, and neutrality (Article II); audio files of emotional vocalisations depicting happiness and anger (Article III); and live human actors displaying body postures of dominance and submissiveness (Article IV). The results reveal that horses show aversive behavioural and physiological responses towards angry facial expressions; behavioural attractions towards fearful facial expressions (possibly due to the function of fear in appeasement); an increased vigilance towards angry vocalisations, as indicated by freeze behaviour; and preferences for approaching submissively postured humans. This thesis therefore demonstrates that horses respond appropriately to a range of human emotional signals without prior training, which may have theoretical implications for investigating the flexibility of emotion perception across species, and applied interest for horse management and welfare.
29
Beall, Paula M. "Automaticity and Hemispheric Specialization in Emotional Expression Recognition: Examined using a modified Stroop Task." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3267/.
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The main focus of this investigation was to examine the automaticity of facial expression recognition through valence judgments in a modified photo-word Stroop paradigm. Positive and negative words were superimposed across male and female faces expressing positive (happy) and negative (angry, sad) emotions. Subjects categorized the valence of each stimulus. Gender biases in judgments of expressions (better recognition for male angry and female sad expressions) and the valence hypothesis of hemispheric advantages for emotions (left hemisphere: positive; right hemisphere: negative) were also examined. Four major findings emerged. First, the valence of expressions was processed automatically (robust interference effects). Second, male faces interfered with processing the valence of words. Third, no posers' gender biases were indicated. Finally, the emotionality of facial expressions and words was processed similarly by both hemispheres.
30
Crowe, Michelle L. "Reports of Emotional Expression and Control in Indian and American College Students." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1303441525.
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Ibrahim, Habibie. "A study of emotions and emotional intelligence in Malaysian child and family social workers : the contribution of emotions and emotional intellience in working relationships and decision-making processes of child and family social workers : a Malaysian case study." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/14412.
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This research aimed to investigate the contributions of emotions and Emotional Intelligence (EI) to social work practice with children and families in Malaysia. A mixture of methods within an ethnographic approach was used. The Assessing Emotions Scale (AES) (Schutte et al., 2007) was completed by 105 child social workers. The levels of EI and differences in EI according to certain demographic characteristics were identified. Individual interviews with 25 child social workers were conducted to explore their perceptions concerning emotions and EI in the workplace. Observations were carried out over a period of three months to investigate how emotions were expressed in terms of behaviour. The quantitative results showed that levels of EI were high (mean=131.69, SD=12.483). The workers were reported to be emotionally intelligent in perceiving emotions, dealing with their own and others’ emotions and utilising emotions in their professional conduct. There were no significant differences by gender (p-value=0.367 > 0.05), marital status (p-value=0.694 > 0.05), age group F (d=3, 101), P > .05=1.468) or length of service F (d=4,100), P > .05=0.331), but there was a difference with regard to educational level F (d=3,101), P < .05=6.878). The qualitative research findings seemed to show that skills in empathising, expressing and regulating one’s and others’ emotional experiences, as well as religious practice factors, contributed to EI. The qualitative research findings also revealed the strength of religious beliefs in Malaysian social workers, which facilitate the qualities of EI. The present study implies that the spiritual and religious dimension of practice should not be ignored in social work education and training.
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During, Sara May. "Recognition of emotional facial expression by abusive mothers and their children." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26395.
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The purpose of this investigation was to examine the ability of abused children and their abusive mothers to decode facial expressions of emotion relative to non-abused children and their mothers and to assess the intradyadic relationship of these abilities. Forty-six children and their mothers (23 normal and 23 abusive dyads) were individually presented with a series of photographs of six posed emotional expressions, and asked to make a first-, second- and third-choice for each target emotion. Results indicated that abused children were less accurate than non-abused children in the identification of emotional expression, that younger children were less accurate that older children, and that children were less accurate with pictures of adults versus pictures of children. In comparison to the non-abused children, the abused children also appeared to be less orderly and systematic in their structuring of emotions. Conversely, the results indicated that abusive and non-abusive mothers did not significantly differ in the identification of emotional expression, nor in the structuring of the emotion domain. Additionally, abusive mothers did not show significantly greater unrealistic expectations of their children's behavior than did non-abusive mothers, but did perceive their children as having more behavior problems than did non-abusive mothers. The results were discussed in terms of issues related to maternal and child behavior and cognitions, patterning of emotional recognition responses, and the specific methodology employed in this study.Arts, Faculty of
Psychology, Department of
Graduate
33
Cohen, Jake Morgan. "A NATURALISTIC OBSERVATION STUDY OF PATERNAL NURTURANCE AND CHILD EMOTIONAL EXPRESSION." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612620.
