Academic literature on the topic 'Ekman's emotions'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Ekman's emotions.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Ekman's emotions"
1
Anegayuda, Yugen Ghifari, Rifani Alya Araminta, and Hanna Christina Uranus. "Development of a Booklet for Introduction to Types of Emotions in Preschool Children." JISIP (Jurnal Ilmu Sosial dan Pendidikan) 8, no. 3 (2024): 1629. http://dx.doi.org/10.58258/jisip.v8i3.7072.
Full textAbstract:
This study aims to develop an emotion recognition booklet for preschoolers based on Paul Ekman's (1972) basic emotion types. This research uses the Research & Development (R&D) method with ADDIE instructional design. Validation by experts showed that the booklet is 100% very valid and feasible to use to support emotional learning in early childhood in preschool, Before the use of the booklet, children only recognize some basic emotions such as angry and sad. After using the booklet, they can identify six basic emotions and connect the expression of emotions with triggers in daily life. The booklet is designed with simplified sentences and attractive visuals, using an interactive approach.
2
Silitonga, R. H. Yanti, Dadan Dasari, and Jarnawi Afgani Dahlan. "Exploration of high school students' sentiments and emotions towards mathematics: Linked to learning outcomes." Jurnal Gantang 9, no. 2 (2024): 215–28. https://doi.org/10.31629/jg.v9i2.7456.
Full textAbstract:
Mathematics research often focuses only on students' learning outcomes without considering their emotional aspects. This study aims to describe the tendency of students' sentiment toward mathematics in general and partially based on mathematics learning outcome groups, namely high, medium, and low. In addition, a mood analysis was conducted using Ekman's Basic Emotion classification. Data collection techniques are questionnaires and documentation. The questionnaire contains open questions about students' opinions on mathematics and closed to queries for student demographics. Documentation is done by collecting test scores from student grade books. This study used a descriptive method with data in the form of 72 comments from grade XI high school students in Bandung City, which were analyzed using the Orange Application Sentiment Analysis. The results of the study showed that (1) student sentiment was generally dominated by positive sentiment at 72.22%, (2) positive sentiment also dominated the groups of students with high, medium, and low learning outcomes, with a percentage of more than 68%, and (3) the results of the classification of emotions based on Ekman's Basic Emotion indicated that "joy" was the most dominant emotion, while "anger" had the lowest frequency of occurrence. This study provides new insights regarding students' emotional aspects in mathematics learning, which can be used to improve teaching strategies.
3
Silitonga, R. H. Yanti, Dadan Dasari, and Jarnawi Afgani Dahlan. "Exploration of high school students' sentiments and emotions towards mathematics: Linked to learning outcomes." Jurnal Gantang 9, no. 2 (2024): 215–28. https://doi.org/10.31629/jg.v9i2.6953.
Full textAbstract:
Mathematics research often focuses only on students' learning outcomes without considering their emotional aspects. This study aims to describe the tendency of students' sentiment toward mathematics in general and partially based on mathematics learning outcome groups, namely high, medium, and low. In addition, a mood analysis was conducted using Ekman's Basic Emotion classification. Data collection techniques are questionnaires and documentation. The questionnaire contains open questions about students' opinions on mathematics and closed to queries for student demographics. Documentation is done by collecting test scores from student grade books. This study used a descriptive method with data in the form of 72 comments from grade XI high school students in Bandung City, which were analyzed using the Orange Application Sentiment Analysis. The results of the study showed that (1) student sentiment was generally dominated by positive sentiment at 72.22%, (2) positive sentiment also dominated the groups of students with high, medium, and low learning outcomes, with a percentage of more than 68%, and (3) the results of the classification of emotions based on Ekman's Basic Emotion indicated that "joy" was the most dominant emotion, while "anger" had the lowest frequency of occurrence. This study provides new insights regarding students' emotional aspects in mathematics learning, which can be used to improve teaching strategies.
4
Singh, Ankit. "Realtime Facial Emotion Detection." International Journal for Research in Applied Science and Engineering Technology 12, no. 3 (2024): 3226–29. http://dx.doi.org/10.22214/ijraset.2024.59630.
Full textAbstract:
Abstract: A crucial component of communication is facial emotion through facial expression. This makes the problem of evaluating human emotions via computer systems an intriguing one that has attracted increasing amounts of attention in the past few decades. The main connection is that facial expression recognition could be used in a variety of industries, including virtual reality, video games, HCI, and customer satisfaction analysis. Face detection, facial feature extraction, and expression categorization are the final three basic steps in the emotions determination (recognition process). The Russell circular approach, which has up to 24 emotional expressions, and Plutchik's Wheel of Emotions are two other categorization schemes that are frequently encountered. Ekman's classification, which has six emotional expressions (or seven, if it is a neutral expression), is the most common.
5
Sabini, John, and Maury Silver. "Ekman's basic emotions: Why not love and jealousy?" Cognition & Emotion 19, no. 5 (2005): 693–712. http://dx.doi.org/10.1080/02699930441000481.
