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Purpose: Differences in emotional experience and expression have long been recognized as common in the presentation of autism, yet research examining emotional expression in early childhood is limited, with mixed findings. Understanding emotional reactivity and expression in autism in early life is an essential step towards uncovering the mechanisms of these risks and identifying targets for intervention. Methods: The present study examined emotional expression in autistic (N = 17) and non-autistic (N = 20) toddlers (mean age = 25.27; SD = 1.88) during emotion elicitation tasks aimed at eliciting joy, frustration, and unease. Video recorded tasks were coded in ten second intervals for emotional valence and intensity, and the following variables were computed: proportion of time in positive, neutral, and negative affect; maximum intensity of positive and negative affect; and range of affect (i.e., most negative to most positive intensity). Results: Autistic toddlers spent more time in neutral facial expressions, less time displaying positive affect, and had somewhat less intense positive emotional expression than non-autistic peers. Small differences were apparent in intensity of negative affect expression, while no differences emerged in duration of time spent in negative affect. Conclusion: Findings emphasize that differences may be more apparent in duration, rather than intensity of emotional expression, and that it may be particularly important to examine periods of "neutral" affect in young autistic children. Future research should consider the best ways to understand emotional reactivity in this population considering their unique interests, challenges, and communication styles. [ABSTRACT FROM AUTHOR]

We examined the impact of parental playfulness on children's emotional expression in distressing situations and its interaction with parental emotion regulation (ER) difficulties. Sixty-three children (ages 4–7) and their mothers participated. Mothers were randomly assigned to a playfulness or non-playfulness condition during mildly distressing tasks. Children's emotional responses were filmed and coded, while mothers' playfulness trait and ER difficulties were assessed via questionnaires. Children in the playfulness group showed significantly more positive emotions than the control group, and this effect was above and beyond that of mothers' playfulness trait or ER difficulties. Additionally, parental playfulness moderated the link between maternal ER difficulties and children's negative emotions, such that ER difficulties were associated with more negative emotions only in the control group. These findings suggest that externally induced parental playfulness enhances children's emotional coping and buffers against the adverse effects of parental ER difficulties, highlighting its potential for parenting interventions. [ABSTRACT FROM AUTHOR]

Human emotional expressions can communicate the emotional state of the expresser, but they can also communicate appeals to perceivers. For example, sadness expressions such as crying request perceivers to aid and support, and anger expressions such as shouting urge perceivers to back off. Some contemporary artificial intelligence (AI) systems can mimic human emotional expressions in a (more or less) realistic way, and they are progressively being integrated into our daily lives. How should we respond to them? Do we have reasons to reply to the appeals made by AI emotional expressions? In this paper, we examine the conditions under which AI emotional expressions could give us prudential or even moral reasons to change our behavior. We argue that these conditions do not depend on whether the emotional expression is genuine or not, but rather on the presence of features some of which can be implemented in emotive AI given our current level of technological development. We extract recommendations and warnings for the development of emotive AI. [ABSTRACT FROM AUTHOR]

As a first-grade primary school teacher (the first author) in this action research, I aimed to develop my students' emotional literacy skills regarding four emotions, namely "sadness," "fear," "anger," and "anxiety." I conducted the study with my 16 first-grade students at a private primary school in Ankara during the spring term of the 2021-2022 academic year. I first determined my students' emotional literacy skill levels by the "Emotion Regulation Skills Scale." Then, I designed and applied 14 action plans consisting of 55 teaching activities for the three components of emotional literacy (i.e., the sub-skills of emotion recognition, expression, and regulation) for 14 weeks and five hours each week. I designed the teaching activities with the theme "Lili and Zozo's Journey to the Emotions Galaxy." I collected the qualitative data through participant observations, reflective journals, video recordings, and feedback from my students, Validity Committee members, and parents. In addition, I gathered post-measurement scores by re-applying the "Emotion Regulation Skills Scale." I analyzed the qualitative data descriptively while I followed the directions provided in the scale for the quantitative data. As a result of the teaching activities I applied in the research, I identified significant improvements in my students' emotional literacy skills. Regarding the pre- and post-measurement results in recognizing emotions, all the students improved the skill of identifying all four emotions, except for one student for "sadness," one for "anxiety," and two for "fear." Regarding the pre- and post-measurement results in expressing emotions, the most significant improvement happened in feelings of fear and anxiety. While only five students could express "fear" in pre-measurements, this number increased to 15 in post-measurements. Similarly, while only one student could express "anxiety" in pre-measurements, this number increased to 11 in post-measurements. Concerning the pre- and post-measurement scores in regulating emotions, all students ultimately improved. All my students acquired the ability to control all four emotions. In addition, using Lili and Zozo dolls in the teaching activities increased students' interest, made their learning more enjoyable, and contributed positively to their emotional literacy skills. Based on my experiences in the study, I provided some suggestions for educators. [ABSTRACT FROM AUTHOR]

