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Perosanz A, Martínez O, Espinosa-Blanco P, García I, Al-Rashaida M, López-Paz JF. Comparative analysis of emotional facial expression recognition and empathy in children with prader-willi syndrome and autism spectrum disorder. BMC Psychol 2024; 12:94. [PMID: 38395942 PMCID: PMC10893661 DOI: 10.1186/s40359-024-01590-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Accepted: 02/12/2024] [Indexed: 02/25/2024] Open
Abstract
BACKGROUND Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder that is often comorbid with Autism Spectrum Disorder (ASD). Due to the close association between these two conditions, and recognizing that Theory of Mind (ToM) is related to social behaviors in ASD, there is a growing interest in studying the reciprocity of social communication between these two groups. METHOD The primary objective of this study was to compare how children (n = 45) with PWS (n = 15), ASD (n = 15), and a control group (n = 15) respond to emotion recognition of facial expressions and empathy, which are both concepts related to ToM. The study utilized two tools named FEEL and Deusto-e-Motion 1.0. We also evaluated the Working Memory index of the WISC-IV scale, the Social Perception domain of the NEPSY-II battery, and the SCQ in both clinical groups. RESULTS Our findings suggest that individuals with PWS exhibit lower accuracy in recognizing facial expressions and empathy compared to the control group. Both clinical groups exhibited a delayed reaction time compared to the control group. Children with PWS display difficulties in recognizing emotions of disgust and surprise. In terms of cognitive empathy, children with PWS showed a greater inclination to respond to disgust as compared to children with ASD. CONCLUSIONS This study represents the initial stage in comprehending the emotional and empathetic abilities of children with PWS and ASD. The findings can provide valuable insights for developing future interventions.
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Affiliation(s)
- Ane Perosanz
- Faculty of Health Sciences, Department of Psychology, University of Deusto, Avenida de las Universidades, 24, 48007, Bilbao, Biscay, Spain.
| | - Oscar Martínez
- Faculty of Health Sciences, Department of Psychology, University of Deusto, Avenida de las Universidades, 24, 48007, Bilbao, Biscay, Spain
| | - Patricia Espinosa-Blanco
- Faculty of Health Sciences, Department of Psychology, University of Deusto, Avenida de las Universidades, 24, 48007, Bilbao, Biscay, Spain
| | - Irune García
- Faculty of Health Sciences, Department of Psychology, University of Deusto, Avenida de las Universidades, 24, 48007, Bilbao, Biscay, Spain
| | - Mohammad Al-Rashaida
- College of Education, Department of Special Education, United Arab Emirates University, Al Ain, Abu Dhabi, United Arab Emirates
| | - Juan Francisco López-Paz
- Faculty of Health Sciences, Department of Psychology, University of Deusto, Avenida de las Universidades, 24, 48007, Bilbao, Biscay, Spain
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2
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Franca M, Bolognini N, Brysbaert M. Seeing emotions in the eyes: a validated test to study individual differences in the perception of basic emotions. Cogn Res Princ Implic 2023; 8:67. [PMID: 37919608 PMCID: PMC10622392 DOI: 10.1186/s41235-023-00521-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Accepted: 10/20/2023] [Indexed: 11/04/2023] Open
Abstract
People are able to perceive emotions in the eyes of others and can therefore see emotions when individuals wear face masks. Research has been hampered by the lack of a good test to measure basic emotions in the eyes. In two studies respectively with 358 and 200 participants, we developed a test to see anger, disgust, fear, happiness, sadness and surprise in images of eyes. Each emotion is measured with 8 stimuli (4 male actors and 4 female actors), matched in terms of difficulty and item discrimination. Participants reliably differed in their performance on the Seeing Emotions in the Eyes test (SEE-48). The test correlated well not only with Reading the Mind in the Eyes Test (RMET) but also with the Situational Test of Emotion Understanding (STEU), indicating that the SEE-48 not only measures low-level perceptual skills but also broader skills of emotion perception and emotional intelligence. The test is freely available for research and clinical purposes.