Full text
6
Wahyudi, Aditio, Arief Tirtana, and Lady Diana Langoy. "Analysis of Gojek's Brand Perception Utilizing Twitter Hashtag: Sentiment Analysis Using Ekman's Classification." Open Access Indonesia Journal of Social Sciences 6, no. 2 (2023): 927–35. http://dx.doi.org/10.37275/oaijss.v6i2.153.
Full textAbstract:
Advertisers constantly try to use different communication channels to approach consumers more effectively and promptly and increase their products' visibility and attractiveness. Gojek, an Indonesian ride-hailing and delivery company, uses hashtags as part of its marketing strategy on social media platforms such as Twitter and Instagram. This research aimed to analyze Gojek's brand perception using the Twitter hashtag. This research uses descriptive analysis and sentiment analysis using Ekman's classification of emotional expression algorithm. This research analyzed 813 tweets containing hashtags related to Gojek, an Indonesian ride-hailing and delivery company, including #AmanBersamaGojek, #Cerdikiawan, #JalanTerus, #PastiAdaJalan, and #SebelumGojek, to understand the sentiment and emotional tone of the tweets. Using Ekman's classification method for identifying and categorizing emotional expressions, the analysis found that the tweets were predominantly positive in sentiment, with surprise and joy being the most frequently expressed emotions. However, the research also identified a range of other emotions expressed in the tweets, including fear, sadness, disgust, and anger, indicating that Twitter users may have more complex and nuanced attitudes toward Gojek and its hashtags. In conclusion, Gojek may consider conducting additional research and implementing strategies to address negative emotions and better engage with its audience on social media to improve its brand perception on Twitter.
7
Widyastuti, Widyastuti, Dadang Dasari, and Sri Hastuti Noer. "“Apa yang Siswa Pikirkan Tentang Matematika?” Analisis Sentimen pada Siswa Kelas Tinggi Sekolah Dasar." Jurnal Pendidikan Matematika Universitas Lampung 12, no. 4 (2024): 252–65. https://doi.org/10.23960/mtk/v12i4.pp252-265.
Full textAbstract:
The purpose of this study was to describe a sentiment model for elementary school students' comments on mathematics. Respondents in this study were 286 elementary school students in seven elementary schools in Bandar Lampung. Sentiment data were obtained through student comments that were collected in May-June 2024. Data analysis used sentiment analysis and mood analysis based on student comment texts carried out using Ekman's Basic Emotions classification. The analysis was carried out through Orange software using Corpus analysis, sentiment analysis, topic modeling, and also tweet profiler. The results of the analysis revealed that: i) the sentiment of elementary school students was dominated by positive sentiment (percentage achievement of 50%), with the three most keywords expressed in students' textual comments about mathematics were "fun", "difficult", "hard"; ii) the sentiment displayed by grade 5 and grade 6 students was dominated by positive sentiment while grade 4 students predominantly caused negative sentiment; and iii) the results of Ekman's Basic Emotions classification showed that "Joy" was the most dominant emotion felt by students in their textual comments about mathematics, while "fear" was the emotion with the least occurrence in students' textual comments about mathematics. The implications of the finding for the model of positive sentiment of elementary school students towards mathematics which can be used as a basis for selecting research interventions and mathematics learning strategies/methods that are more appropriate for elementary school students.
8
PRAMESWARI, SALWA, INDAH AGUSTIA, and YANTI ROSALINAH. "THE EMOTIONS ANALYSIS OF THE MAIN CHARACTER “SAMIRA” IN MOVIE A QUIET PLACE: DAY ONE." GANEC SWARA 18, no. 4 (2024): 2228. https://doi.org/10.35327/gara.v18i4.1111.
Full textAbstract:
The purpose of this study is to examine and understand the feelings experienced by Samira, the main character from Michael Sarnoski’s movie “A Quiet Place Day One”. The purpose of this study is to find out and investigate Samira's emotional responses to the various circumstances she experiences, by identifying a wide range of emotions. The movie “A Quiet Place Day One” has 12 data found. Data was collected using the book 'Emotions revealed' from Ekman's theory. The complex structure of Samira's emotions and how they affect the film will be emphasized in the conclusion of the research. The two most common survival techniques used by Samira, the protagonist in the movie, are following her instincts and staying strong in the face of adversity. This study may shed light on how the character handles challenging circumstances.
9
Pretsch, Juergen, Ekaterina Pretsch, and Michael Fuchs. "Artificial Creativity – Early Analyses of LLMs’ Creative Approaches." European Journal of Social Science Education and Research 11, no. 1 (2024): 140–66. https://doi.org/10.26417/qagjr841.
Full textAbstract:
This study explores AI creativity through a two-pronged experiment: ChatGPT for language processing and MidJourney for text-to-image synthesis. Both models focused on expressing Ekman's six basic emotions. By manipulating ChatGPT's 'temperature' to vary linguistic creativity and using these outputs to guide MidJourney's image creation, the research examines the nuanced capabilities of AI in generating emotionally resonant artworks and linguistically complex prompts. The study's findings highlight two significant contributions of AI to creative domains: firstly, AI's ability to evoke specific emotions in viewers through art, effectively bridging the gap between synthetic cognition and human emotion; and secondly, AI's development of unique artistic styles, a result of assimilating and reinterpreting diverse artistic influences. These insights not only broaden our understanding of AI's creative capabilities but also point towards its potential to significantly enrich the artistic landscape.