Research talks about the importance of the family in the development of social and emotional competencies of children. In this paper, we wanted to explore whether the Friendship cards (FC) (a theoretically derived preventive educational game) helped to improve the relationship between the participants and their children and whether it helped in the development of other social and communicative skills. Semi-structured interviews were used with parents from different countries. All these parents attended a 4-day online training course which dealt with the theoretical aspect, the presentation of the cards and practical ways on how to use these cards within the family context. Results from this study indicated that the tool enhances the social and emotional learning of children and adolescents in a fun and experiential way. The tool also enhances emotional expression, emotional regulation and conflict management, creating a safe space where communication can be facilitated. The research presented in the paper provides insights on how the FC can be used to enhance a positive relationship and how communication can make a difference. [ABSTRACT FROM AUTHOR]

Since interactive communication is generally better received than static one, chatbots are widely used in virtually all domains – ranging from business to education and healthcare. Nevertheless, there are still numerous questions concerning user experience that have not been adequately answered. Therefore, we study the effect of emotion expression on chatbot perception. In an experiment we manipulated a task-oriented chatbot by using short positively valenced emotional expressions and emotional pictorial representations (emojis) and investigated the effect of emotionality on trust, satisfaction, enjoyment, and authenticity as perceived by the user. The emotional chatbot was found to be perceived as more trustworthy than the neutral one. Moreover, users were more satisfied and had longer interactions with this chatbot. These results indicate that even slight variations in emotionality lead to significant difference in chatbot perception. [ABSTRACT FROM AUTHOR]

Emotion dysregulation is a common challenge for autistic individuals, yet research examining early emotion regulation processes in autism is lacking. The present study examined negative emotion expression and parent-child co-regulatory processes in 18-month-old younger siblings of autistic children (children with an "elevated likelihood" (EL) of autism) with diverse outcomes: autism, language delay without autism (EL-LD), and no delay/diagnosis (EL-ND). Thirty-nine toddlers were videotaped at home with a parent. Negative emotion and parent co-regulatory responses were coded from the video. Results indicated that autistic toddlers exhibited more high-intensity negative emotion than EL-ND toddlers. The likelihood of negative emotion continuing once initiated was higher for autistic and EL-LD toddlers. Parental co-regulation strategy use was similar across groups. Parental co-regulation reduced the likelihood of continued negative emotion, although the effect appeared somewhat weaker for autistic toddlers. This research corroborates evidence that increased risk for heightened and prolonged negative emotion starts early in autistic children and, to a lesser extent, in EL-LD children. Parents of all children were highly responsive, but coregulatory responses may be less effective at reducing negative emotions for autistic children. While more research is needed, the present study contributes to our understanding of the unique emotional experiences of autistic toddlers. Managing negative emotion can be challenging for autistic individuals and their families from a young age. Parents help young children manage negative emotions by responding in comforting or supportive ways. Not much research has examined how negative emotions and parent responses to negative emotions are different in very young autistic children. This study used videotapes of 18-month-old toddlers and parents at home. We examined how much and how intensely toddlers expressed negative emotion in everyday situations, and how parents responded. Participants were younger siblings of autistic children, and we compared three groups—children that (1) later received an autism diagnosis; (2) had language delays but not autism; and (3) had no delays or autism. We found that autistic toddlers' negative emotion was more likely to be intense and to continue once it started compared with children without delays or autism. Language-delayed toddlers also showed some, but not all these differences. Parents responded similarly to negative emotions in all groups. When parents used strategies to help, it reduced the chances of the negative emotions continuing, although it may have been less helpful for autistic toddlers. This study shows that autistic children may express more intense and long-lasting negative emotions from an early age. It also shows that parents of autistic children are very responsive to their children's negative emotions, but these responses may not be as helpful to autistic children. While more research is needed, this study helps us understand how autistic toddlers may express and experience emotions differently. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to assess whether the recognition of tennis players' affective state associated with their nonverbal behavior would be influenced by (a) the importance of the situation, (b) the point outcome, and (c) the tennis expertise of the observer. Two hundred sixty-nine participants (Mage = 30.51 years; 116 female; 79 tennis club members) watched video excerpts showing the nonverbal behavior of amateur tennis players during competitive matches immediately after the end of a rally and were asked to estimate whether the player had just won or lost the point. Results indicate that the recognition rates were higher for situations closer to the end of a game, closer to the end of a set, and with a tighter score during a game. Moreover, recognition rates were higher for lost than for won points, while the tennis expertise of participants had no influence on the recognition rates. [ABSTRACT FROM AUTHOR]

