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This three-wave longitudinal study, with two 6-month intervals between waves, investigates how parental maladaptive emotion-related behaviors contribute to changes in children’s food fussiness over time, with children’s socio-emotional adjustment problems as a potential mediator. Parents from Belgium and the Netherlands, with children aged 2.5 to 8 years, completed online questionnaires (Qualtrics) at three timepoints: baseline (T1), six months later (T2), and one year after baseline (T3). The central hypothesis of this study is that children’s socio-emotional adjustment problems serve as an intervening mechanism linking parental maladaptive emotion-related behaviors to children’s food fussiness. This hypothesis posits that both between-person differences in children’s socio-emotional adjustment problems account for associations between parental maladaptive emotion-related behaviors and children’s food fussiness, and that within-person changes in parental maladaptive emotion-related behaviors are associated with corresponding changes in children’s socio-emotional adjustment problems, which in turn relate to later changes in children’s food fussiness. To test this hypothesis dynamically, we will apply latent change score modeling (LCSM) to estimate both baseline levels (capturing between-person variance) and within-person change across time in all study variables. This approach enables us to examine both direct and indirect pathways linking parental maladaptive emotion-related behaviors to children’s food fussiness through children’s socio-emotional adjustment problems. Therefore, to test the hypothesized model, we will: 1. Estimate trajectories of parental maladaptive emotion-related behaviors, children’s socio-emotional adjustment problems, and children’s food fussiness over time. 2. Explore which parental maladaptive emotion-related behaviors at T1 predict changes in children’s socio-emotional adjustment problems at T2 by testing cross-lagged paths, while accounting for the stability of children’s socio-emotional adjustment problems over time (via autoregressive effects). As we assess three distinct parenting behaviors (maladaptive emotion modeling, maladaptive reactions to children’s negative emotions, and maladaptive emotional family climate), only those behaviors that show a significant predictive relationship with children’s socio-emotional adjustment problems at T2 will be carried forward into the mediation model. 3. Test a longitudinal mediation model to examine whether changes in children’s socio-emotional adjustment problems (T1 to T2) mediate the relationship between parental maladaptive emotion-related behaviors at T1 and children’s food fussiness at T3. Specifically, we will estimate: • The direct effects of parental maladaptive emotion-related behaviors at T1 on children’s food fussiness at T3. • The indirect effects of parental maladaptive emotion-related behaviors at T1 on children’s food fussiness at T3 through changes in children’s socio-emotional adjustment problems from T1 to T2. • Autoregressive paths to account for temporal stability in children’s socio-emotional adjustment problems and children’s food fussiness. • The role of relevant covariates, such as child age, gender, and socioeconomic status, where applicable. All models will be estimated using Structural Equation Modeling (SEM) in Lavaan (R), with bootstrapped confidence intervals to assess the significance of indirect effects.

please see Step1a_emoreg_rejection_050421

Reactivating a memory can render it temporarily labile, opening a window for memory modification. While we have previously demonstrated that reminded neutral memories are impaired by post-reminder playing of Tetris, it is unclear how exposure to situations that are likely to occur incidentally in everyday life have the capacity to modulate reminded declarative memories. In this experiment, we will test the effects of post-reminder induction of emotion upon neutral declarative memories. The experiment will be comprised of three sessions that will all be conducted online. The initial learning session comprises a single block of learning a sequential presentation of neutral IAPS images (for 4 seconds each) in a random order. Immediately after learning, participants will be tested on their ability to freely recall the neutral images. We will implement a full factorial design (reminder/no reminder x happy/sad/busy) whereby 2 days after learning, participants will undergo the reminder and emotional induction procedures. The reminder will consist of participants recalling the previous learning session, but without verbalising any of the learned images. The control no reminder condition will involve no explicit prompt to remind participants of previous learning. Immediately after reminder (or no reminder), we will use an autobiographical memory cueing procedure to induce emotional state. We will use the cue words “happy”, “sad” and “busy” to cue spontaneous retrieval of an autobiographical memory. 2 days after the second session, all participants will undertake both free recall and recognition tests to test their memory for the neutral IAPS images. They will also be asked to recall the same autobiographical memory (using the same cueing procedure) that they recounted previously, to ensure that there has been no inadvertent modulation of the autobiographical memory. The aim is to explore how induction of emotion can impact upon the reconsolidation of declarative memories.