10
Parkinson, Brian. "Do Facial Movements Express Emotions or Communicate Motives?" Personality and Social Psychology Review 9, no. 4 (2005): 278–311. http://dx.doi.org/10.1207/s15327957pspr0904_1.
Full textAbstract:
This article addresses the debate between emotion-expression and motive-communication approaches to facial movements, focusing on Ekman's (1972) and Fridlund's (1994) contrasting models and their historical antecedents. Available evidence suggests that the presence of others either reduces or increases facial responses, depending on the quality and strength of the emotional manipulation and on the nature of the relationship between interactants. Although both display rules and social motives provide viable explanations of audience “inhibition ” effects, some audience facilitation effects are less easily accommodated within an emotion-expression perspective. In particular emotion is not a sufficient condition for a corresponding “expression,” even discounting explicit regulation, and, apparently, “spontaneous ”facial movements may be facilitated by the presence of others. Further, there is no direct evidence that any particular facial movement provides an unambiguous expression of a specific emotion. However, information communicated by facial movements is not necessarily extrinsic to emotion. Facial movements not only transmit emotion-relevant information but also contribute to ongoing processes of emotional action in accordance with pragmatic theories.
Dissertations / Theses on the topic "Ekman's emotions"
1
Sun, Luning. "Using the Ekman 60 faces test to detect emotion recognition deficit in brain injury patients." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708553.
Full text
2
GRECO, VANESSA. "ANALISI DELLA COMUNICAZIONE TRA PEDIATRA E MADRE ATTRAVERSO L'APPLICAZIONE DEL METODO F.A.C.S. DI P. EKMAN E W.V. FRIESEN." Doctoral thesis, 2007. http://hdl.handle.net/10077/2540.
Full textAbstract:
2005/2006<br>ABSTRACT
In questo nostro lavoro abbiamo analizzato il rapporto pediatra – madre e bambino partendo dalla letteratura relativa a questo argomento, che ha avuto un particolare sviluppo negli anni successivi al 1960. L’originalità del nostro progetto consiste nell’aver utilizzato il sistema F.A.C.S – Facial Action Coding System - di P. Ekman e W. V. Friesen. Tale metodo consiste nella decodificazione delle espressioni emozionali del volto, quali sorpresa, paura, collera, disgusto, tristezza e felicità mediante le 44 unità d’azioni relative ai movimenti del volto e le 14 unità d’azione che rendono conto dei cambiamenti nella direzione dello sguardo e nell’orientamento della testa. L’applicazione del metodo F.A.C.S. ha permesso una codifica oggettiva delle emozioni e quindi dei parametri relativi alla relazione pediatra/madre. Sono stati esaminati 22 medici pediatri e 61 coppie genitore/bambino. I pediatri si dividevano in 8 pediatri maschi esperti e 8 pediatre femmine esperte; inoltre sono stati esaminati 6 pediatri specializzandi, di cui 4 femmine e 2 maschi. La metodologia applicata prevede l’uso di due videocamere che riprendevano contemporaneamente il volto del pediatra e quella del genitore/bambino. Le riprese avvenivano in 3 momenti della visita ambulatoriale: inizio, metà e conclusione. Dall’analisi dei filmati tramite il metodo F.A.C.S. risulta che tutti i pediatri hanno un ampio comportamento spaziale, un atteggiamento positivo e che l’emotività del loro volto è sempre presente. I pediatri specializzandi dimostrano maggiore perplessità/scetticismo rispetto ai pediatri esperti durante la visita. Nei pediatri specializzandi prevale la sorpresa (minore conoscenza della casistica rispetto ai pediatri esperti). I pediatri maschi dimostrano più perplessità nel corso della visita (in tutti i 3 momenti). Le pediatre femmine aprono e chiudono la visita col sorriso, mentre nel secondo momento prevale la sorpresa. I pediatri maschi partono e mantengono lo scetticismo/perplessità nel corso dell’intera visita. I pediatri maschi risultano meno socializzandi rispetto alle donne. Nel terzo momento prevale il sorriso sia nei pediatri esperti maschi/femmine sia nei pediatri specializzandi maschi/femmine. Da un punto di vista complessivo la difficoltà di comunicazione dei maschi può generare ansia/preoccupazione nei pazienti, mentre la bassa percentuale di perplessità da parte delle femmine genera maggiore rassicurazione durante la visita. In 40 casi su 61 è presente un solo genitore, mentre in 21 casi su 61 sono presenti entrambi i genitori. Tutti i genitori hanno utilizzati un ampio comportamento spaziale (l’avvicinarsi all’interlocutore, l’inclinazione del busto in avanti, l’ampia/scarsa o assenza di gesticolazione, l’irrigidimento del corpo, il ritrarre il busto all’indietro e il cambiare continuamente posizione). In 26 casi su 61 vi è stata un’ampia dimensione psicologica da parte dei genitori. L’emotività del volto dei genitori è sempre presente. La reazione emotiva dei genitori più frequente nel primo momento è il sorriso. I pediatri utilizzano prevalentemente tre emozioni nelle interazioni genitore/bambino durante le visite ambulatoriali. Le emozioni sono: sorriso, perplessità/scetticismo e sorpresa; a seconda del momento e della tipologia di pediatra queste si porranno in ordine diverso pur essendo costante il sorriso al primo e al terzo momento in tutte le variabili esaminate. Riguardo all’uso del sorriso si nota inoltre una prevalenza nelle pediatre femmine, perciò potremmo avanzare l’ipotesi che hanno migliori relazioni con i pazienti e facilitino la trasmissione di informazioni riguardanti le cure al bambino. Nei genitori vi è una più variegata serie di emozioni anche se prevale la reazione favorevole in chiusura di rapporto. Le emozioni in relazione ai due gruppi seguono un percorso omogeneo, cioè sorriso, perplessità, sorriso sia nei pediatri che nei genitori. Il genitore tendenzialmente (per circa 2/3) segue le emozioni espresse dal pediatra.