Introduction: The study presents a confirmatory research on the linkage between expression of emotions and language and translation. Therefore, the relationship of the mentioned facets has been presented in the study. Different literatures have proved that positive emotions whenever expressed impact significantly on the proficiency of the EFL learners in terms of language and translation. Method: A quasi experimental design was sought in the study with the participants invited to participate in the longitudinal survey. The questionnaire was uploaded in the Qualtrics platform for the access of the participants. SPSS program was used to generate statistics and testing of the hypotheses. Results/Discussions: A significant relationship between expression of emotion and language and translation was confirmed. Positive and negative emotions impact positively on language and translation capacities of the EFL learners. However, the relationship was termed non-absolute meaning not all aspects of the expression of emotion enhance language and translation proficiencies. Conclusion: Overall, the research supports the need for EFL learners to be subjected to a supportive learning environment to boost their emotions. The situation would enhance their proficiencies in language and translation capacities. [ABSTRACT FROM AUTHOR]

Previous studies of emotion regulation in young children commonly used between-person approaches, which limit our understanding of dynamic and temporal relations between emotion expressions and strategy use. Further, previous work has mainly focused on temperamental reactivity among White children, and it is unclear whether these findings can generalize to children of Asian and Latinx origins. In the current study, we examined the within-person temporal associations between emotion expressions and strategy use among 3- to 5-year-old children in low-income Chinese American (CA) and Mexican American (MA) families. Children's emotion expressions (positive and negative) and strategy use (gaze aversion, self-soothing, fidgeting, and language) during an unfair social interaction task were coded by 10-s epoch. Executive functions were examined as between-person level predictors of strategy use. Multilevel modeling was conducted to examine whether positive and negative emotion expressions at one epoch (t-1) predicted strategy use at the following epoch (t). The results indicate that positive emotion expressions predicted an increase in fidgeting at the next epoch (β = .34, p < .01). Executive functions were unrelated to strategy use. Cultural group differences were found: CA children displayed lower intensity of positive emotion and fewer strategy use compared with MA children. The present findings inform theories on the dynamics of emotion regulation in young children and have implications for interventions with underrepresented immigrant populations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

This study explores how emotion expression (EE) can help promote positive indirect reciprocity while also breaking chains of negative indirect reciprocity. We report data from a two-stage dictator game and compare the decisions subjects make towards a third party both with and without the chance to express emotion. Standard economic models suggest opportunities to express emotion should have no impact on behavior. In sharp contrast to these predictions, we find that subjects who are treated unkindly behave more generously towards others in subsequent interactions if they have the opportunity to convey their emotions to a third party. Our findings have important welfare implications. In particular, they suggest that opportunities to express emotion can break negative reciprocity chains and promote generosity and social well-being even among those who have not themselves been previously well-treated. We argue that reference-dependent valuations can help to explain our results. [ABSTRACT FROM AUTHOR]

Just as receptive emotional abilities, productive emotional abilities are essential for social communication. Although individual differences in receptive emotional abilities, such as perceiving and recognizing emotions, are well-investigated, individual differences in productive emotional abilities, such as the ability to express emotions in the face, are largely neglected. Consequently, little is known about how emotion expression abilities fit in a nomological network of related abilities and typical behavior. We developed a multitask battery for measuring the ability to pose emotional expressions scored with facial expression recognition software. With three multivariate studies (n1 = 237; n2 = 141; n3 = 123), we test competing measurement models of emotion posing and relate this construct with other socio-emotional traits and cognitive abilities. We replicate the measurement model that includes a general factor of emotion posing, a nested task-specific factor, and emotion-specific factors. The emotion-posing ability factor is moderately to strongly related to receptive socio-emotional abilities, weakly related to general cognitive abilities, and weakly related to extraversion. This is strong evidence that emotion posing is a cognitive interpersonal ability. This new understanding of abilities in emotion communication opens a gateway for studying individual differences in social interaction. [ABSTRACT FROM AUTHOR]

Children form stereotyped expectations about the appropriateness of certain emotions for men versus women during the preschool years, based on cues from their social environments. Although ample research has examined the development of gender stereotypes in children, little is known about the neural responses that underlie the processing of gender‐stereotyped emotions in children. Therefore, the current study examined whether 3‐year‐olds differ in the neural processing of emotional stimuli that violate gender stereotypes (i.e., male faces with fearful or happy expressions) or confirm gender stereotypes (i.e., female faces with fearful or happy expressions), and whether boys and girls differ in their neural processing of the violation and confirmation of gender stereotypes. Data from 72 3‐year‐olds (±6 months, 43% boy) were obtained from the YOUth Cohort Study. Electroencephalography data were obtained when children passively viewed male and female faces displaying neutral, happy, or fearful facial expressions. This study provided first indications that happy male faces elicited larger P1 amplitudes than happy female faces in preschool children, which might reflect increased attentional processing of stimuli that violate gender stereotypes. Moreover, there was preliminary evidence that girls had larger negative central (Nc) responses, associated with salience processing, toward female happy faces than male happy faces, whereas boys had larger Nc responses toward male happy faces than female happy faces. No gender differences were found in the processing of neutral and fearful facial expressions. Our results indicate that electroencephalography measurements can provide insights into preschoolers' gender‐stereotype knowledge about emotions, potentially by looking at the early occipital and late fronto‐central responses. [ABSTRACT FROM AUTHOR]