In this episode, Adam talks to Mitchell Hamilton about writing your styles directly in your JavaScript components using the CSS-in-JS library Emotion.

NCCYC 2010 Lecture 2 - Harmony between mind, emotion, body, and spirit Fr. David Abdelsayed NorCalCopts.org

Emotion recognition is important for social functioning and building close relationships (Wang et al., 2019). Evidence suggests that children who are care experienced, such as those adopted from public care, tend to experience more difficulties with emotion recognition than non-adopted children (Paine et al., 2023), and these difficulties with emotion recognition are associated with emotional and behavioural difficulties (Burley et al., 2022). This is especially important for adopted children as they tend to experience more emotional and behavioural difficulties than non-adopted children (Brown et al., 2017) that endure over time (Paine et al., 2021). Studies with adopted children showed a negative relationship between the recognition of negative emotions and emotional and behavioural difficulties (Paine et al., 2023). Studies show an association between child socio-emotional development and observed parent-child mutuality, whereby mutuality is defined as a responsive and reciprocal interaction between parent and child (Deater-Deckard & Petrill, 2004; Funamoto & Rinaldi, 2014; Harrist & Waugh, 2002). Specifically, there is an association between difficult child behaviour and lower dyadic mutuality (Deater-Deckard & Petrill, 2004). Evidence also indicates that children’s ability to recognise emotions is associated with indicators of warm, positive parent-child relationships, measured using parent five-minute speech samples (Burley et al., 2022). For adoptees, warm adoptive parenting is associated with children being less likely to misinterpret facial expressions as negative (Paine et al., 2023). Evidence suggests that emotion recognition can be supported by targeted interventions, such as the Cardiff Emotion Recognition Training (CERT; Hunnikin et al., 2022; Wells et al., 2021). The CERT involves three 30-minute sessions delivered over three weeks. It is based on the emotion training program by Neumann et al. (2014), modified for children aged 5 to 11. The modules focus on (1) accurate recognition of facial emotions, (b) understanding reasons for the emotion, (c) understanding that different emotions can arise in different situations, and (d) developing appropriate responses to another’s emotions. Hunnikin et al. (2022) and Wells et al. (2021) found that children with behavioural difficulties exhibited improvements in emotion recognition after doing the CERT. These improvements were associated with fewer behavioural difficulties at the six-month follow-up. This study aims to investigate the effects of this targeted intervention on care experienced children, including domestically adopted children and children who have other long-term care arrangements (e.g., live with a kinship carer). We will investigate the effects of the CERT on (a) child facial emotion recognition, (b) child emotional and behavioural difficulties, (c) parent/carer warmth as assessed in a five-minute speech sample, and (d) parent/carer-child dyadic mutuality and child co-operation as assessed in a video recorded interaction task. If this relatively short and low-cost intervention results in positive outcomes, we can encourage its implementation in schools as a tool to support care experienced children.

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This study will examine whether children’s emotional reactivity at the neural level, indexed by the Late Positive Potential (LPP), mediates longitudinal associations between parental dismissive reactions to children’s negative emotions and children’s emotional outcome (i.e., positive and negative emotion) across early childhood. Using an existing dataset with repeated assessments at ages 3, 4, and 5, we will test whether maternal and paternal punitive/minimizing responses relate to children’s LPP responses and emotional outcomes over time. We will employ an autoregressive cross-lagged approach to capture within-construct stability and cross-lagged influences between parental socialization behaviors, neural reactivity, and child emotion outcomes.

We make inferences and have affective reactions based on others' faces and facial expressions, and these guide our behaviours towards them. Accurately decoding facial expressions of emotion is vital in our everyday lives. In real faces, emotion recognition and its interactions with other socio-cognitive effects has been studied extensively. For instance, several studies have examined the effects of gender, race, and age on emotion recognition. This area, however, has not been examined comprehensively using AI-generated faces. AI-generated faces are already being used in a wide variety of contexts. Therefore, knowing whether we can accurately identify emotions in them will aid in our understanding of how effective they are in these contexts, especially as they become more commonplace.

