Emotional Knowledge Research Articles

Onset of psychiatric signs and impaired neurocognitive domains in inherited metabolic disorders: A case series.

Inherited metabolic disorders (IMDs) can present with psychiatric signs that vary widely from one disease to another. This picture is further complicated by the fact that these features occur at very different illness time points, which may further delay appropriate diagnosis and treatment. In this case series of 62 children and adolescents suffering from IMDs, we clustered psychiatric signs (on the basis of the fifth edition of the Diagnostic and Statistical Manual for Mental Disorders classification) as well as impaired cognitive domains (on the basis of the Research Domain Criteriamatrix) according to their mean age of onset (5.7 ± 4 years). We observed consistent patterns of occurrence across disorders. Externalizing symptoms, sleep problems, and cross‐domain self‐regulation deficits were found to precede the IMD diagnosis. Repetitive thoughts and behaviors as well as emotional dysregulation were found to occur around the disease onset. Finally, late‐onset features included dissociative or eating disorders, together with impaired emotion knowledge. Clinicians should specifically look for the co‐occurrence of age‐specific atypical signs, such as treatment resistance or worsening with psychotropic medication in the earliest stages and symptom fluctuation, confusion, catatonia, or isolated visual hallucinations. We believe that the combined characterizations of psychiatric signs and impaired neurocognitive domains may enable the earliest detection of IMDs and the appropriate care of these particular manifestations.Key Points Psychiatric signs are common in inherited metabolic disorders (IMDs) and may occur in the same age‐range as other clinical manifestations.Three clusters of psychiatric signs and two clusters of neurocognitive domains can be defined according to their mean age of onset.Warning signs to be used in liaison psychiatry should include age‐specific cognitive impairments

Studying the Relationship between Emotional Intelligence and Problem–solving Skills of Individuals from Personal Knowledge Management Perspective

In today’s advanced economies, knowledge has been converted into a key economic resource and a contributing factor for organizational success. In nature, knowledge requires to be managed by each person in order to yield the concept of personal knowledge management (Drucker). In many scientific records, the relationship between personal emotional intelligence, problem–solving, and the psychological traits including emotional intelligences has been stressed. The present paper has aimed to study the association between the emotional intelligence dimensions and personal knowledge management. Hence, this research is a descriptive survey. The data collection tool was a questionnaire including 37 questions and the statistical sample consisted of 302 individuals from the students, experts, and active managers in the field of knowledge management. The Cronbach’s alpha coefficient was used to achieve the questionnaire’s reliability coefficient, while the facial and content validity was confirmed by knowledge management experts. The research data was analyzed by statistical methods and Pearson’s correlation coefficient. Emotional intelligence was measured according to the Goleman’s model in five dimensions, including motivation, self–awareness, self-regulation, empathy, and social skill. According to data analysis, there is a positive and significant correlation between the education level and capabilities of people in personal knowledge management. All the emotional intelligence dimensions are of a positive and significant relationship with personal knowledge management. Likewise, the research findings proved a significant relationship between personal knowledge management’s four aspects and the five dimensions of emotional intelligence.

Understanding the emotional and informational influence on customer knowledge contribution through quantitative content analysis

Customers’ knowledge contributions are a vital source of business value. This study is one of the few attempts to study the influence of emotional and informational feedback on knowledge contribution. Through quantitative content analysis, we analyzed content data from 2324 users in a firm-hosted online community. We found that informational support (argument quality and source credibility) and emotional support (emotional approval and emotional asymmetry) significantly affect customers’ knowledge contributions. Moreover, we identified an inverted-U relationship between emotional asymmetry and knowledge contributions in initiated posts. This study has implications for both researchers and practitioners.

Nursing Student-Led Health Education for Sixth Graders on Chicago's South Side.

IntroductionPartnerships between schools of nursing and grade schools providing health education to youth are shown to be advantageous. Using Community Based Service Learning for nursing students at a middle school in Chicago, IL, we were able to improve health education for adolescents in an underserved area.ObjectiveThis project aimed to improve and standardize existing health education efforts for sixth graders (n = 30) at a middle school by developing an evidence-based health education curriculum with nursing students.MethodsThis was a descriptive study with a pretest and posttest evaluation addressing the physical, emotional, and sexual health knowledge, attitudes and behaviors of participating sixth graders.ResultsFindings suggest service-learning partnerships may benefit middle schoolers and nursing students.ConclusionImplementing a culturally relevant health curriculum using a service-learning framework increased sexual, physical, and emotional health knowledge in Latinx sixth graders and enhanced nursing student learning in a way not possible through classroom and clinical practicum experiences alone.