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Most research on parents has been focused on the mother. Recent studies however have showed that the father plays a pivotal role in child cognitive and socio-emotional development. The aim of this study was to look for associations between father characteristics, paternal nurturance behaviors and toddler emotional expression. Fathers (N=57) with a toddler between the ages of 1 and 3 wore the EAR for two consecutive days. Research assistants coded the resulting sound files for paternal nurturance behaviors and toddler emotional expressions. As expected, fathers who engaged in more physical play, non-physical play, gave praise or encouragement and playful, silly and goofy behaviors had toddlers that laughed or giggled more. Unexpectedly, fathers who engaged in non-physical play, gave praise or encouragement and showed affection had toddlers who fussed, whined or cried more. Also, contrary to our hypothesis, only one paternal nurturance behavior was associated with father characteristics. Future research should look more closely at the context of these paternal nurturance behaviors and toddler emotional expressions. While this study found significant associations, more research should be done on father-toddler interaction either with the EAR or traditional observational methods.
34
Haley, James Thomas. "Stuttering, emotional expression, and masculinity: fighting out words, fighting back tears." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/239.
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Stuttering is a developmental disorder which may adversely affect the individual on many functional and emotional levels. Common sequelae of speech disfluency include powerful emotions such as anxiety, shame, and anger, as well as speech-avoidant behaviors. For males, the influence of gender role socialization may present an additional burden. From a traditional perspective of masculinity, emotional expression and exposing one's flaws are strongly discouraged in most forms and contexts and may be seen as signs of weakness. While expression of emotions is a common developmental milestone for many who stutter, it is unclear what impact awareness, repression, and avoidance of emotions have on the well-being of people who stutter.
This study explored the effects of disruptions in emotional expression and the influence of masculinity on the impact of disfluency for adult males who stutter (n=65). It was hypothesized that masculine-type emotional restriction would mediate the relationship between disruptions in emotional expression and the perceived impact of stuttering. Regression analysis revealed disruptions in emotional expression accounted for 25% of the variance in self-reported perceptions of stuttering, and self-regulation of emotion was negatively correlated with perceived impact of stuttering. Contrary to hypothesis, masculine-type emotional restriction was not significantly correlated with perceived impact of stuttering and thus invalidated impetus for mediation analysis. Implications and suggestions for further exploration are discussed.
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Hilimire, Matthew R. "An emotional bias in processing facial expressions similarities and differences across age /." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22605.
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Chew, Leung Jennifer. "Responding to Client Emotional Expression: A Study from the Perspective of Self-Reported Securely-Attached Novice Counsellors." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32880.
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Client emotional expression in session is valuable as it promotes clients’ sense of agency, increases their capacity for introspection, and is linked to decreases in depressive symptoms. By extension, understanding counsellors’ responses to client emotional expression is relevant. In the current study, retrospective accounts of self-reported securely-attached novice counsellors were collected for the purpose of exploring how they responded to client emotional expression. To obtain meaningful and descriptive accounts of the data, a thematic analysis (Braun & Clarke, 2006) was used as the research methodology. Resultant themes showed that novice counsellors reported experiencing their own covert and overt emotional reactions in response to clients’ emotional expression. They also reported struggling with the decision to use their preferred response. The results provided insights into how the task of responding to client emotion was complex for novice counsellors. Analyses and understanding of these results have potential developmental and educational implications.