As part of a larger cross-cultural project about Iranian classical dance, we pre-register our research questions, hypotheses and simple analysis plan for three separate studies. Data will be collected for the three separate studies in parallel, including this one. In an online survey, participants will pass through three blocks. The first block is for Study 1 (emotion recognition). Block 2 is for Study 2 (aesthetic judgment, the present pre-registration). Block 3 is for Study 3 (a questionnaire validation). The data collection that we are pre-registering is for an "Experiment 2" in each of the three studies. Data for Experiment 1 has already been collected (2017-2022), but was not pre-registered.

The current study will probe the quantitative structure of emotions using large-scale online testing. We will present various short narratives and short video clips designed to evoke a wide range of real-world emotions and collect ratings on a rich set of affective scales to quantitatively characterize individual emotion experiences and discover low-dimensional space of emotions in a data-driven manner. Further, utilizing comprehensive psychological measures collected from participants, we will explore individual differences in emotion experiences.

Una coleccion de temas de emotion de 2006 en alta calidad

OPEN Host Daren Jaime sits down with the Founder and President of the Scudder Intervention Services Foundation, Inc., Brett A. Scudder discussing events helping people understand their emotions and the impact it has on their lives. ______ For more information on BronxNet visit us at https://bronxnet.org/ Follow us on Facebook at https://www.facebook.com/BronxNetTV Follow us on Twitter at https://twitter.com/BronxnetTV Follow us on Instagram at https://www.instagram.com/bronxnettv Follow us on LinkedIn at https://www.linkedin.com/company/bronxnet-community-television

Bongo Les – Drums Of Passion / Bongo Les – Love & Emotion Version (Green Door # GD 4004) 1971 UK 7” Bongo Les – Drums Of Passion / Bongo Les – Love And Emotion Version (Green Door # GD 4004) 1971 UK 7” TITLE ON LABEL: B. Leggs – Drums Of Passion / B. Leggs – Love And Emotion – Version (Green Door # GD 4004) 1971 UK 7” Written by Morgan / D. Morgan / Derrick Morgan Produced by Morgan / Derrick Morgan / D. Morgan A Morgan Production

The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children's social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The "Personal Information Form", the "Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)", the "Social Competence and Behavior Evaluation-30 (SCBE-30)" and the "Emotion Regulation Checklist" were used as data collection tools. As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children's "Social Competence" subscale of SCBE-30 and their emotional regulation skills. In addition to this result, it has been found that maternal acceptance level didn't differentiated according to age and gender of the child; however the average scores of PARQ's "Warmth/Affection" subscale have been differentiated in favor of the girls. It has been found that "Social Competence" and "Anger-Aggression" subscales of SCBE-30 were significantly differentiated according to gender; "Anger-Aggression" scores of the boys were higher than the girls, whereas "Social Competence" scores of the girls were higher than the boys. Moreover, it has been found that "Lability-Negativity" subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child's social competence and emotional regulation skills increase as the age increases.

Emotion is crucial to living and learning. The powerful intertwining of emotion and cognition ignites learning within a complex dynamic system, which, as several sections of this paper show, also includes societal and cultural influences. As "the primary human motive" (MacIntyre, 2002a, p. 61), emotion operates as an amplifier, which provides energetic intensity to all human behavior, including language learning. This chapter explains major theories of emotion drawn from positive psychology, social psychology, social constructivism, social constructionism, and existential psychotherapy. It also offers implications for language learning related to understanding and managing emotions; expressing emotions appropriately despite cultural and linguistic differences; viewing emotions as transitory social roles; enhancing positive emotions and developing resilience; and recognizing, perhaps paradoxically, both the negative and the positive aspects of anxiety. The chapter concludes with the statement that language learners can become more agentic in dealing with their emotions. This form of self-regulation can lead to greater success in language learning.