Invitational Rhetoric in Epistemic Practice

Over the last several decades there have been rapid advancements in treatment options available for infertility. Consequently, infertility has become a medicalized disease, which privileges a masculine epistemology. Problematically, this masculinist perception of infertility diminishes concern for the lived experiences of women living with infertility and ignores the many ways in which infertility manifests as a social condition. This study examines narratives of women diagnosed with infertility, gathered from online support groups. Through these narratives I introduces the concept of “invitational knowledge” as a means to understand how knowledge functions rhetorically to create space for discourses that deviate from the medicalized assumptions of infertility. Invitational knowledge highlights the epistemological roots of invitational rhetoric through adoption of a postmodern feminist epistemology and is characterized by five features: 1) rhetor agency; 2) emotional knowledge; 3) transformative discourse; 4) shared knowledge; and 5) asking questions rather than making judgments.

A Multi-Task Learning Approach to Hate Speech Detection Leveraging Sentiment Analysis

The rise of social media platforms has significantly changed the way our world communicates, and part of those changes includes a rise in inappropriate behaviors, such as the use of aggressive and hateful language online. Detecting such content is crucial to filtering or blocking inappropriate content on the Web. However, due to the huge amount of data posted every day, automatic methods are essential for identifying this type of content. Seeking to address this issue, the Natural Language Processing community is increasingly involved in testing a wide range of techniques for hate speech detection. While achieving promising results, these techniques consider hate speech detection as the sole optimization objective, without involving other related tasks such as polarity and emotion classification that are strongly linked to offensive behavior. In this paper, we propose the first Multi-task approach that leverages the shared affective knowledge to detect hate speech in Spanish tweets, using a well-known Transformer-based model. Our results show that the combination of both polarity and emotional knowledge helps to detect hate speech more accurately across datasets.

An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills

Recent reviews have called attention to limitations of existing observational measures of early childhood classroom quality, including low rater agreement, ceiling/floor effects, and imprecise estimation. We offer an introduction to the many-facet Rasch model (MFRM), discussing how it can be used to iteratively improve measures to address such limitations. We provide an example of applying the MFRM to develop the EMOtion TEaching Rating Scale (EMOTERS) in order to capture the practices that teachers use in support of children’s developing knowledge, expression, and regulation of emotion. The MFRM produced fine-grained statistics about how 23 raters scored 1609 10-minute video occasions from 18 classrooms with EMOTERS Version 6. Results were compared to traditional rater agreement and internal consistency statistics. With an eye toward continuous measure improvement, we discuss planned revisions of the EMOTERS as well as implications for the application of the MFRM to other measures.

Making of rebel talent through workplace ostracism: A moderated-mediation model involving emotional intelligence, organizational conflict and knowledge sharing behavior

Workplace deviant behavior (WDB) and workplace ostracism (WO) have emerged as one of the most toxic behaviors that breed self-protection and self-interest in today’s organizations. However, limited evidence is available on the underlying factors, such as organizational conflict (OC), knowledge-sharing behavior (KSB) and emotional intelligence (EI), in explaining the WO-WDB relationship. Hence, the present study aims to introduce and empirically validate a moderated-mediation model of workplace deviant behavior, involving WO, OC, KSB and EI, respectively. Drawing on study data from 250 officials in the higher education public sector institutions in Pakistan, and employing structural equation modeling with partial least squares, the findings revealed a significant positive effect of WO on WDB. Besides the validation of the mediating roles of OC and KSB, the findings also confirmed a significant moderating influence of EI. The study implications provide theoretical and practical insights to better interpret KSB, OI and EI in organizations that can generate effective deterrence towards WO and WDB.

Virtual Companion for the Elderly: Conceptual Framework

As the proportion of global elderly population increases, there is an accompanying demand for improved care for ageing individuals. Technological developments in fields of machine learning and mobile applications can be leveraged to improve quality of life for elderly individuals. We explore development of virtual companions and chatbots, conducting a detailed literature review. Ultimately, we propose a novel virtual companion that combines emotion, personality, and external knowledge into one virtual companion system. We extend the objective to include design considerations to tailor the proposed virtual companion for needs specific to elderly users. Additional features such as mental health monitoring, cognitive impairment detection, design of a virtual avatar, error recovery and latency, and more are included.