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Affiliation(s)
- Maria Franca
- Ph.D. Program in Neuroscience, School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Nadia Bolognini
- Department of Psychology and NeuroMI - Milan Centre for Neuroscience, University of Milano-Bicocca, Milan, Italy.
- Laboratory of Neuropsychology, Department of Neurorehabilitation Sciences, IRCCS Istituto Auxologico Italiano, Via Mercalli 32, 20122, Milan, Italy.
| | - Marc Brysbaert
- Department of Experimental Psychology, Ghent University, H. Dunantlaan 2, 9000, Ghent, Belgium.
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3
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Pellerone M, Martinez Torvisco J, Razza SG, Lo Piccolo A, Guarnera M, La Rosa VL, Commodari E. Relational Competence, School Adjustment and Emotional Skills: A Cross-Sectional Study in a Group of Junior and High School Students of the Sicilian Hinterland. Int J Environ Res Public Health 2023; 20:2182. [PMID: 36767549 PMCID: PMC9915881 DOI: 10.3390/ijerph20032182] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 01/16/2023] [Accepted: 01/22/2023] [Indexed: 06/18/2023]
Abstract
Research has demonstrated the influence of emotional adjustment on the manifestation of problematic behaviors in adolescence, especially during the COVID-19 pandemic. The aim of the present research is to investigate the role of self-esteem and relational skills on school performance in a group of middle and high school students during the COVID-19 period. The research involved 392 students, aged between 11 and 20 (M = 13.78; S.D. = 2.56). Participants completed the following instruments: an anamnestic constructed ad hoc questionnaire; the Interpersonal Relationships Test, in order to evaluate the perception of adolescents concerning the quality of their relationships in social, family and school contexts; and the Multidimensional Test of Self-Esteem, structured in six scales, which coincide with the dimensions considered constitutive of self-esteem. The preliminary data have shown how the older girls, attending the high school, tend to manifest a higher level of social competence with peer group and teachers. Furthermore, the perception of a reduced emotional self-efficacy but an elevated environmental control and good interpersonal skills seem to predict the school adjustment. Understanding adolescents' perceptions of difficulties and their social support networks can offer some insight into how major social changes can be associated with individual well-being, especially during the COVID-19 pandemic.
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Affiliation(s)
- Monica Pellerone
- Faculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, Italy
| | - Juan Martinez Torvisco
- Department of Psicología Cognitiva, Socialy Organizacional, Universidad de La Laguna, 38071 San Cristóbal de La Laguna, Spain
| | - Stesy Giuseppa Razza
- Faculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, Italy
| | - Alessandra Lo Piccolo
- Faculty of Humanities, Foreign Language and Education, Kore University of Enna, 94100 Enna, Italy
| | - Maria Guarnera
- Faculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, Italy
| | | | - Elena Commodari
- Department of Educational Sciences, University of Catania, 95125 Catania, Italy
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4
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Sonnberger M, Widmann C, Potthoff D, Seitz RJ, Kleiser R. Emotion recognition in evolving facial expressions: A matter of believing. Front Behav Neurosci 2023; 16:951974. [PMID: 36710955 PMCID: PMC9875561 DOI: 10.3389/fnbeh.2022.951974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 12/21/2022] [Indexed: 01/13/2023] Open
Affiliation(s)
| | - Carola Widmann
- Institute of Neuroradiology, Kepler-University Linz, Linz, Austria
| | - Denise Potthoff
- Department of Neurology, Center of Neurology and Neuropsychiatry, LVR-Klinikum Düsseldorf, Medical Faculty, Heinrich-Heine University Düsseldorf, Düsseldorf, Germany
| | - Rüdiger J. Seitz
- Department of Neurology, Center of Neurology and Neuropsychiatry, LVR-Klinikum Düsseldorf, Medical Faculty, Heinrich-Heine University Düsseldorf, Düsseldorf, Germany
| | - Raimund Kleiser
- Institute of Neuroradiology, Kepler-University Linz, Linz, Austria,*Correspondence: Raimund Kleiser ✉
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5
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Kleiser R, Raffelsberger T, Trenkler J, Meckel S, Seitz R. What influence do face masks have on reading emotions in faces? Neuroimage: Reports 2022. [DOI: 10.1016/j.ynirp.2022.100141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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6
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Shehu HA, Browne WN, Eisenbarth H. A comparison of humans and machine learning classifiers categorizing emotion from faces with different coverings. Appl Soft Comput 2022. [DOI: 10.1016/j.asoc.2022.109701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