Emotion recognition is a basic skill that is thought to facilitate development of social and emotional competence. There is little research available examining whether therapeutic or instructional interventions can improve the emotion recognition skill of young children with various developmental disabilities. Sixteen preschool children with developmental delays were randomly assigned to experimental and control groups. The experimental group received instruction in emotion recognition throughout the academic year in a discrete trials format and showed significant growth in emotion recognition skill and higher scores on a more comprehensive measure of emotion understanding ability. The control group showed no such gains. Significant individual variability in response to the intervention was noted. Results suggested that emotion recognition training delivered within a behaviorally based intervention program can lead to significant gains in emotion recognition skill for children at a wide range of ability levels. Implications and suggestions for future research and interventions are discussed. (Contains 4 tables and 1 figure.)

Meredith and Allison talk about overcoming anxiety. Jim and Dave discuss customer and employee satisfaction.

This project will explore how reward processing dysfunction—particularly reward prediction and reward learning—contributes to the formation and refinement of emotion concepts. Drawing on the Theory of Constructed Emotion, it is posited that dysfunctional reward processing leads to decreased experiential diversity, which in turn yields less granular emotion concepts. Across three studies, the proposed dissertation aims to (1) validate a novel behavioral task assessing explicit reward prediction, (2) examine the relationships between attentional bias, anhedonia, and reward prediction, and (3) investigate how experiential diversity relates to emotion concept formation. The outlined studies may support a novel framework for understanding how disruptions in reward processing cascade into affective dysfunction, with consequences for transdiagnostic interventions.

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This observational study investigated children's temperaments and their relation to behavior and emotion across different contexts. Temperament, or individual behavioral style, was conceptualized as the manifestation of affect displays and social behaviors in context, with emotions acting as signals for interactions. Ratings of child temperament were obtained from parents and teachers of 205 children. Sixty-four hours of observation in preschool and junior primary classrooms were undertaken with a selected sample of 32 children. The findings revealed low to moderate correlations between teacher and parent ratings of child temperament and of expectations for children, indicating the differing perspectives of teachers and parents on child temperament and providing support for the view of child temperament as context-specific. There were strong temperament-behavior relationships found in classroom observations, in respect of affect, and in respect of interactions between temperament and affect. Difficult temperament children were consistently involved in more negative interactions for emotional and social behaviors with teachers and peers than the easy temperament children. Easy children displayed and were responded to with more positive responses in emotional and social behaviors. The function of emotions as signals in classroom interactions, reflecting the relational view of emotions as developing in the context of interactions, was confirmed. (Contains 36 references.) (KB)

This study examined the developmental and gender influences on children's normative emotional expression and control. The study surveyed 307 pairs of middle-class European-American children who were 7, 11, and 15 years old, and one parent of each child. The results of the survey showed that children were closer to the norm in their expressive behavior than in their control behavior. There was little age change in girls' normative expression and control and in boys' normative control. As for gender difference, the study notes that boys declined with age in normative expression, presumably because the expression items involved emotions such as fear, sadness, and joy, whose expression males are expected to inhibit as they mature. From a perspective of parents, the results showed that mothers and fathers agreed about children's normative emotional control, but that mothers presented more normative emotional expression. (Contains 56 references.) (AP)

SWF of this Touhou PV: https://www.youtube.com/watch?v=tnA6UEEo6ks&t=114s Original SWF made by Mesopota (https://mesopota.net) Sourced from: http://swfchan.com/43/214904/?icyas.swf

SWF of this Touhou PV: https://www.youtube.com/watch?v=tnA6UEEo6ks&t=114s Original SWF made by Mesopota (https://mesopota.net) Sourced from: http://swfchan.com/43/214904/?icyas.swf

Includes bibliographical references

High frequency stock trading, why the government seized Todd's assets, who got into Google I/O and who got rejected, what's on television, Netflix price hike, plus our favorite apps--Kinetic GPS, Symmetrain, Viber --- This episode is sponsored by - Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/tech-411-show/support