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Forbes, Angela Jayne. "Personality, social support and health status." Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298328.
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Karadoganer, Alper. "The Effect Of Emotional Facial Expressions Of A Virtual Character On People." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612587/index.pdf.
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This thesis investigates the effect of emotional facial expressions of a virtual character on people&rsquos performance for interactive digital tasks. The basic and universal emotions are used in the study. Facial expressions of these emotions are created according to the Facial Action Coding System (FACS), which is a system that describes facial movements in the face. The patterns of cooccurences of Action Units (descriptions of facial movements defined in FACS) for basic emotions are also implemented into emotional facial expressions with regard to findings of the studies in the literature. A study was conducted to validate the recognition of emotion specific facial expressions that are built by Poser software. To investigate the effect of emotional facial expressions on people&rsquo
s performance for digital interactive tasks in a virtual environment, a digital interactive application created by Unity software was used in the final study of the thesis.
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Le, Lievre James Arthur. "The experience of emotional expression in the context of social relations for people diagnosed with schizophrenia : a phenomenological explication." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31837/1/James_Le_Lievre_Thesis.pdf.
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The experience of emotional expression in the context of social relations is not well understood for people diagnosed with schizophrenia. Early phenomenological research on the experience of people diagnosed with schizophrenia traditionally focussed on self experience in isolation from others, with later research explicating isolated aspects of self experience in relation to others. The current research aimed to focus on the progressive experience of emotional expression of people diagnosed with schizophrenia in relation to others over 12 months, in order to gain a broad spectrum of experience. This study involved unstructured interviews with 7 participants, an average of 4 times each, over a period of 12 months. Due to the unstructured nature of the interviews, a great breadth of experience was explicated. From the interviews there emerged 6 themes grouped together as a transition into, and 5 themes grouped together as a recovery from, symptoms associated with a diagnosis of schizophrenia. Special significance was given to the theme of relational confusion as an experience that provides an understanding of the relationship between social stressors and personal characteristics with responses that are associated with a diagnosis of schizophrenia. It was suggested that participants experienced themselves, including their distancing and isolating responses, as a part of a social system. The breadth of experiences that emerged afforded a framework of experiences within which prior phenomenological research findings on static moments of experience have been located. A more meaningful understanding of the transitioning into and recovery from the experiences associated with a diagnosis of schizophrenia will afford advances in mental health practice.
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Nayer, Nandita. "Do different emotional expressions capture attention differently?: assessment through an interference task /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19255.pdf.
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Calveley, Louise. "Emotional experience and expression in people with Parkinson's disease and essential tremor." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434438.
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Thorsteinsson, Kate. "Emotional expression in social interactions of infants with and without Down syndrome." Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/emotional-expression-in-social-interactions-of-infants-with-and-without-down-syndrome(1136c775-73e2-4501-a0e4-f7b61739da51).html.
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In this thesis I report on investigations of the early socioemotional development of 4- month-old infants with Down syndrome (DS) in dyadic and triadic interactions, and comparisons of aspects of socioemotional behaviour of infants with DS with those of typically developing (TD) infants. The thesis incorporates theories relating to positive emotion, early infancy and Down syndrome research. I investigate 3 main debates: when compared to typically developing infants 1) infants with DS may have differences in emotionality, and perhaps social and emotional strengths 2) that infants with DS may have may different patterns of attention, perhaps preferring attending to a social partner over object 3) that the environment within which the infant with DS is raised is somehow different. I investigate these debates with consideration that all may relate to each other. I compare typically developing infants and infants with DS on measures of attention, emotion and sociocommunicative behaviour alongside measuring aspects of their environment. I analyse the behaviour of groups of infants in dyadic (TD: n=11, DS: n=10) and triadic social, and less social, situations (TD: n=10, DS: n=10). I investigate aspects of infant emotion and sociocommunicative