Nonverbal behavior (NVB) plays an important role in sports. However, it has been difficult to measure, as no coding schemes exist to objectively measure NVB in sports. Therefore, the authors adapted the Body Action and Posture Coding System to the context of soccer penalties, validated it, and initially used this system (Nonverbal Behavior Coding System for Soccer Penalties [NBCSP]) to explore NVB in penalties. Study 1 demonstrated that the NBCSP had good to excellent intercoder reliability regarding the occurrence and temporal precision of NVBs. It also showed that the coding system could differentiate certain postures and behaviors as a function of emotional valence (i.e., positive vs. negative emotional states). Study 2 identified differences in NVB for successful and missed shots in a sample of penalties (time spent looking toward the goal, toward the ground, right arm movement, and how upright the body posture was). The authors discuss the utility of the coding system for different sport contexts. [ABSTRACT FROM AUTHOR]

Alcohol has been linked to both positive (e.g., sociability) and negative (e.g., aggression) social outcomes, and researchers have proposed that alcohol‐induced changes in emotion recognition may partially explain these effects. Here, we systematically review alcohol administration studies to clarify the acute effects of alcohol on emotion recognition. We also investigate various moderator variables (i.e., sex, study quality, study design, alcohol dosage, emotion recognition task and outcome measure). PsycINFO, PubMed and Google Scholar were searched following a pre‐registered PROSPERO protocol (CRD42021225392) and PRISMA methodology. Analyses focused on differences in emotion recognition between participants consuming alcoholic and/or non‐alcoholic (i.e., placebo or no‐alcohol control) beverages. Nineteen unique samples (N = 1271 participants) were derived from 17 articles (two articles included two studies, each conducted on a unique sample). Data were extracted for sample characteristics, alcohol administration methods and emotion recognition tasks and outcomes. All studies compared an alcoholic beverage to a placebo beverage and used tasks that asked participants to identify emotions from images or videos of facial expressions. Otherwise, methodologies varied substantially across studies, including the alcohol dosage(s) tested, the specific emotion recognition task(s) used and the outcome variable(s) assessed. No consistent effects of alcohol on emotion recognition emerged for any emotion. None of the moderator variables affected the findings, except for some indication that alcohol may affect males' emotion recognition abilities more so than females. Alcohol does not appear to consistently affect positive or negative emotion recognition of facial expressions, at least with the tasks currently used in the field. This study systematically reviewed alcohol administration studies to clarify the acute effects of alcohol on emotion recognition of facial expressions. We also investigated several possible moderator variables, including sex, study quality, study design, alcohol dosage, emotion recognition task, and outcome measure. No consistent effects of alcohol on emotion recognition emerged for any emotion, and none of the moderator variables substantially affected the findings. Guidance for future research is offered. [ABSTRACT FROM AUTHOR]

The present research tested the impact of score line, spectator presence and game location on athletes' non‐verbal behaviour (NVB). Two studies (N = 240; N = 160) tested whether the NVB of soccer players differed as a function of score line, spectator‐presence and game location by asking participants to guess the current score, the dominance, pride and confidence of soccer players in videos. Results demonstrated that NVB ratings were more negative when the athletes were trailing (less dominant, less proud, and less confident) compared to leading. Study 1 showed more non‐verbal expressiveness (social facilitation) of pleasant feelings (being in a high lead) and lower expressiveness (social inhibition) of negative feelings (trailing) in the presence of spectators. Study 2 indicated that leading at away games led to higher non‐verbal expressiveness, whereas leading at home games led to less non‐verbal expressiveness in the presence of a supportive audience. [ABSTRACT FROM AUTHOR]

The uncanny valley describes the typically nonlinear relation between the esthetic appeal of artificial entities and their human likeness. The effect has been attributed to specialized (configural) processing that increases sensitivity to deviations from human norms. We investigate this effect in computer-generated, humanlike android and human faces using dynamic facial expressions. Angry and happy expressions with varying degrees of synchrony were presented upright and inverted and rated on their eeriness, strangeness, and human likeness. A sigmoidal function of human likeness and uncanniness ("uncanny slope") was found for upright expressions and a linear relation for inverted faces. While the function is not indicative of an uncanny valley, the results support the view that configural processing moderates the effect of human likeness on uncanniness and extend its role to dynamic facial expressions. [ABSTRACT FROM AUTHOR]

This study aimed to examine the influence of emotional information on task switching performance from a cross-cultural perspective. Specifically we investigated whether the impact of affective information differs between Koreans and Caucasian when they perform a switching task using pictures that express positive and negative emotions. In this study, Korean and Caucasian college students were presented with either positive or negative faces and asked to perform either an emotion or a gender judgment task based on the color of the picture frame. The results showed that the switching cost from the gender judgment task to the emotion task was significantly larger than the switching cost from the gender task to the emotion task for both Koreans and Caucasians. This asymmetric switching cost was maintained when the previous and current pictures showed the same emotion but disappeared when two images presented different emotions. Regardless of the participant's cultural background, switching costs were greater for emotional tasks where the emotion was directly related to the task than for gender tasks. However, the effect of emotional switching on switching costs varied by the individual's background. Koreans were less sensitive to whether poser's emotion was changed than Americans. These results demonstrate that emotional information affects cognitive task performance and suggest that the effects of emotion may differ depending on the individual's cultural background. [ABSTRACT FROM AUTHOR]