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vii, [1], 211 p. 22 cm

vii, [1], 211 p. 22 cm

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Introduction:  The purpose of this study was to explain the effectiveness of mindfulness training on cognitive flexibility and emotional cognitive regulation of elementary students with learning disabilities. Methods:  The present study was a pilot study with pre-test and post-test with control group. The statistical population of the study consisted of all four to sixth grade female students from Mashhad learning centers in the academic year 2019-2020. A sample of 30 people was selected from this community and pre-tested by Klasti sampling method. From this sample, 15 subjects in the experimental group and 15 in the control group were randomly assigned. Then, 12 sessions of mind-awareness training were applied to the test group. After the end of training sessions, both groups were subjected to post-test. The instrument used in this research was Cognitive Flexibility Inventory (CFI) and Cognitive Emotion Regulation Questionnaire (CERQ). Data were analyzed using covariance analysis. Results:  The results showed a significant improvement in cognitive anxiety scores and positive cognitive emotion regulation and reduction of negative cognitive emotion regulation in the experimental group compared with the control group. Therefore, mindfulness therapy can be used to help and help students improve psychological psychology of students with learning disabilities.

There is an emotion toll to this pandemic. Nobody is fine. You can’t be going through this and be fine. For free emotional support, consultations & referrals to a provider, call 1-844-863-9314. https://t.co/pn1MuJSUj7 Source: https://twitter.com/NYGovCuomo/status/1318996387745484801 Uploader: Andrew Cuomo

This project is a method of recognition in real time that traces the human mood itself and to map out the human behaviour traits with their physiological features. Recognition of emotion is the phase of human emotion identification. In recognising the emotions of others, people vary widely in their precision. Usage of this technology is to help people with emotion recognition is a relatively nascent research area. In general, if several modalities are used in connection, the technology performs better. Most work has been performed to date to automate the identification of video facial expressions, audio spoken expressions, written text expressions, and physiology as measured by wearables. A real time recognition framework was built in this project that traces the very mood of the individual using some of the libraries such as Keras, OpenCV, Tensor flow, SciPy, The Python Alternative To Matlab, etc. HOF and SVM were used to tackle the problem of recognition. At each point, optical flows calculate the rotation between two frames relative to an observer. For image recognition, the Deep Convolutional Neural Networks were used. It was concluded that the application of the proposed strategy was accurate and effective. Ashish Jobson | Dr. A. Rengarajan "Emotion Detector" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38245.pdf Paper URL : https://www.ijtsrd.com/computer-science/artificial-intelligence/38245/emotion-detector/ashish-jobson

This project is a method of recognition in real time that traces the human mood itself and to map out the human behaviour traits with their physiological features. Recognition of emotion is the phase of human emotion identification. In recognising the emotions of others, people vary widely in their precision. Usage of this technology is to help people with emotion recognition is a relatively nascent research area. In general, if several modalities are used in connection, the technology performs better. Most work has been performed to date to automate the identification of video facial expressions, audio spoken expressions, written text expressions, and physiology as measured by wearables. A real time recognition framework was built in this project that traces the very mood of the individual using some of the libraries such as Keras, OpenCV, Tensor flow, SciPy, The Python Alternative To Matlab, etc. HOF and SVM were used to tackle the problem of recognition. At each point, optical flows calculate the rotation between two frames relative to an observer. For image recognition, the Deep Convolutional Neural Networks were used. It was concluded that the application of the proposed strategy was accurate and effective. Ashish Jobson | Dr. A. Rengarajan "Emotion Detector" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38245.pdf Paper URL : https://www.ijtsrd.com/computer-science/artificial-intelligence/38245/emotion-detector/ashish-jobson

Not sure if part of sheet from earlier  Uploaded for Archival Purposes

Facial emotion detection is a critical component in human-computer interaction, mental health assessment, and security systems. In this project, we propose a robust facial emotion detection system leveraging state-of-the-art deep learning techniques. Our system utilizes Convolutional Neural Networks (CNNs) to extract meaningful features from facial images and classify them into five distinct emotional categories: neutral, surprise, sad, happy, and angry. We conducted extensive experiments on a diverse dataset consisting of over 10,000 annotated facial images collected from various sources. Through data augmentation techniques such as rotation, translation, and flipping, we expanded the dataset to enhance model training. Additionally, we employed transfer learning by fine-tuning a pre-trained CNN model, ResNet50, on our dataset to leverage its learned features. This project presents a system for real-time emotion monitoring using computer vision techniques. The system utilizes the Haar Cascade Classifier for face detection in live webcam video streams. Furthermore, we evaluated the system's performance across different lighting conditions, poses, and facial occlusions to assess its robustness in real-world scenarios. Our results indicate that the system maintains consistent performance across diverse conditions, making it suitable for deployment in applications requiring real-time facial emotion recognition.