behaviours and discuss how they may, or may not, be indicative of abilities in for example, social expectancy, person permanence and early joint attention. I also question whether different play partners relate to infant enjoyment. I report on data relating to infant temperament, and aspects of the very young infant’s environment (maternal caregiving preferences, optimism and demographics) in order to consider the relation of these variables to group and individual differences. I integrate findings from all studies and discuss individual differences. Key findings from the thesis were that DS infants were less fussy overall than TD infants, equally as positive and communicative, and demonstrated an ability to maintain longer social interactions compared to TD infants. DS infants had less interest in an object than TD infants, and more interest in the social partner. This was not due to infants with TD being unable to shift gaze, as infants from both groups shifted gaze comparably. TD infants were able to follow gaze to some extent, and demonstrated sensitivity to the timing and structure of the game of peekaboo. This suggests that at 4 months of age, TD infants may have some level of social expectancy regarding the rules and structure of social exchange, and have emerging joint attentional skills. DS infants did not follow gaze as successfully (although some did) and did not demonstrate such sensitivity to the timing and structure of the peekaboo game (although some did, and some TD infants did not) however enjoyed the game as much as TD infants. TD infant and mother pairs played the game of peekaboo differently to TD infant and experimenter pairs. In the main, infants with DS and mothers played similarly, and infants enjoyed the game as much, as DS-experimenter pairs; and this was comparable to how TD infants and experimenters played and enjoyed the game. No differences emerged between groups on measures of temperament, nor in relation to maternal factors such as parenting system preference or optimism. Neither did any of these measures relate to levels of infant positive emotion during positive, dyadic play. It was concluded that the ability for infants with DS to maintain prolonged social interactions with another at 4-months of age could be interpreted as a strength, perhaps due to an increased focus on the building blocks of later emerging social and emotional skills, that occur during face-to-face interaction. My thesis emphasises the importance in recognising strengths for those with DS, and acknowledging similarities rather than differences with the typical population. The value of this cannot be underestimated for those families (and educators, health professionals and carers) involved with DS. Recognition of sameness promotes an inclusive attitude to enable those with DS to integrate and to develop within a positive environmen
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Young, Gregory S. "Emotional Expression Management and Social Acceptance in Childhood: Ability, Strategy, and Gender." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/YoungGS2001.pdf.
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Kaufmann, Jurgen Michael. "Interactions between the processing of facial identity, emotional expression and facial speech." Thesis, University of Glasgow, 2002. http://theses.gla.ac.uk/3110/.
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The experiments investigate the functional relationship between the processing of facial identity, emotional expression and facial speech. They were designed in order to further explore a widely accepted model of parallel, independent face perception components (Bruce and Young, 1986), which has been challenged recently (e.g. Walker et. al., 1995; Yakel et. al., 2000; Schweinberger et. al., 1998; Schweinberger et.al., 1999). In addition to applying a selective attention paradigm (Garner, 1974; 1976), dependencies between face related processes are explored by morphing, a digital graphic editing technique which allows for the selective manipulation of facial dimensions, and by studying the influence of face familiarity on the processing of emotional expression and speechreading. The role of dynamic information for speechreading (lipreading) is acknowledged by investigating the influence of natural facial speech movements on the integration of identity specific talker information and facial speech cues. As for the relationship between the processing of facial identity and emotional expression, overall the results are in line with the notion of independent parallel routes. Recent findings of an "asymmetric interaction" between the two dimensions in the selective attention paradigm, in the sense that facial identity can be processed independently from expression but not vice versa (Schweinberger et. al., 1998; Schweinberger et. al., 1999) could not be unequivocally corroborated. Critical factors for the interpretation of results based on the selective attention paradigm when used with complex stimuli such as faces are outlined and tested empirically. However, the experiments do give evidence that stored facial representations might be less abstract than previously thought and might preserve some information about typical expressions. The results indicate that classifications of unfamiliar faces are not influenced by emotional expression, while familiar faces are recognized fastest for certain expressions.
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Jones, Vanessa. "Eating disorders : attitudes towards emotional expression and prevalence in weight-category sports." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3913/.