Books on the topic "Ekman's emotions"
1
Paul, Ekman, ed. Emotional awareness: Overcoming the obstacles to psychological balance and compassion : a conversation between the Dalai Lama and Paul Ekman. Times Books, 2008.
Find full text
2
Prinz, Jesse J. Emotions: How Many Are There? Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0008.
Full textAbstract:
This article focuses on a particular theory of the emotions, somatic appraisal theory, which explain the range of emotions effectively. The somatic appraisal theory is designed to compensate for the flaw in James's formulation according to which emotions are perceptions of patterned changes in the body. James's theory does not capture the idea that emotions are meaningful. Somatic appraisal theory mentions that emotions are perceptions of changes in the body and also carry information about circumstances that bear on well-being. The bodily changes that occur and the perception thereof have the function of carrying information about loss. They were set up as responses to loss. Somatic appraisal theory has much in common with Ekman's Darwinean modules. Ekman states that each emotion is associated with a physiological pattern. Ekman mentions that the patterns are evolved adaptations, and that is also true in somatic appraisal theory. He also says that emotions exploit automatic appraisals. Ekman mentions that appraisals are components of emotions, while somatic appraisal theory reports that they are causes, rather than components, but the difference is not especially important for present purposes. Somatic appraisal theory is compatible with three ways of acquiring new emotions. Emotions are individuated by their semantic content and their somatic profile (the pattern of bodily changes the perception of which constitutes the emotion). A change in semantic content could lead to the creation of a new emotion, and the introduction of new bodily patterns could as well.
3
Zusammenfassung : Gefühle Lesen : Wie Sie Emotionen Erkennen und Richtig Interpretieren: Review und Analyse Von Paul Ekmans Buch. Independently Published, 2020.
Find full text
4
Fridlund, Alan J. The Behavioral Ecology View of Facial Displays, 25 Years Later. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190613501.003.0005.
Full textAbstract:
This chapter documents the twin origins of the behavioral ecology view (BECV) of human facial expressions, in (1) the empirical weakness and internal contradictions of the accounts proposed by basic emotion theory (BET) and particularly the neurocultural theory of Paul Ekman et al., and (2) newer understandings about the evolution of animal signaling and communication. BET conceives of our facial expressions as quasi-reflexes which are triggered by universal, modular emotion programs but require management in each culture lest they emerge unthrottled. Unlike BET, BECV regards our facial expressions as contingent signals of intent toward interactants within specific contexts of interaction, even when we are alone and our interactants are ourselves, objects, or implicit others. BECV’s functionalist, externalist view does not deny “emotion,” however it is defined, but does not require it to explain human facial displays.
Book chapters on the topic "Ekman's emotions"
1
Naik, Debadatta, Naveen Babu Gorojanam, and Dharavath Ramesh. "Community Based Emotional Behaviour Using Ekman’s Emotional Scale." In Innovations for Community Services. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-37484-6_4.
Full text
2
Pampouchidou Anastasia, Kazantzaki Eleni, Karatzanis Ioannis, et al. "Preliminary Evaluation of a Web-Oriented Assessment Tool for Emotion Recognition." In Studies in Health Technology and Informatics. IOS Press, 2016. https://doi.org/10.3233/978-1-61499-653-8-95.
Full textAbstract:
Perceiving and identifying emotions on facial expressions is one of the basic abilities that compose emotional intelligence, and is crucial for normal social functions. It is well documented that facial expression conveys information about felt emotion, and that expressive behavior can activate or regulate the emotion required by a given situation. Instruments measuring emotion perception based on facial expression have been found in literature either as stand-alone scales or as part of other tests. The proposed tool expands existing instruments to combine online availability while affording assessment of emotion recognition on a continuum of intensity. It was founded on Ekman's Facial Action Units, with two Virtual Characters (male and female) portraying five basic emotions Anger, Disgust, Fear, Joy, Sadness, plus Neutral expression. The user can navigate on the custom-made pentagon and choose the emotion and intensity level (1&ndash;5) through a single click. The preliminary evaluation of the tool on thirty normal subjects provided threshold data that can later be used as benchmarks to assess emotion perception sensitivity in psychiatric disorders such as depression and schizophrenia characterized by emotional dysfunction.