Third party punishment (TPP) is thought to be crucial to the evolution and maintenance of human cooperation. However, this type of punishment is often not rewarded, perhaps because punishers' underlying motives are unclear. We propose that the expression of moral emotions could solve this problem by advertising such motives. In each of three experiments (n = 1711), a third-party punishment game was followed by a trust game. Third parties expressed anger or disgust instead of, or in addition to, financial punishment. Results showed that third parties who expressed these emotions were trusted more than those who didn't express (Experiment 1), and more than those who financially punished (Experiment 2). Moreover, third parties who expressed while financially punishing were trusted more than those who punished without expressing (Experiment 3). Findings suggest that emotion expression might play a role in the evolution and maintenance of cooperation by facilitating TPP. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of face emoji (disc-shaped pictograms with stylized facial expressions) that accompany written text. We propose that there is a use of face emoji in which they comment on a target proposition expressed by the accompanying text, as opposed to making an independent contribution to discourse. Focusing on positively valenced and negatively valenced emoji (which we gloss as happy and unhappy, respectively), we argue that the emoji comment on how the target proposition bears on a contextually provided discourse value endorsed by the author. Discourse values embody what an author desires, aspires to, wishes for, or hopes for. Our analysis derives a range of non-trivial generalizations, including (i) ordering restrictions with regards to the placement of emoji and text, (ii) cases of apparent mixed emotions, and (iii) cases where the lexical content of the accompanying text influences the acceptability of a face emoji. [ABSTRACT FROM AUTHOR]

Background: Social cognitive deficits are common after traumatic brain injury (TBI). The participant in this single-case experimental design (SCED) was 7 years old when he sustained a severe TBI. After 2 years in rehabilitation, he continues to show deficits in social cognition. Objective: To determine the effectiveness of three interventions, each aimed at improving a behavior altered by social cognition deficits. These behaviors were: (1) expression of positive emotions, (2) reacting to changes in plans, and (3) greeting classmates. Method: An A-B-A’ design was used for each behavior. In addition, each behavior was targeted with a rehabilitation program applied over 10 sessions. Results: For the first behavior, changes between phases B-A’ (NAP=0.712) and A-A’ (NAP=0.864) indicated improvements in the child’s ability to express positive emotions. In the second behavior, changes in the intensity of reactions between phases B and A’ (NAP=0.815) and A vs. A’ (NAP=0.834) indicated that the child adapted to changes in a plan and to unexpected situations in a more adaptive way. For the third behavior, changes in the number of greetings between phases A and B (NAP=0.883) and A vs. A’ (NAP=0.844) suggested that during the third phase of the study, the participant fully acquired the habit of greeting peers and increased his interactions with others. Conclusion: While the participant showed improvements in all three targeted behaviors, due to the complexity of the third behavior, it is recommended that in future research, the intervention targeting social interactions should be applied over a longer timeframe to ensure that improvements are more stable in the long term. [ABSTRACT FROM AUTHOR]

Music can serve as a potent tool for conveying emotions and regulating learners' moods, while the systematic application of emotional assessment can help to improve teaching efficiency. However, existing music emotion analysis methods based on Artificial Intelligence (AI) rely primarily on pre-marked content, such as lyrics and fail to adequately account for music signals' perception, transmission, and recognition. To address this limitation, this study first employs sound-level segmentation, data frame processing, and threshold determination to enable intelligent segmentation and recognition of notes. Next, based on the extracted audio features, a Radial Basis Function (RBF) model is utilized to construct a music emotion classifier. Finally, correlation feedback was used to label the classification results further and train the classifier. The study compares the music emotion classification method commonly used in Chinese music education with the Hevner emotion model. It identifies four emotion categories: Quiet, Happy, Sad, and Excited, to classify performers' emotions. The testing results demonstrate that audio feature recognition time is a mere 0.004 min, with an accuracy rate of over 95%. Furthermore, classifying performers' emotions based on audio features is consistent with conventional human cognition. [ABSTRACT FROM AUTHOR]

For human and automatic text annotation of emotions, it is as-sumed that affect can be traced in language on (combinationsof) individual words, text fragments, or other linguistic pat-terns, which can be identified and labelled correctly. For exam-ple, many sentiment analysis systems consider isolated wordsaffectively meaningful units, whose proportions in a given textreveal its overall affective meaning. However, whether thesewords and their combinations as identified either by humans oralgorithms also match the actual feelings of the authors remainsunclear. Potential discrepancies between affect expression andperception in text have received surprisingly little scholarly at-tention, although a number of studies has already identified dis-parities between self- and other-annotation in affect detectionfor speech and audio-visual data. Therefore, we ask whether asimilar difference shows in annotations of emotions in text.