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Volume I contains a literature review exploring the prevalence of eating disorders in those who participate in weight category sports and an empirical paper investigating the attitudes towards emotional expression and eating disorders in men and women, exploring comparisons between the sexes. Volume II contains 5 Case Practice Reports. The first describes a behavioural and psychodynamic formulation of a 2 ½ year old boy with feeding difficulties. The second evaluates the implementation of the Choice and Partnership Approach (CAPA) in a Birmingham Child and Adolescent Mental Health Service (CAMHS). It asks the question “Does using CAPA reduce waiting times to assessment and treatment” and finds a reduction in waiting list times post CAPA implementation. The third report is a single case design study, assessing the efficacy of a Cognitive Behavioural Therapy (CBT) intervention delivered to a 20 years old woman with obsessive compulsive disorder. The fourth report tells the story of a couple managing the difficulties that come with adjusting to chronic, progressive illness within a marriage, from a systemic perspective. The final piece is a presentation reporting the case study of a woman with anorexia nervosa who was treated using a CBT approach.
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Arnade, Elizabeth Amalia. "Measuring Consumer Emotional Response to Tastes and Foods through Facial Expression Analysis." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/54538.
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Emotions are thought to play a crucial role in food behavior. Non-rational emotional decision making may be credited as the reason why consumers select what, how, and when they choose to interact with a food product. In this research, three experiments were completed for the overall goal of understanding the usefulness and validity of selected emotional measurement tools, specifically emotion questionnaire ballots and facial expression analysis, as compared to conventional sensory methods in developing a holistic view of product interest and engagement. Emotional response to 1% low-fat unflavored and chocolate-flavored milk was evaluated by using an emotion-based questionnaire as well as facial expression analysis software, to measure post-experience cognitive and in-the-moment intrinsic (implicit) emotional response, respectively. The software correlated facial movements of participants to associated basic emotions to estimate with what degree consumers were expressing these measured emotions upon presentation of each sample. Finally, the adapted facial expression method was compared to expected measurements from previous studies by measuring emotional facial response to four (sweet, salt, sour, and bitter) basic tastes. The cognitive emotion ballot and implicit facial analysis were able to differentiate between milk samples and offer a greater understanding of the consumer experience. Validity of the facial expression method was lacking for reasons including high individual taste variability, social context, intensities of stimuli, quality of video data capture, calibration settings, sample size number, analysis duration, and software sensitivity limitations. To better validate automatic facial expression methodology, further study is needed to investigate and minimize method limitations.Master of Science in Life Sciences
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Simons, Gwenda. "Emotional facial expresivity : exploring the assumption of an expressivity trait in healthy people and Parkinson's disease patients." Thesis, University of Portsmouth, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271386.
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Choy, Grace. "Emotional competence of Chinese and Australian children: The recognition of facial expressions of emotion and the understanding of display rules." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36632/1/36632_Digitised%20Thesis.pdf.
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Children's sensitivity to the emotions expressed by their peers, and their knowledge of the display rules that govern the manifestation of facial expressions, are crucial for their social interactions and development. In compliance with display rules, the facial expressions displayed (i.e., apparent emotion) may be incongruent with the emotion experienced (i.e., real emotion). This dissertation investigated Chinese and Australian children's abilities to recognise facial expressions of emotion and to understand display rules in the two cultures. Children's acquisition of these two skills demonstrates emotional competence (Saami, 1999).
Participants were 144 Chinese children living in Hong Kong ( 49 percent were boys and 51 percent were girls; 82 four-year-olds and 62 six-year-olds), and 176 Caucasian children living in Australia (56 percent were boys and 44 percent were girls; 80 four-year-olds and 96 six-year-olds). The children were recruited from 17 kindergartens, preschools, child-care centres, and primary schools in Hong Kong and Brisbane, Australia. All children were tested individually.
In Study One, all children were presented with a set of facial stimuli displayed by Chinese children (C-FACE) and an equivalent set displayed by Caucasian children (A-FACE). Each set of facial stimuli consisted of seven photographs depicting facial expressions of happiness, sadness, anger, fear, surprise, shame and neutrality. The two sets were presented in random order and children were asked to select the photograph depicting each emotion as it was requested by the experimenter. This permits the examination of both in-group perception (i.e., the observer and the displayer of the same culture) and out-group perception (i.e., the observer and the displayer of different cultures). The Chinese set of children's facial expressions of emotion (C-FACE) was constructed specifically for this research. The Caucasian set of children's facial expressions of emotion (A-FACE) was developed by Field and Walden (1982).