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7
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Maftei A, Merlici I, Roca I. Implications of the COVID-19 Pandemic on Children and Adolescents: Cognitive and Emotional Representations. Children 2022; 9:359. [PMID: 35327734 PMCID: PMC8946934 DOI: 10.3390/children9030359] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 02/26/2022] [Accepted: 03/01/2022] [Indexed: 12/28/2022]
Abstract
The present research investigated children and adolescents’ explicit and spontaneous representation of the COVID-19 pandemic and their related emotions, cognitions, and coping strategies. We explored the self-reported protective factors and coping mechanisms, in addition to similar attributional emotional experiences, i.e., the ways participants evaluated others’ pandemic experiences. Our sample consisted of 155 children and adolescents aged 10 to 13 (M = 10.70, SD = 0.85, 56.1% females). We designed a 12-item survey and analyzed our data using both qualitative and quantitative methods. Our findings suggested that most children and adolescents associated masks with the thought of the novel coronavirus, and the most frequently associated emotion was sadness (45.2%), followed by fear (17.4%). Generally, participants reported a medium level of perceived adverse effects of the pandemic, mainly because their regular physical school classes moved to the online setting. We also found a significant association between children’s self-reported levels of harmful effects of the pandemic and perceived adverse effects on their families. Most participants expressed their dissatisfaction concerning online school classes, primarily due to poor online interaction. In our sample, the children and adolescents reported positive thoughts and family relationships as their primary coping mechanisms during the pandemic, suggesting similar perceived coping mechanisms in the others around them. Finally, more than half of the participants considered that the COVID-19 pandemic had no positive effects, while 40% considered the increased time spent with their families the primary positive consequences following the COVID-19 health crisis. Results are discussed regarding their implications concerning healthcare, social, and educational policies.
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8
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Zhang K, Yuan Y, Chen J, Wang G, Chen Q, Luo M. Eye Tracking Research on the Influence of Spatial Frequency and Inversion Effect on Facial Expression Processing in Children with Autism Spectrum Disorder. Brain Sci 2022; 12:brainsci12020283. [PMID: 35204046 PMCID: PMC8870542 DOI: 10.3390/brainsci12020283] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Revised: 02/11/2022] [Accepted: 02/16/2022] [Indexed: 12/10/2022] Open
Abstract
Facial expression processing mainly depends on whether the facial features related to expressions can be fully acquired, and whether the appropriate processing strategies can be adopted according to different conditions. Children with autism spectrum disorder (ASD) have difficulty accurately recognizing facial expressions and responding appropriately, which is regarded as an important cause of their social disorders. This study used eye tracking technology to explore the internal processing mechanism of facial expressions in children with ASD under the influence of spatial frequency and inversion effects for improving their social disorders. The facial expression recognition rate and eye tracking characteristics of children with ASD and typical developing (TD) children on the facial area of interest were recorded and analyzed. The multi-factor mixed experiment results showed that the facial expression recognition rate of children with ASD under various conditions was significantly lower than that of TD children. TD children had more visual attention to the eyes area. However, children with ASD preferred the features of the mouth area, and lacked visual attention and processing of the eyes area. When the face was inverted, TD children had the inversion effect under all three spatial frequency conditions, which was manifested as a significant decrease in expression recognition rate. However, children with ASD only had the inversion effect under the LSF condition, indicating that they mainly used a featural processing method and had the capacity of configural processing under the LSF condition. The eye tracking results showed that when the face was inverted or facial feature information was weakened, both children with ASD and TD children would adjust their facial expression processing strategies accordingly, to increase the visual attention and information processing of their preferred areas. The fixation counts and fixation duration of TD children on the eyes area increased significantly, while the fixation duration of children with ASD on the mouth area increased significantly. The results of this study provided theoretical and practical support for facial expression intervention in children with ASD.