The goal of the present research was to investigate whether claims (postperformance nonverbal emotional expressions) influence people in evaluating performance during surf contests. To test this research question, the authors sampled videos from professional surf contests and asked laypeople (Experiment 1; N = 110) and surf judges (Experiment 2; N = 41) to evaluate the performance in 2 online experiments. A subset of the surfing performances showed surfers displaying postperformance emotional expressions (claims), while another subset showed the same performances without the claims (nonverbal emotional expressions). Both experiments provided evidence that both laypeople and surf judges were biased by claims in judging surfing performances, with claims better than the performances without claims. The findings are in line with social-cognitive models emphasizing the socioconsequences of emotion expressions. The authors discuss the implications of the findings for sport competitions that rely on judging sport performance. [ABSTRACT FROM AUTHOR]

The editorial "Emotions in neuroscience: fundamentals and new discoveries" published in Frontiers in Integrative Neuroscience discusses various aspects of emotional perception and expression from biological, cognitive, and cultural perspectives. The research topic includes studies on body odor disgust sensitivity, phobic preferences, naturalistic action recognition, language processing in bilingual individuals, interpersonal emotion contagion, reward processing, and the impact of complex social emotions like shame and guilt. The overall project emphasizes the importance of studying emotions for wellbeing and cultural understanding, highlighting the need for emotional intelligence in human interactions. [Extracted from the article]

IntroductionComputer-mediated care is becoming increasingly popular, but little research has been done on it and its effects on emotion-related outcomes. This systematic literature review aims to create an overview that addresses the research question: “Is there a relationship between computer-mediated care and emotional expression, perception, and emotional and (long-term) emotion outcomes?”MethodThis systematic literature review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and used five eligibility criteria, namely, (1) participants: adults seeking support; (2) intervention: eHealth; (3) diagnostic criteria: transdiagnostic concept of difficulty identifying, expressing, and/or regulating emotions (e.g., alexithymia); (4) comparator: either face-to-face care or no comparator; and (5) study design: quantitative studies or qualitative studies. Quality was assessed using the QualSyst tool.ResultsThe analysis includes 25 research papers. Self-paced interventions appear to have a positive effect on emotion regulation. Videoconferencing interventions improved emotion regulation from before to after treatment but worsened emotion regulation compared with face-to-face treatment.DiscussionThe lack of variation in the modalities studied and the emotion measurements used make it difficult to draw responsible conclusions. Future research should examine how different modalities affect the real-time communication of emotions and how non-verbal cues influence this.

The uncanny valley describes the typically nonlinear relation between the esthetic appeal of artificial entities and their human likeness. The effect has been attributed to specialized (configural) processing that increases sensitivity to deviations from human norms. We investigate this effect in computer-generated, humanlike android and human faces using dynamic facial expressions. Angry and happy expressions with varying degrees of synchrony were presented upright and inverted and rated on their eeriness, strangeness, and human likeness. A sigmoidal function of human likeness and uncanniness (“uncanny slope”) was found for upright expressions and a linear relation for inverted faces. While the function is not indicative of an uncanny valley, the results support the view that configural processing moderates the effect of human likeness on uncanniness and extend its role to dynamic facial expressions.

BackgroundSocial cognitive deficits are common after traumatic brain injury (TBI). The participant in this single-case experimental design (SCED) was 7 years old when he sustained a severe TBI. After 2 years in rehabilitation, he continues to show deficits in social cognition.ObjectiveTo determine the effectiveness of three interventions, each aimed at improving a behavior altered by social cognition deficits. These behaviors were: (1) expression of positive emotions, (2) reacting to changes in plans, and (3) greeting classmates.MethodAn A-B-A’ design was used for each behavior. In addition, each behavior was targeted with a rehabilitation program applied over 10 sessions.ResultsFor the first behavior, changes between phases B-A’ (NAP = 0.712) and A-A’ (NAP = 0.864) indicated improvements in the child’s ability to express positive emotions. In the second behavior, changes in the intensity of reactions between phases B and A’ (NAP = 0.815) and A vs. A’ (NAP = 0.834) indicated that the child adapted to changes in a plan and to unexpected situations in a more adaptive way. For the third behavior, changes in the number of greetings between phases A and B (NAP = 0.883) and A vs. A’ (NAP = 0.844) suggested that during the third phase of the study, the participant fully acquired the habit of greeting peers and increased his interactions with others.ConclusionWhile the participant showed improvements in all three targeted behaviors, due to the complexity of the third behavior, it is recommended that in future research, the intervention targeting social interactions should be applied over a longer timeframe to ensure that improvements are more stable in the long term.