In Study Two, hypothetical stories that elicit the application of display rules were presented to both Chinese and Australian children. The stories were audio-taped and varied in terms of cultural contexts (i.e., Chinese versus Australian contexts), appropriateness for emotional regulation (i.e., non-regulation versus regulation), emotional valence (i.e., negative versus positive), and the explicitness of motivation for emotional regulation (i.e., implicit versus explicit). Children were asked to select from an array of five different facial expressions both the real emotion experienced, and the apparent emotion shown by the story character. These photographs were from the C-FACE and A-FACE sets used in Study 1. C-FACE was used with Chinese context stories and A-FACE with Australian context stories.
Chinese and Australian 6-year-olds were significantly more accurate than 4-year-olds in the recognition of facial expressions of emotion displayed by both in-group and out-group peers. Six-year-old children also had a significantly better understanding of display rules than the 4-year-olds. It seems likely that cognitive factors such as improved perceptual skills and the development of a theory of mind, and socialisation factors such as exposure to and the acquisition of emotional scripts may account for the age differences.
Both cultural similarities and differences were found in children's understanding of emotional expressions and display rules. In Study 1, Australian 4-year-olds were more accurate than Chinese 4-year-olds in out-group perception, possibly because of the multicultural experience of Australian children. However, increasing the amount of exposure to Chinese peers did not increase the Australian children's accuracy of out-group perception. In Study 2, Chinese children gave more dissembled responses (i.e., selected different real and apparent emotions) than Australian children, who most often indicated the expression of genuine emotion (i.e., selected the same real and apparent emotion). Chinese and Australian children also had different interpretations of the emotion experienced by the story character in the Chinese context and they used different regulation strategies in a positive context. The provision of an explicit statement about emotional regulation in the story enhanced Australian children's performance without making any difference for Chinese children. These results are consistent with the strength of different cultural demands for emotional inhibition across the two cultures.
There was also evidence of cultural similarities. Both Chinese and Australian children demonstrated that happiness, sadness and anger were more frequently recognised than neutrality and shame when they were displayed by in-group peers. Fear and surprise were least frequently identified and reciprocally confused by the two cultural groups. In addition, 6-year-old girls from both cultures were more accurate than their boy counterparts in out-group perception. Moreover, both Chinese and Australian. children had a better understanding of non-regulation and negative contexts than regulation and positive contexts.
The present research also found that both Chinese and Australian children were more accurate in recognising facial expressions of emotion displayed by in-group members than out-group members. Both Chinese and Australian children also applied their own cultural display rules in the interpretation of emotional behaviour in another cultural context. These two factors may account for some of the misunderstandings that arise in inter-cultural communications. Overall, the results suggest that the abilities to recognise facial expressions of emotion and understand display rules could be influenced by the age and culture of the subjects, and the culture of the stimuli. In assessing children's ability to understand facial expressions of emotion and the application of display rules it is therefore important to use stimuli from the same ethnic group.
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Bira, Lindsay M. "Emotional Writing in an HIV+ Population: Assessing Two Scoring Methods of Emotional/Cognitive Processing and Their Effects on Health Status, Physical Symptoms and Psychological Well-being." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_theses/294.