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Affiliation(s)
- Kun Zhang
- National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China; (K.Z.); (Y.Y.); (Q.C.); (M.L.)
- National Engineering Laboratory for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Yishuang Yuan
- National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China; (K.Z.); (Y.Y.); (Q.C.); (M.L.)
- National Engineering Laboratory for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Jingying Chen
- National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China; (K.Z.); (Y.Y.); (Q.C.); (M.L.)
- National Engineering Laboratory for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
- Correspondence:
| | - Guangshuai Wang
- School of Computer Science, Wuhan University, Wuhan 430072, China;
| | - Qian Chen
- National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China; (K.Z.); (Y.Y.); (Q.C.); (M.L.)
- National Engineering Laboratory for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
| | - Meijuan Luo
- National Engineering Research Center for E-Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China; (K.Z.); (Y.Y.); (Q.C.); (M.L.)
- National Engineering Laboratory for Educational Big Data, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
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9
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Abstract
Nonverbal communication is integral to the success of psychotherapy and facial expression is an important component of nonverbal communication. The SARS CoV-2 pandemic has caused alterations in how psychotherapy services are provided. In this paper, potential issues that may arise from conducting psychotherapy when both the patient and therapist are wearing masks are explored. These include higher likelihood of misidentifying facial expression, especially when expression is incongruent with body language, and when the lower face is more important for correct identification of emotion. These issues may be particularly problematic for patient populations for whom emotion recognition may be a problem at baseline, or for those more prone to biases in emotional recognition. Suggestions are made for therapists to consider when seeing patients in-person when masks are necessary.
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Affiliation(s)
- Cayla Mitzkovitz
- Department of Psychology, Central Michigan University, Mount Pleasant, MI, USA
| | - Sheila M Dowd
- Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, Chicago, IL, USA
| | - Thomas Cothran
- Office of Neuropsychology, Community Care Network, Inc., Munster, IN, USA
| | - Suzanne Musil
- Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, Chicago, IL, USA. .,Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, 1645 W. Jackson Blvd, Ste. 400, Chicago, IL, 60612, USA.
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10
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Tsantani M, Podgajecka V, Gray KLH, Cook R. How does the presence of a surgical face mask impair the perceived intensity of facial emotions? PLoS One 2022; 17:e0262344. [PMID: 35025948 PMCID: PMC8758043 DOI: 10.1371/journal.pone.0262344] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 12/22/2021] [Indexed: 12/31/2022] Open
Abstract
The use of surgical-type face masks has become increasingly common during the COVID-19 pandemic. Recent findings suggest that it is harder to categorise the facial expressions of masked faces, than of unmasked faces. To date, studies of the effects of mask-wearing on emotion recognition have used categorisation paradigms: authors have presented facial expression stimuli and examined participants’ ability to attach the correct label (e.g., happiness, disgust). While the ability to categorise particular expressions is important, this approach overlooks the fact that expression intensity is also informative during social interaction. For example, when predicting an interactant’s future behaviour, it is useful to know whether they are slightly fearful or terrified, contented or very happy, slightly annoyed or angry. Moreover, because categorisation paradigms force observers to pick a single label to describe their percept, any additional dimensionality within observers’ interpretation is lost. In the present study, we adopted a complementary emotion-intensity rating paradigm to study the effects of mask-wearing on expression interpretation. In an online experiment with 120 participants (82 female), we investigated how the presence of face masks affects the perceived emotional profile of prototypical expressions of happiness, sadness, anger, fear, disgust, and surprise. For each of these facial expressions, we measured the perceived intensity of all six emotions. We found that the perceived intensity of intended emotions (i.e., the emotion that the actor intended to convey) was reduced by the presence of a mask for all expressions except for anger. Additionally, when viewing all expressions except surprise, masks increased the perceived intensity of non-intended emotions (i.e., emotions that the actor did not intend to convey). Intensity ratings were unaffected by presentation duration (500ms vs 3000ms), or attitudes towards mask wearing. These findings shed light on the ambiguity that arises when interpreting the facial expressions of masked faces.