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This article explores the mutually enriching bodies of scholarship in service-learning and Critical Emotion Studies with a focus on empathy and compassion, which, perhaps more than any other emotions, hold a prominent place in service-learning literature. We offer an overview of nascent research on empathy and compassion in Critical Emotion Studies and we review the ways in which empathy and compassion commonly circulate in service-learning literature. Finally, we discuss a specific service-learning course, "Literature of HIV/AIDS," to demonstrate strategies for addressing the perils of empathy and the politics of compassion in service-learning pedagogy and scholarship.

Rhetoric and composition scholars' almost exclusive reliance on Brian Massumi's definition of affect has spurred a theoretical and practical divorce between "affect" and "emotion" in our field. This article returns to Lynn Worsham's "Going Postal" and argues that to fully scrutinize and respond to what she calls "pedagogic violence," affects and emotions must be theorized in tandem, especially as violent rhetorics increasingly spread through new media. Through a close reading of Massumi's work, consideration of alternate affect theories, and discussion of Aristotle's systematic theory of emotions, I illustrate how inseparable affects are from emotions. I examine the affects and emotions at work in a contemporary example of pedagogic violence--police brutality toward African Americans--and suggest new media not just contributes to but also disrupts violent rhetorics, damaging emotional educations, and negative affective relations, which I explore through a brief analysis of Twitter.

Based on the associational nature of memory, the distinction between episodic and semantic memory, and the notion of memory strength, a model was developed of the role of emotion in the memory of television commercials. The model generated the following hypotheses: (1) emotional commercials will more likely be recalled than nonemotional commercials; (2) the stronger the emotion experienced by the viewer, the more likely the recall; and (3) types of details remembered will differ for emotional and nonemotional commercials. To test these hypotheses, 20 commercials were categorized as depicting neutral, postive, negative, or poignant (positive and negative) emotions. Sixty-five college students viewed the comercials, and continually registered their feelings on a dial ranging from 100 (very positive) through 50 (neutral) to 0 (very negative). After viewing the 20 commercials, subjects were asked to write down as much as they could remember about each commercial. The results indicated that there are differences in the memory strength of episodic traces for emotional and nonemotional commercial messages and even differences reflecting the relative intensity of emotional response. In addition, some semantic processing (for example, judgment and evaluation) was shown to be affected by the emotionally enhanced episodic trace. (HTH)

A study applied an associative coding model to discern how emotions experienced during television commercials affect the strength and content of viewer memory for the commercials. Subjects, 25 males and 49 females enrolled at a large midwestern university, tested the model. Emotion was indexed by having viewers continuously turn a dial as they watched four categories of emotional messages: neutral, positive, negative, and poignant. Memory was indexed by the probability of recall and the content of the recall protocols. Following recall, subjects indicated how much they liked the commercials. Results showed that emotional commercials were more likely to be recalled and generated more retrieval of executional information, descriptive words, and inferences than neutral commercials. Emotional commercials were also liked better. Only in repetitions of product category and in generating product characteristics did neutral commercials out-perform emotional ones. Results suggest that a model of episodic memory detailed enough to include emotional events will yield a better picture of how people process television messages. Advertising messages can thus be more accurately designed to meet goals formulated in a marketing plan. (DF)