3
Suhardijanto Totok, Yasushi Kiyoki, and Barakbah Ali Ridho. "A Culture-Dependent Metadata Creation Method for Color-based Impression Extraction with Cultural Color Spaces." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2011. https://doi.org/10.3233/978-1-60750-690-4-333.
Full textAbstract:
It is becoming important to realize a cross-cultural communication environment among societies with different cultures. Images are effective media for exchanging cultural characteristics across cultures. This paper presents a culture-dependent color-emotion model for cross-culture oriented image retrieval system that realizes color-emotion spaces to search images with human emotion aspects. Many image retrieval systems have been featured by color analysis, but culture-dependent aspects of images are not considered intensively. Our system creates color impression spaces based on Ekman's 17 basic emotions. For the first step, the culture-dependent color impression space is created by using cultural-features. We apply automatic clustering using our previous method &ldquo;Valley Tracing&rdquo; in order to generate dynamic representative colors. This system automatically creates a set of culture-dependent color impression metadata.
4
Buechel Sven and Hahn Udo. "Emotion Analysis as a Regression Problem – Dimensional Models and Their Implications on Emotion Representation and Metrical Evaluation." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2016. https://doi.org/10.3233/978-1-61499-672-9-1114.
Full textAbstract:
Emotion analysis (EA) and sentiment analysis are closely related tasks differing in the psychological phenomenon they aim to catch. We address fine-grained models for EA which treat the computation of the emotional status of narrative documents as a regression rather than a classification problem, as performed by coarse-grained approaches. We introduce Ekman's Basic Emotions (BE) and Russell and Mehrabian's Valence-Arousal-Dominance (VAD) model&mdash;two major schemes of emotion representation following opposing lines of psychological research, i.e., categorical and dimensional models&mdash;and discuss problems when BEs are used in a regression approach. We present the first natural language system thoroughly evaluated for fine-grained emotion analysis using the VAD scheme. Although we only employ simple BOW features, we reach correlation values up until r = .65 with human annotations. Furthermore, we show that the prevailing evaluation methodology relying solely on Pearson's correlation coefficient r is deficient which leads us to the introduction of a complementary error-based metric. Due to the lack of comparable (VAD-based) systems, we, finally, introduce a novel method of mapping between VAD and BE emotion representations to create a reasonable basis for comparison. This enables us to evaluate VAD output against human BE judgments and, thus, allows for a more direct comparison with existing BE-based emotion analysis systems. Even with this, admittedly, error-prone transformation step our VAD-based system achieves state-of-the-art performance in three out of six emotion categories, out-performing all existing BE-based systems but one.
5
Holmes, Robyn M. "Emotion." In Cultural Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0013.
Full textAbstract:
Chapter 13 explores the ways culture shapes how we process, express, and experience our emotions. It discusses emotional intelligence; defining emotions; the James-Lange, two-factor, and Mesquita’s emoting models; emoting in different life stages; and Holodynski’s and Shweder’s views of emotions as cultural constructions. It addresses whether emotions are universal; Darwin’s, Ekman’s, and Izard’s contributions; emotions and facial expressions; the Facial Action Coding System; and socially engaging and disengaging emotions. It also discusses self-construals and emotions, how we learn culturally proper emotional expression, cultural display rules, culture-specific and cross-cultural studies on emotions, emotion and self-regulation, and cultural worldviews and self-regulation. Finally, it explores emotion and language through Natural Semantic Metalanguage and indigenous and cross-cultural examples. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.
6
Keltner, Dacher. "Signs of Appeasement: Evidence for the Distinct Displays of Embarrassment, Amusement, and Shame." In What The Face Reveals. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195104462.003.0007.
Full textAbstract:
Abstract Since universal facial expressions of a limited set of emotions were first documented (Ekman & Friesen, 1971; Ekman, Sorenson, & Friesen, 1969; Izard, 1971), sparse attention has been given to facial expressions of other emotions. The resulting lacuna in the field-that the emotions with identified displays are fewer (7 to 10) than the states that lay people (Fehr & Russell, 1984) and emotion theorists (Ekman, 1992; Izard, 1977; Tomkins, 1963, 1984) label as emotions-presents intriguing possibilities. Displays of other emotions may be blends of other emotional displays, unidentifiable, or may await discovery.
7
Otis, Laura. "The Bodily and Cultural Roots of Emotion Metaphors." In Banned Emotions. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698904.003.0002.
Full textAbstract:
Recent theories of emotion take different stands on how greatly language can influence emotional experience. William James’s peripheral feedback theory, Paul Ekman’s basic emotions theory, Magda Arnold’s appraisal theory, and Lisa Feldman Barrett’s conceptual act theory offer distinct frameworks for understanding how physiology and culture interact in human emotions. The research of Max Black, George Lakoff, and Zoltán Kövecses indicates that emotion metaphors have bodily and cultural roots. Dante Alighieri’s Inferno and John Bunyan’s The Pilgrim’s Progress illustrate the religious origin of metaphors for culturally “banned” emotions. Traces of these religious origins can be seen in the metaphors of self-help books such as Daniel Goleman’s Emotional Intelligence, Travis Bradberry’s and Jean Greaves’s Emotional Intelligence 2.0, and Spencer Johnson’s Who Moved My Cheese? A long-standing cultural tradition presumes there is a self separate from the emotions that is responsible for controlling them, but scientific studies point toward emotional regulation within a self.