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Objective: The purpose of the present study is to examine whether level of written emotional expression (EE) and emotional/cognitive processing (ECP) for traumatic events predict health status (CD4 and VL), Category B symptoms, depression and anxiety in an HIV+ population over four years. Specifically, two different scoring methods of two variables within ECP (cognitive appraisal and self-esteem) will be compared to see if a change score (SMCHANGE) or a final score (SMFINAL) better predict outcomes. The possible mediating role of ECP in the relationship between EE and outcomes will also be explored. Methods: This longitudinal study assessed 169 HIV+ and diverse men and women in the midrange of illness as indicated by a CD4 number between 150 and 200 and no previous AIDS-defining symptom. EE/ECP data was gathered during baseline assessment and participants attended follow-up assessments every 6 months for a period of 4 years. Hierarchical Linear Modeling was used to examine change over time in CD4, VL log, Category B symptoms, depression and anxiety controlling for age, gender, ethnicity, education, anti-HIV medication and baseline values for each outcome. In addition, analyses for CD4 and VL log were rerun controlling for medication adherence. Results: Positive EE was found to be significantly related to only CD4 and Category B symptoms slopes. Negative EE was not related to any outcome. ECP was found to be related to CD4, VL log and Category B symptoms slope. No relationships were found between EE/ECP and depression and anxiety. SMFINAL scores on ECP subscales were found to predict CD4 and VL log slope better than SMCHANGE, but SMCHANGE scores predicted Category B symptoms slope better than SMFINAL. Within meditational analyses, ECP was found to mediate the relationship between positive EE and CD4 slope controlling for adherence. Positive EE mediated the relationship between ECP and Category B symptoms slope. Conclusions: Higher engagement in positive EE and ECP within emotional writing about a trauma contributes to beneficial changes in health outcomes over time within HIV+ individuals. SMFINAL seems to be more related to CD4 and VL log slope while SMCHANGE seems to be more related to Category B symptoms slope, indicating that both scoring methods within ECP seem to be valuable. Findings support the meditational role of ECP between EE and CD4, and provide new evidence that positive EE plays a meditational role between ECP and Category B symptoms. These findings can be used to help improve health for patients in future studies or in CBT therapies.
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Griffiths, Philip. "Investigating perception and attention to emotional expressions in the autism spectrum." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665429.
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Autism spectrum condition (ASC) is a lifelong developmental condition. Along with restricted interests and deficits in social imagination, people with ASC have difficulty understanding the social world. Evidence suggests that ASC individuals have difficulty understanding the emotional expressions of others, particularly when these expressions have negative valence. It is suggested that ASC is not a discrete phenomenon. Instead research has shown that traits associated with autism are seen in varying levels throughout the general population. It is believed that ASC is a spectrum, with those who have the most difficulty obtaining a diagnosis. The traits of autism present in the general population are seen to be qualitatively similar to those seen in ASC. It is therefore suggested that the ASC can be explored and further understood by assessing people in the Wider Autism Spectrum (WAS) of ASC-traits who do not hold a diagnosis. This research contributes to the understanding of the WAS and how ASC-traits manifest in the general population. Additionally, the differences between ASC and the WAS can be assessed by comparing the performance of people with a diagnosis to those in the WAS who have high ASC-traits. Through understanding the differences between these populations we are better able to understand what drives the clinical impairments associated with ASC. The current thesis assesses facial emotion processing in people with ASC and those in the WAS in order to understand the differences and similarities that exist. This was conducted using several cognitive tasks that assess the underlying brain mechanisms associated with facial emotion processing. Directed by the social motivation theory of autism, the current work used visual adaptation paradigms to assess how the brain represents emotional expression information in those with ASC and people with high and low ASC-traits. Additionally, the dot-probe paradigm was employed to explore attentional orienting for emotional expressions in ASC and the WAS. Results found that WAS participants with high ASC-traits do not represent negative emotional expressions in the same way as those with fewer ASC-traits. When assessing attention mechanisms those with high autism-traits were more likely to bias attention towards emotional expression information. Results suggests that WAS individuals with high ASC-traits process emotional faces differently from their low ASC-trait counterparts and also have a different way of selecting which emotions to attend to in their environment. People with ASC had deficits in mental representation of emotional expression but did not show the same pattern of attention to emotional expressions seen in high ASC-trait WAS individuals. These results do not suggest the autism spectrum is linear. Results are discussed suggesting that those with high traits of autism have a profile of behaviour that cannot be explained by the social motivation theory whereas ASC results do follow predictions this theory makes.