Preschoolers' expression of various emotions and overall social-emotional competency may be related to mothers' emotional responsivemness to children's emotions. This research investigated, through extended naturalistic observation, (1) how maternal emotion displays differ according to antecedent child emotion (happy, sad, angry, or afraid) and (2) the prediction of particular emotions expressed by the child and of ratings of the child's social-emotional competence (when the mother was absent) by prevalence of maternal emotions, maternal responses to the child's emotion, and maternal psychosocial functioning. Subjects were 29 mother-toddler pairs. Multiple regression analyses showed that an aggregate of maternal emotional dialogue components, maternal current functioning, and/or prevalent maternal emotions were efficient predictors, in combination, of children's various emotions and of children's social-emotional competence. Implications regarding the mother-child affective environment, socialization of emotion and social competency, and developmental methodology are discussed. (Author/DST)

Methods of Manipulation

Methods of Manipulation

A 2 x 2 x 2 x 2 factorial design was utilized to investigate the effects of race of expressor (black and white), sex of expressor, race of perceiver and sex of perceiver on perception of emotion (POE). Perception of seven emotions (anger, happiness, surprise, fear, disgust, pain, and sadness) was analyzed in terms of three dependent variables: (1) overall accuracy scores, (2) correct perception of individual emotions scores, and (3) erroneous perception of individual emotions scores. Perceivers consisted of 160 undergraduates. Expressors were 20 actors. Each perceiver matched photographs of expressors with one of the seven emotions. Results indicated significant main effects: (1) for the race of expressor, (whites were more accurately perceived than blacks); (2) for sex of expressor, (females were superior to males); (3) for race of perceiver, (blacks were superior to whites); and (4) nonsignificance for sex of the perceiver. Race differences in POE suggests that there may be differing cultural sensitivities to emotional nuances: i.e., black man's subservience may make him more "sensitive to the communicative symbols of action." (Dickey and Knower, 1941). (Author/LS)

Facial expression recognition is a challenging problem in the scientific field of computer vision. Several face expression recognition (FER) algorithms are proposed in the field of machine learning, and deep learning to extract expression knowledge from facial representations. Even though numerous algorithms have been examined, several issues like lighting changes, rotations and occlusions. We present an efficient approach to enhance recognition accuracy in this study, advocates transfer learning to fine-tune the parameters of the pre-trained model (VGG19 model) and non-pre-trained model convolutional neural networks (CNNs) for the task of image classification. The VGG19 network and convolutional network derive two channels of expression related characteristics from the facial grayscale images. The linear fusion algorithm calculates the class by taking an average of each classification decision on training samples of both channels. Final recognition is calculated using convolution neural network architecture followed by a softmax classifier. Seven basic facial emotions (BEs): happiness, surprise, anger, sadness, fear, disgust, and neutral facial expressions can be recognized by the proposed algorithm, The average accuracies for standard data set’s “CK+,” and “JAFFE,” 98.3% and 92.4%, respectively. Using a deep network with one channel, the proposed algorithm can achieve well comparable performance.

The Test of Emotion Comprehension (TEC; Pons et al., 2004) is a performance-based test for children aged 4-11 years, to assess their level of emotion understanding. It has been translated to many languages and also validated (e.g., Cavioni et al., 2020). The Norwegian version og TEC has not been subject to such evaluation. Performance-based measures can complicate data collection as they require in-person meetings with participants. By adapting test material to an online format, participants can be recruited from a wider geographical area as travel is not needed. This study will investigate psychometric properties of the Norwegian and English versions of TEC in a sample of Norwegian and British children aged 4-8 years, administered in an online meeting between the researcher and the child sitting at home with their parent. Internal consistency and factor structure will be examined, as well as measurement invariance.

This talk will describe the work in image, video and multimedia processing carried out at Multimedia Research Lab at Ryerson University. Our work focuses on four topics: human computer interaction, streaming media, indexing and retrieval, and bioinformatics. I will first give a brief introduction on these topics. I will then present two recent projects: Bimodal human emotion recognition. We investaged language/speaker independent human emotion recognition using audiovisual cues and different feature analysis/pattern recognition methods. Streaming video over peer-to-peer networks. We proposed centralized peer-to-peer architectures for streaming video transmission over the Internet and wireless networks. ©2005 Microsoft Corporation. All rights reserved.