The present study investigates the association between people's beliefs about emotion and their overall satisfaction with a social interaction. We focus on three specific aspects to examine this association: (a) utility beliefs—a dimension of emotion beliefs; (b) emotion expression—an emotion channel; and (c) four social emotions—anger, other-embarrassment, gratitude, and other-pride. We examine whether people's utility beliefs about expressing a social emotion can predict their evaluation of a social interaction when they express (vs. suppress) their social emotion. Results (N = 209) consistently show that when people express their social emotion, their utility beliefs positively predict their satisfaction with an event. However, when people suppress their gratitude, their utility beliefs negatively predict their satisfaction, an effect not observed in the other three emotion events. These findings corroborate the claim that emotion beliefs impact people's emotional lives. Implications for research on emotion beliefs and motivated emotion regulation are discussed. [ABSTRACT FROM AUTHOR]

The Emotion Expression Scale for Children (EESC) is a 16-item self-report questionnaire assessing children's difficulties in emotion expression (i.e., poor emotion awareness and reluctance to express emotions). Considering the inconsistent findings regarding its factorial structure and dimensionality, this study aims to explore the factor structure and psychometric properties of the EESC in a sample of 286 Portuguese children (8–12 years). Three competing models were analyzed through confirmatory factor analysis (correlated two-factor model, one-factor model, and bifactor model). The bifactor model provided a better fit than the competing models, and the results suggested a strong general factor of "difficulties in emotion expression." The validity of the EESC was also indicated by its positive correlations with variables assessing child anxiety, depression, and behavioral avoidance and its negative correlation with mindfulness skills. The EESC is a valid measure of children's difficulties in emotion expression and the use of its total score is recommended. [ABSTRACT FROM AUTHOR]

Culture provides a context in which emotion socialization is embedded, and the bidirectional effects between parents' emotion socialization and children's emotional behaviors may work differently across cultures. To understand how emotion socialization may be shaped by the cultural context, we examined the moderating role of Asian cultural values in bidirectional associations between maternal emotion socialization practices and child anger and sadness. Seventy‐four U.S. Chinese immigrant mothers (Mage = 40.71 years, SD = 3.61) completed measures assessing their Asian cultural values and parenting style. Children experienced a disappointment task in the lab (Cole, 1986), and mothers and their children (Mage = 6.73 years, SD =.95; 55% female) were observed at two different time intervals. Mothers' socialization practices (emotion dismissing, emotion coaching, and moral and behavioral socialization) and children's anger and sadness responses at both intervals were coded. Mothers' greater Asian cultural values buffered the negative effects of their emotion dismissing practices on children's anger and sadness. However, Asian cultural values did not impact the effects of children's anger and sadness on mothers' emotion dismissing practices. When mothers endorsed fewer Asian values, their emotion coaching practices reduced children's anger and sadness. Children's anger and sadness evoked more emotion coaching practices when mothers endorsed lower levels of Asian cultural values. In addition, children's anger and sadness evoked greater moral and behavioral responses from their mothers when mothers endorsed more Asian values. Overall, findings underscored the importance of cultural values in the interplay between mothers' emotion socialization practices and children's emotions. [ABSTRACT FROM AUTHOR]

Expressing emotions through spontaneous facial expression is an important nonverbal social communication skill. In our study, we aimed to demonstrate that both children with autism spectrum disorder (ASD) and the non-ASD siblings of children with ASD have deficits in this skill. In this study, we analyzed the six core facial emotion expressions of three distinct groups of children – those diagnosed with ASD (n = 60), non-ASD siblings (n = 60), and typically developed children (n = 60). To analyze facial expressions, we employed a computer vision program that uses machine learning algorithms to detect facial features and conducted an evidence-based task that involved assessing participants' ability to recognize facial emotion expressions. Deficits in spontaneous emotion expression were shown in the children with ASD and in non-ASD siblings when compared with typically developed children. Interestingly, it was determined that these deficits were not related to the severity of the autism symptoms in the ASD group. The results of the study suggest that computer-based automated analysis of facial expressions with contextual social scenes task holds potential for measuring limitations in the ability to express emotions, and they supplement the traditional clinical assessment of social phenotypical behavior deficits. This applies both to children with ASD and especially, to the non-ASD siblings of children with ASD. This study adds a novel approach to previous literature examining the emotion expression skills. [ABSTRACT FROM AUTHOR]

How to express emotions through motion behaviors of robots (mainly for robotic arms) to achieve human–robot emotion interactions is the focus of this paper. An artificial emotion expression method that accords with human emotion that can deal with external stimuli and has the capability of emotion decision-making was proposed based on the motion behaviors of robot. Firstly, a three-dimensional emotion space was established based on the motion indexes (deviation coefficient, acceleration, and interval time). Then, an artificial emotion model, which was divided into three parts (the detection and processing of external events, the generation and modification of emotion response vectors, and the discretization of emotions) was established in the three-dimensional emotion space. Then emotion patterns (love, excited, happy, anxiety, hate) and emotion intensity were calculated based on the artificial emotion model in human–robot interaction experiments. Finally, the influence of motion behaviors of humanoid robot NAO on the emotion expression of experimenters was studied through human–robot emotion interaction experiments based on the emotion patterns and emotion intensity. The positive emotion patterns (love, excited, happy) and negative emotion patterns (anxiety, hate) of the experimenters were evaluated. The experimental results showed that the personalized emotion responses could be generated autonomously for external stimuli, and the change process of human emotions could be simulated effectively according to the established artificial emotion model. Furthermore, the experimenters could recognize the emotion patterns expressed by the robot according to the motion behaviors of the robot, and whether experimenters were familiar with robots did not influence the recognition of different emotion patterns. [ABSTRACT FROM AUTHOR]