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Affiliation(s)
- Maria Tsantani
- Department of Psychological Sciences, Birkbeck, University of London, London, United Kingdom
- * E-mail:
| | - Vita Podgajecka
- Department of Psychological Sciences, Birkbeck, University of London, London, United Kingdom
| | - Katie L. H. Gray
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom
| | - Richard Cook
- Department of Psychological Sciences, Birkbeck, University of London, London, United Kingdom
- Department of Psychology, University of York, York, United Kingdom
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11
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Takarae Y, McBeath MK, Krynen RC. Perception of Dynamic Point Light Facial Expression. The American Journal of Psychology 2021. [DOI: 10.5406/amerjpsyc.134.4.0373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Abstract
This study uses point light displays both to investigate the roles of global and local motion analyses in the perception of dynamic facial expressions and to measure the information threshold for reliable recognition of emotions. We videotaped the faces of actors wearing black makeup with white dots while they dynamically produced each of 6 basic Darwin/Ekman emotional expressions. The number of point lights was varied to systematically manipulate amount of information available. For all but one of the expressions, discriminability (d′) increased approximately linearly with number of point lights, with most remaining largely discriminable with as few as only 6 point lights. This finding supports reliance on global motion patterns produced by facial muscles. However, discriminability for the happy expression was notably higher and largely unaffected by number of point lights and thus appears to rely on characteristic local motion, probably the unique upward curvature of the mouth. The findings indicate that recognition of facial expression is not a unitary process and that different expressions may be conveyed by different perceptual information, but in general, basic facial emotional expressions typically remain largely discriminable with as few as 6 dynamic point lights.
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Affiliation(s)
| | - Michael K. McBeath
- Arizona State University and Max Planck Institute for Empirical Aesthetics
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12
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Pazhoohi F, Forby L, Kingstone A. Facial masks affect emotion recognition in the general population and individuals with autistic traits. PLoS One 2021; 16:e0257740. [PMID: 34591895 PMCID: PMC8483373 DOI: 10.1371/journal.pone.0257740] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 09/08/2021] [Indexed: 11/25/2022] Open
Abstract
Facial expressions, and the ability to recognize these expressions, have evolved in humans to communicate information to one another. Face masks are equipment used in healthcare by health professionals to prevent the transmission of airborne infections. As part of the social distancing efforts related to COVID-19, wearing facial masks has been practiced globally. Such practice might influence affective information communication among humans. Previous research suggests that masks disrupt expression recognition of some emotions (e.g., fear, sadness or neutrality) and lower the confidence in their identification. To extend the previous research, in the current study we tested a larger and more diverse sample of individuals and also investigated the effect of masks on perceived intensity of expressions. Moreover, for the first time in the literature we examined these questions using individuals with autistic traits. Specifically, across three experiments using different populations (college students and general population), and the 10-item Autism Spectrum Quotient (AQ-10; lower and higher scorers), we tested the effect of facial masks on facial emotion recognition of anger, disgust, fear, happiness, sadness, and neutrality. Results showed that the ability to identify all facial expressions decreased when faces were masked, a finding observed across all three studies, contradicting previous research on fear, sad, and neutral expressions. Participants were also less confident in their judgements for all emotions, supporting previous research; and participants perceived emotions as less expressive in the mask condition compared to the unmasked condition, a finding novel to the literature. An additional novel finding was that participants with higher scores on the AQ-10 were less accurate and less confident overall in facial expression recognition, as well as perceiving expressions as less intense. Our findings reveal that wearing face masks decreases facial expression recognition, confidence in expression identification, as well as the perception of intensity for all expressions, affecting high-scoring AQ-10 individuals more than low-scoring individuals.