8
Ekman, Paul, David Matsumoto, and Wallace V. Friesen. "Facial Expression in Affective Disorders." In What The Face Reveals. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195104462.003.0016.
Full textAbstract:
Abstract Recent progress in the study of facial expressions of emotion in normal individuals could have relevance to clinical investigations of depression. Universal facial expressions of emotion have been identified (Ekman, 1982a; Izard, 1971; Fridlund, Ekman, & Oster, 1987; Ekman & Friesen, 1986) for seven emotions-anger, contempt, disgust, fear, sadness, surprise, and happiness-that can be objectively and reliably distinguished one from another (Ekman, 1982b). Whether a disturbance in emotion is seen as a symptom (Beck, 1967; Abramson, Garber, Edwards, & Seligman, 1978) or as central in the etiology (Izard, 1977; Tomkins, 1963) of depression, the precise measurement of facial expressions of emotion could be useful in clinical investigations and perhaps also in the treatment of depression and other affective disorders. Specifying which of the seven emotions are evident in facial expressions, their relative strength, and any repetitive sequences of these emotional expressions might help to refine diagnosis, could be of aid in monitoring response to treatment, and might help to predict the like lihood of subsequent improvement or relapse.
9
Gosselin, Pierre, Gilles Kirouac, and Franyois Y. Dore. "Components and Recognition of Facial Expression in the Communication of Emotion by Actors." In What The Face Reveals. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195104462.003.0012.
Full textAbstract:
Abstract According to psychoevolutionist theories (Ekman, 1984, 1993; Izard, 1977; Izard & Malatesta, 1987; Plutchik, 1980), facial expressions play an important role in the communication of emotion and in the regulation of social interactions. The information provided by facial displays allows protagonists involved in social interactions to mutually appraise their emotional states and adjust their behavior in the appropriate way. One phenomenon that contributes to the complexity of the communication of emotion is the control that human beings have of their facial expressions. According to Ekman (1977) and Malatesta and Izard (1984), many control strategies may be used, such as attenuating, amplifying, simulating, or masking the expression of an emotion. The ability of human beings to control their facial expressions raises several issues. One of the main issues is the degree of similarity between facial expressions of genuine emotions and those of simulated emotions. Given that simulation is a strategy commonly used by the encoder to convince the decoder that an emotion is felt, it is justified to assume that facial expressions of simulated emotions are good reproductions of those of genuine emotions.
10
Harrigan, Jinni A., Robert Rosenthal,, and Klaus R. Scherer. "Introduction." In The New Handbook of Methods in Nonverbal Behavior Research. Oxford University PressOxford, 2005. http://dx.doi.org/10.1093/oso/9780198529613.003.0001.
Full textAbstract:
Abstract The renaissance of theorizing and research on emotion in the last 30 years (after decades of neglect during the hegemony first of learning theory and then the excesses of the cognitive revolution) has been primarily due to the influential work on facial expression pioneered by Tomkins (1962, 1963) and vigorously pursued by Ekman (Ekman & Friesen 1975, 1978), Izard (1971, 1991), and their collaborators (Ekman et al. 1972, 1982, 1987; Ekman & Rosenberg 1997; Izard et al. 1980). Photos with the prototypical expressions of the basic emotions adorn most textbooks of psychology and remind students and researchers alike of the powerful role of nonverbal behavior during emotional episodes.
Conference papers on the topic "Ekman's emotions"
1
Dunaev, Mihail, George Milescu, Razvan Rughinis, and Vlad Posea. "EXPRESSIO: AUTOMATIC FEEDBACK FOR MOOC TEACHERS BASED ON AFFECTIVE COMPUTING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-185.
Full textAbstract:
The increase in popularity of Massive Open Online Courses (MOOCs) raises the issue of effective student feedback. Instructors can examine students' opinions and evaluations through multiple methods, such as eliciting them in feedback forms, or analyzing statistics that are automatically generated on the course platform about students' participation and achievements. While feedback forms can provide valuable information on students' learning experiences, including their interest and emotional reactions, they are vulnerable to low response rates and to various forms of recollection bias. For example, human memory privileges the final elements of an activity over its initial or middle periods (Kahneman 2010). Eliciting feedback on an entire activity also lacks the granularity required to determine what specific aspects were most and least interesting. While the analysis of automatically generated indicators compensates for the low response problem, it also fails to deliver finely-tuned information on student engagement with specific elements of the course. In order to address this issue, we have developed Expressio, an automatic student feedback solution based on affective computing. We start from Ekman's emotion classification, distinguishing six basic emotions: happiness, sadness, surprise, fear, anger and disgust. We rely on several technologies and devices: Creative Senz3D Camera, Intel Perceptual Computing SDK, OpenCV, Windows API and Microsoft Visual Studio 2012. Expressio is a program that identifies user expressions as they occur during an online activity and displays them on the screen in a GUI. Our solution also affords training the program for a more accurate and personalized identification of emotions. Expressio can be integrated with a MOOC to allow the transmission of continuous feedback regarding student interest and emotional experiences during the course, based on automatic detection of facial emotional expressions.