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Background: Most of the family factors that are thought to determine the course of the disease are examined with in the concept of Emotion Expression. The concept of theory of mind is the ability to understand and predict other people's emotions, intentions and mentally represent them. In this study, it is aimed to determine the emotion expressions and mind theory functions of first degree relatives of bipolar disorders patient relatives and to investigate their relations with each other. Materials and Methods: The study included 95 patients diagnosed with bipolar disorder according to DSM-5 (Diagnostic and Statistical Manual of Mental Disorders) diagnostic criteria and the same number of relatives. Socio-demographic and clinical data form was used to evaluate patients with bipolar disorder and their relatives. To assess the theory of mind skills of the patients' relatives, mind reading test and emotional expression scale were used. Short Functioning Assessment Scale was used to evaluate the functionality of the patients. Results: The study included 95 patients diagnosed with bipolar disorder type-1 according to DSM-5 diagnostic criteria. 55 (57.9%) of the participants were female and 40 (42.1%) were male. 30 (31.6%) were single, 63 (66.3%) were married and 2 (2.1%) were divorced. A negative correlation was found between the mental reading test scores of the patient's relatives and the emotional expression scale scores (r: -0,621, p<0,001). A negative correlation was found between the eyes test scores of the relatives of the patients and the short functionality assessment scale scores of the patients (r:-0,618, p:<0,001). A significant positive correlation was determined between the emotional expression scale scores of the relatives of the patients and the the short functionality assessment scale scores of the patients (r: 0,630, p:<0,001). Conclusions: As a result of the study, it was determined that the beter the theory of mind skills of the relatives of the patients, the lower the emotional expressions to the patient, the worse the patient's relatives theory of mind skills determined by eyes test, the higher the emotional expression to the patient. [ABSTRACT FROM AUTHOR]

The socioemotional lives of animals have been brought to light over the years by studies seeking to address specific topics in animal emotion, cognition and behavior. Breakthrough information has been provided by field work with natural communities, and notable advances have stemmed from non-invasive research with captive animals and from laboratory work entailing varying degrees of invasiveness. But there is a source of information on animals that has not always been integrated in the knowledge on animals' emotional lives: the outputs of studies where animals served as models of human emotional processes but that were seldom published as literature on animals. This article proposes an integrated view whereby the vast amount of information amassed by the brain and behavioral sciences over the course of the last 30 years on the affective experiences of animals, their triggers, biomarkers and behavioral correlates is fully integrated in an account of animal emotions. Topics where this knowledge can accommodate further integration from studies with animals models of the human mind are the parental care and different types of affective bonds; the experience of empathic reactions, the association between emotions, expressive behavior and affective bonds, and conscience. Fostering further connection between these neuroscience and behavioral studies might contribute to 1) widening the breath of measures used in assessing the well-being of animals, 2) widening criteria used by ethical committees considering studies with animals, and 3) to review some common practices that by those who have key roles in the management of wild or captive animals. [ABSTRACT FROM AUTHOR]

With the development of voice synthesis technology using deep learning, voice synthesis research that expresses the characteristics and emotions of speakers is actively being conducted. Current technology does not satisfactorily express various emotions and characteristics for speakers with very low or high vocal ranges and for speakers with dialects. In this paper, we propose mel-spectrogram image transfer (MIST)-Tacotron, a Tacotron 2-based speech synthesis model that adds a reference encoder with an image style transfer module. The proposed method is a technique that adds image style transfer to the existing Tacotron 2 model and extracts the speaker’s feature from the reference mel-spectrogram using a pre-trained deep learning model. Through the extracted feature, the style such as pitch, tone, and duration of the speaker are trained to express the style and emotion of the speaker more clearly. To extract the speaker’s style independently from the speaker’s timbre and emotion, the ID value for the speaker and the ID value for the emotional state were used as inputs. Performance is evaluated by F0 voiced error (FVE), F0 gross pitch error (F0 GPE), mel-cepstral distortion (MCD), band aperiodicity distortion (BAPD), voiced/unvoiced error (VUVE), false positive rate (FPR), and false negative rate (FNR). The performance of the proposed model was observed to have lower error values than the existing models, GST (Global Style Token) Tacotron and VAE (Variational Autoencoder) Tacotron. As a result of measuring mean opinion score (MOS), the sound quality of the proposed model received the highest score in terms of emotional expression and speaker style reflection.