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Affiliation(s)
- Farid Pazhoohi
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Leilani Forby
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Alan Kingstone
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
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13
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Tapia Aróstica L, Fossa P. Embodied Remembering and Imagination. Hu Arenas. [DOI: 10.1007/s42087-021-00251-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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14
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Zhang S, Liu X, Yang X, Shu Y, Liu N, Zhang D, Liu YJ. The Influence of Key Facial Features on Recognition of Emotion in Cartoon Faces. Front Psychol 2021; 12:687974. [PMID: 34447333 PMCID: PMC8382696 DOI: 10.3389/fpsyg.2021.687974] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 07/13/2021] [Indexed: 12/24/2022] Open
Abstract
Cartoon faces are widely used in social media, animation production, and social robots because of their attractive ability to convey different emotional information. Despite their popular applications, the mechanisms of recognizing emotional expressions in cartoon faces are still unclear. Therefore, three experiments were conducted in this study to systematically explore a recognition process for emotional cartoon expressions (happy, sad, and neutral) and to examine the influence of key facial features (mouth, eyes, and eyebrows) on emotion recognition. Across the experiments, three presentation conditions were employed: (1) a full face; (2) individual feature only (with two other features concealed); and (3) one feature concealed with two other features presented. The cartoon face images used in this study were converted from a set of real faces acted by Chinese posers, and the observers were Chinese. The results show that happy cartoon expressions were recognized more accurately than neutral and sad expressions, which was consistent with the happiness recognition advantage revealed in real face studies. Compared with real facial expressions, sad cartoon expressions were perceived as sadder, and happy cartoon expressions were perceived as less happy, regardless of whether full-face or single facial features were viewed. For cartoon faces, the mouth was demonstrated to be a feature that is sufficient and necessary for the recognition of happiness, and the eyebrows were sufficient and necessary for the recognition of sadness. This study helps to clarify the perception mechanism underlying emotion recognition in cartoon faces and sheds some light on directions for future research on intelligent human-computer interactions.
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Affiliation(s)
- Shu Zhang
- Department of Computer Science and Technology, Tsinghua University, Beijing, China
- Beijing National Research Center for Information Science and Technology, Beijing, China
| | - Xinge Liu
- Department of Computer Science and Technology, Tsinghua University, Beijing, China
- Beijing National Research Center for Information Science and Technology, Beijing, China
| | - Xuan Yang
- Department of Computer Science and Technology, Tsinghua University, Beijing, China
- Beijing National Research Center for Information Science and Technology, Beijing, China
| | - Yezhi Shu
- Department of Computer Science and Technology, Tsinghua University, Beijing, China
| | - Niqi Liu
- Department of Computer Science and Technology, Tsinghua University, Beijing, China
| | - Dan Zhang
- Department of Psychology, Tsinghua University, Beijing, China
- Tsinghua Laboratory of Brain and Intelligence, Tsinghua University, Beijing, China
| | - Yong-Jin Liu
- Department of Computer Science and Technology, Tsinghua University, Beijing, China
- Beijing National Research Center for Information Science and Technology, Beijing, China
- Key Laboratory of Pervasive Computing, Ministry of Education, Beijing, China
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15
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Pellerone M, Rapisarda V, Trischitta MCA, Vitale E, Ramaci T. Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers. Int J Environ Res Public Health 2020; 17:E1356. [PMID: 32093156 PMCID: PMC7068246 DOI: 10.3390/ijerph17041356] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Revised: 02/13/2020] [Accepted: 02/16/2020] [Indexed: 12/26/2022]
Abstract
Since the first half of the 1980s, burnout in teachers has been the object of particular attention by many international authors. Teachers are subject, more than other professions, to numerous and heavy pressures, covering the peculiarity of the profession. The objectives of the present research are to measure the predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of elementary school teachers. We carried out a cross-sectional study involving 324 Sicilian female teachers, who worked in three school orders: Kindergarten, primary school, and the first year of middle school. Participants completed a socio-demographic questionnaire, the assessment teaching scale for primary school teachers (ECAD-EP), and the Maslach Burnout Inventory (MBI). In reference to the level of burnout, the correlation analysis underlined the presence of a positive correlation between: Emotional exhaustion and depersonalization; and a negative correlation between exhaustion and depersonalization. Furthermore, a predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of primary school teachers was found.