2
Schmid, Ramona, Sophia Maria Saat, Knut Möller, and Verena Wagner-Hartl. "Induction method influence on emotion recognition based on psychophysiological parameters." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002851.
Full textAbstract:
Recognizing emotions is an essential ability in our daily social interactions. However, there are individuals who have difficulties interpreting emotions, such as patients with autism spectrum disorders (ASD). In order to cope better with everyday life, emotion training can be a supporting factor for them. However, studies show that emotion training is not only helpful for patients with ASD, but also in the working environment, for example in trainings for managers or teams. In recent research, there are already approaches to use new technologies such as virtual reality to train emotional and social skills. For the evaluation of these new concepts, it is important to make the emotional state of a person measurable. Therefore, a measurement environment has already been developed at Furtwangen University. This is based on a multidimensional approach combining subjective and objective psychophysiological measures. Moreover, the development of facial emotion recognition (FER) systems based on machine learning techniques are also increasing for measuring a person's emotional state. Often, they focus on the recognition of Ekman’s basic emotions. To train and evaluate such FER systems, these basic emotions have to be induced in an individual. Therefore, a number of methods for emotion induction can be found in research, e.g. visual stimuli or mental methods. However, in most studies, only a few selected emotions, such as anger and happiness, were induced. Thus, there is a lack of studies that examined the induction of all six basic emotions.For that reason, the aim of the presented experimental study was to investigate two different methods of emotion induction for the six basic emotions anger, disgust, fear, happiness, sadness, surprise, and a neutral category. Overall, 14 women and 10 men (N = 24) aged between 19 and 59 years (M = 29.25, SD = 11.46) participated in the study. For the first induction method, affective visual stimuli from common emotional picture databases (EmoPicS, OASIS and IAPS) were used. For the second induction method, emotions were induced by a so-called autobiographical recall. Therefore, the participants had to imagine autobiographical situations that evoked the required emotion in them in the past. After each different induction of one of the six emotions or the neutral category, the participants’ emotional state was assessed using the two dimensions valence and arousal of the Self-Assessment Manikin (SAM). Furthermore, cardiovascular (ECG) and electrodermal (EDA) activity were recorded. The results show a significant interaction induction method x emotional category for both subjective assessments valence and arousal. Furthermore, based on the results of the psychophysiological responses of the participants (ECG and EDA), it is shown that the second method to induce emotions (autobiographical recall) was significantly more arousing than the first induction method using visual stimuli. To sum it up, the results of the experimental study show an influence of the induction method that is evident in both the subjective and the psychophysiological parameters.
3
Karayanni, Manal, and Jenny Kurman. "Culture, Emotional Expression and Parental Socialization Strategies among Two-year-old Israeli Toddlers." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/hcrs7957.
Full textAbstract:
One of the most important developments in childhood is the development of emotional expression and its regulation. The capacity for the deliberate modulation of one’s behavior and emotion develops mainly in the second year, and it is considered a key developmental milestone that markedly transforms the child’s ability to function in the social environment (Kochanska, Coy, & Murray, 2001; Maccoby, 2007). Social norms, established by culture, dictate how, where, when and to whom specific emotions are expressed (Garrett-Peters & Fox, 2007). These norms are specific rules taught in a specific culture and dictate which emotional expressions are socially desirable in certain social contexts, and are the basis for emotional regulation (Ekman & Friesen, 1975; Matsumoto, 1990). Previous studies have shown that there are cultural differences in emotional expression among various cultures (<em>e.g.</em>, Garrett-Peters & Fox, 2007). The present study compares the type and intensity of the child’s emotional expression and parental practices of socialization in two ethnic groups: Israeli Jews and Arabs. This comparison was aimed to contribute to the existing scientific knowledge in this field, and provide insight into the differences and similarities between the ethnic models of emotions, as well as the practices of socialization strategies regarding regulating emotions and emotional behavior of children.
4
Joshi, Prachi, Hirak Banerjee, Avdhoot V Muli, Aurobinda Routray, and Priyadarshi Patniak. "Study of Emotional contagion through Thermal Imaging: A pilot study using noninvasive measures in young adults." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004755.