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Affiliation(s)
- Monica Pellerone
- Faculty of Human and Social Sciences, University of Enna “Kore”, CAP 94100 Enna (EN), Italy; (M.C.A.T.); (T.R.)
| | - Venerando Rapisarda
- Occupational Medicine, Department of Clinical and Experimental Medicine, University of Catania, CAP 95131 Catania (CT), Italy;
| | | | - Ermanno Vitale
- Occupational Medicine, Department of Clinical and Experimental Medicine, University of Catania, CAP 95131 Catania (CT), Italy;
| | - Tiziana Ramaci
- Faculty of Human and Social Sciences, University of Enna “Kore”, CAP 94100 Enna (EN), Italy; (M.C.A.T.); (T.R.)
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Guarnera M, Pellerone M, Commodari E, Valenti GD, Buccheri SL. Mental Images and School Learning: A Longitudinal Study on Children. Front Psychol 2019; 10:2034. [PMID: 31620040 PMCID: PMC6760037 DOI: 10.3389/fpsyg.2019.02034] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Accepted: 08/20/2019] [Indexed: 01/29/2023] Open
Abstract
Recent literature have underlined the connections between children's reading skills and capacity to create and use mental representations or mental images; furthermore data highlighted the involvement of visuospatial abilities both during math learning and during subsequent developmental phases in performing math tasks. The present research adopted a longitudinal design to assess whether the processes of mental imagery in preschoolers (ages 4-5 years) are predictive of mathematics skills, writing and reading, in the early years of primary school (ages 6-7 years). The research lasted for two school years; in the first phase, the general group of participants consisted of 100 children, and although all participants agreed to be part of the research, in the second phase, there was a mortality rate of 30%. In order to measure school learning and mental imagery processes four batteries of tests were used. The mental imagery battery evaluated mental generation, inspection and transformation processes. Data underlined that the different aspects in which mental imagery processes are articulated are differently implied in some skills that constitute school learning. These findings emphasize the potential usefulness of a screening for mental imagery ability for schoolchildren to adopt effective measures to increase their mental imagery abilities.
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Affiliation(s)
- Maria Guarnera
- Faculty of Human and Social Sciences, Kore University of Enna, Enna, Italy
| | - Monica Pellerone
- Faculty of Human and Social Sciences, Kore University of Enna, Enna, Italy
| | - Elena Commodari
- Department of Educational Sciences, University of Catania, Catania, Italy
| | - Giusy D. Valenti
- Faculty of Human and Social Sciences, Kore University of Enna, Enna, Italy
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Jiang S, Liu RD, Ding Y, Oei TP, Fu X, Hong W. Victim Sensitivity and Altruistic Behavior in School: Mediating Effects of Teacher Justice and Teacher-Student Relationship. Front Psychol 2019; 10:1077. [PMID: 31133952 PMCID: PMC6517483 DOI: 10.3389/fpsyg.2019.01077] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2019] [Accepted: 04/25/2019] [Indexed: 11/23/2022] Open
Abstract
The current study aimed to explore how victim sensitivity influenced altruistic behaviors in school and to explore the mediating roles of teacher justice and teacher-student relationship. In 2018, we recruited 1,856 Chinese adolescents including 989 fourth graders (M = 10.35, SD = 0.56) and 867 eighth graders (M = 15.57, SD = 0.91), and the participation rate was 100%. Participations completed the self-report victim sensitivity scale, the teacher justice scale, the teacher-student relationship scale, and the altruistic behavior toward classmate scale. Structural equation modeling (SEM) indicated that victim sensitivity had a direct negative effect on altruistic behavior in school, but this relationship was mediated by teacher justice. There was also a mediated path between teacher justice and altruistic behavior by way of teacher-student relationship. These findings suggested possible mechanisms to explain the relationship between victim sensitivity and altruistic behavior and provided new directions for intervention.
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Affiliation(s)
- Shuyang Jiang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ru-De Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yi Ding
- Graduate School of Education, Fordham University, New York, NY, United States
| | - Tian Po Oei
- School of Psychology, University of Queensland, St Lucia, QLD, Australia.,Department of Psychology, James Cook University, Singapore, Singapore
| | - Xinchen Fu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wei Hong
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, China
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