Full textAbstract:
Emotional contagion, the process of unconsciously mirroring others’ emotions [6], occurs through various channels including facial expressions, vocal tone, and body language, influencing social interactions and responses to cultural stimuli like music and movies [3], [4], [1]. Facial expressions, analyzed using the Facial Action Coding System (FACS), provide insights into emotional transmission [2]. Thermal imaging, a technique for measuring facial temperature changes, offers a noninvasive method to study emotional responses [5]. However, the facial thermal response to emotional contagion remains understudied. This study aims to investigate how emotional contagion affects facial blood flow among highly emotionally contagious individuals, identified using noninvasive measures. Thermal imaging will capture temperature changes across ten designated facial regions of interest (ROIs), shed-ding light on facial muscle activation. By interpreting temperature variations in these ROIs, researchers seek to understand the physiological processes underlying emotional contagion. Previous studies have shown inconsistent findings regarding facial temperature changes during emotions like fear and joy, highlighting the need for further investigation. This research aims to clarify these discrepancies and advance our understanding of facial thermal responses to emotional contagion, contributing to the broader field of emotion research and potentially informing therapeutic interventions and communication strategies.Initially, Eighteen participants participated in the study. Two groups of standardized emotionally contagious video stimuli (Happy, Fear) were used to induce emotional contagion.The videos started with a one-minute relaxing clip to help participants achieve a neutral emotional state before watching the emotional contagion clips. Following the two-minute emotional contagion video, a blank screen was displayed for one minute to observe the aftereffects of the emotional contagion on participants. Facial temperature was recorded from Fluke Ti 400, and facial expressions were recorded from the webcam. Participants were asked to fill out an emotion-intensity feedback form to rate the experienced emotion and its intensity during video stimuli. Eight participants’ data was removed from further analysis because of inconsistencies. Out of the remaining ten, we further shortlisted five highly emotionally contagious participants with the help of the emotional contagion scale. Ninety baseline and arousal thermal images (10 seconds each) were identified and analyzed using FACS. Ten important regions of interest(ROIs) were selected for facial thermal variations. The interpretation of temperature patterns on selected ROIs produces a physiological time series signal, reflecting changes in blood flow associated with emotional responses. As previously discussed, blood flow radiates across the blood vessels when an emotion happens, which is why a gradual shift in the baseline occurs when an emotion takes place. To assess significant differences in facial thermal temperatures from baseline to emotional contagion, the Mann-Whitney U test and average temperature differences were used. During both emotions (fear and joy), the temperature of the nose decreased on the faces of participants. However, during fear, the temperature dropped in the forehead, left eye corner, and right cheek, while during joy, it increased in the left eye upper region. Additionally, while in fear, the left eye upper, right eye upper, and nose exhibited decreased temperatures, whereas during joy, the forehead, left and right eye corners and nose showed reduced temperatures. Mann Whitney U test showed significant emotional arousal in all the ROIs. Only the right eye corner and left cheek in two participants during fear and the right eye corner during joy in one participant was showing insignificant differences.[1] Amy Coplan. Catching characters emotions: Emotional contagion responses to narrative fiction film. Film Studies, 8(1):26–38, 2006.[2] Paul Ekman. Facial expression and emotion. American psychologist, 48(4):384,1993[3] [3]Carolina Herrando and Efthymios Constantinides. Emotional contagion: a brief overview and future directions. Frontiers in psychology, 12:2881, 2021[4]Giuliana Isabella and Hamilton C. Carvalho.Chapter 4 - emotional contagion and socialization: Reflection on virtual interaction. In Sharon Y. Tettegah and Dorothy L. Espelage, editors, Emotions, Technology, and Behaviors, Emotions and Technology, pages 63–82. Academic Press, San Diego, 2016 [5]Sophie Jarlier, Didier Grandjean, Sylvain Delplanque, Karim N’diaye, Isabelle Cayeux, Maria Ines Velazco, David Sander, Patrik Vuilleumier, and Klaus R. Scherer. Thermal analysis of facial muscles contractions. IEEE Transactions on Affective Computing, 2:2–9, 2011.Eliska Prochazkova and Mariska [6]E. Kret. Connecting minds and sharing emotions through mimicry,Neuroscience Biobehavioral Reviews2017
5
Lazar, Alexandra maria. "THE INFLUENCE OF EMOTIONS ON THE ACQUISITION LEVEL OF SENSORY INFORMATION." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-202.
Full textAbstract:
The emotions involved in the learning process, which are in a permanent state of interconnection, can be considered the main factor and/or trigger of the process through each information is acquired by any sensory means. According to the american psychologist P. Ekman, "...emotions are reactions to aspects which seem extremely important to our well-being [...] emotions are created so rapidly in most situations that we still cannot fully understand the triggering mental processes." (Ekman P., 2011, Emotion Revealed. Understanding Faces and Feelings, p.48). On the other hand, "Visual sensations are the result of the interaction between electromagnetic waves and the visual analysis apparatus." (Popescu - Neveanu P., Zlate M., Cretu T., 1995, Psychology, p.31). This article aims to highlight the way in which emotions (even when induced in a controlled manner) act on: ocular movements, facial expressions and postural behaviour, and also the way in which they influence their response. Taking these aspects into account, alongside the idea that: "the cultivation of beneficial emotions plays a role in disease treatment in any medical field" (Salzberg S. apud. Goleman D., 2008,Healing Emotions: Conversation with DALAI LAMA on Mindfulness, Emotions and Health, p.20), the first part of the paper presents the general framework of the concept of emotion, alongside its visual, facial and postural parameters of definition. In the second part of the article the theoretical framework of research is established and the experimental system is presented. The focus is on the influence of controlled emotions on the level of information acquisition (at every one the three levels previously established). The final part of the paper presents the results of conclusions relating to the influence of triggering factor on the responses and the process of data or information acquisition.