Integrating rough set theory with customer satisfaction to construct a novel approach for mining product design rules

When users choose a product, they consider the emotional experience triggered by the product form. In view of the fact that traditional kansei engineering can not effectively reflect the complex and changeable psychological factors of users, and it has not explored the complex relationship between customer satisfaction and perceptual demand characteristics. To address this problem, some uncertainty techniques including rough sets and fuzzy sets are applied to capture more accurate emotion knowledge. Therefore, this research proposes an integrated evaluation gird method (EGM), rough set theory (RST), continuous fuzzy kano model (CFKM), fuzzy weighted association rule mining method to extract the significant relationship between user needs and product morphological features. The EGM is applied to analyze the attractive factor of morphological characteristics of the product, and then the demand items with the highest satisfaction are analyzed through CFKM. The semantic difference method is combined to construct a decision table, and through attribute reduction and importance calculation to obtain the weight of the core product design items. In order to explore the non-linear relationship between design elements and kansei images, the fuzzy weighted association rule mining method was applied to obtain the set of frequent fuzzy weighted association rules based on evidence theory’s reliability indices of minimum support and confidence so as to realize user demand-driven product design. Taking the design of electric bicycle as an example, the experiment results show that the proposed method can help companies or designers develop products to generate good solutions for customer need.

From emotions to meaning: Romantic love and sexuality integrated and directed according to values

In order to understand the transition from a life driven by emotions and desires (with particular attention to sexual ones) to a life driven by projects and values, we will use the frameworks of interpersonal motivational systems (IMSs), of which the sexuality is part, and of metacognitive functioning that allows for emotional knowledge, understanding and regulation. We will provide a central role to consciousness, as a uniquely human quality, which allows the development of motivations and intentions not otherwise replicable in the rest of the animal world and which permits us to guide our behaviors by choosing which motivational system to support, contain or manage and, above all, why.

Pelatihan Mengenali Emosi Marah Bagi Siswa SMP

As social beings, humans always interact with each other, this is what is always done by every individual. In interacting emotions always appear in someone's, then bring up an attitude and mind to act according to his circumstances. The ability to act then raises an emotional expression. One of them is the expression of angry emotions, this is one of the problems that arise in every teenager (student). This training took place in MuhammadiyahYunior High School Palangkaraya on the grounds of the results of observations and interviews from class teachers and school counselors, based on the results of a questionnaire about the knowledge of angry emotions in pretest is in a low category, no similar training had been conducted at school. The results of this training activity show that there is an increase in the average value of students' understanding of recognizing angry emotions. This means the pretest score is 91.8 (medium category) and the posttest average is 127.28 (high category).

An empirical examination of the role of emotional knowledge in the teaching profession

Modern society has plunged us into a maelstrom of telematics information with little control. Teachers from any field must be trained in order to pass on the confidence and values to withstand this media pressure to their students. To this end, one of the areas of knowledge on which greater emphasis should be placed is that related to emotional intelligence. The study reported on here focused on this type of knowledge among professional music studies teachers in conservatories, asking what the perception of this group on the aforementioned area of knowledge is and to what extent it has been received during their initial training. For this investigation we used a quantitative methodological approach, and via descriptive analysis, a non-parametric Wilcoxon signed-rank test, and inferential analysis, we found significant differences regarding the two scales considered: level of agreement and emotional intelligence training received. Furthermore, regarding the descriptive variables, significant differences were also found through the application of the Mann-Whitney U and Kruskal-Wallis test.

Increasing Prevention Knowledge of Sexual Violence and Emotional Maturity on Children through the Mini-Movie Media

Sexual violence against children is one of the world’s problem that has an impact on the mental, physical, and psychological conditions such as depression, fear, shame, which can lead to suicide for the victim. The level of prevention knowledge and emotional maturity in the child needs to be grown. Objective of this study was analyze the effect of mini movie on the level of knowledge prevention of sexual violence and the level of emotional maturity in school-age children. This study used quasi experimental design with two groups and involved 85 students. The Emotional Maturity and Knowledge of Child Abuse Questionnaire used as the instrument. This research conducted used a simple random sampling technique. The collected data were tested use Mann-Whitney and Wilcoxon statistical test. The research showed that mini movie media had a significant impact on the level of prevention knowledge sexual violence (p=0.000 and p=0.025) and the level of emotional maturity (p=0.000 and p=0.000). Mini movie media becomes a mass approach in modern era that can provide accurate information in delivering health messages for children. Education through mini movie media can stimulate children's awareness and teacher as an effort to prevent sexual violence. Keywords: motion picture, knowledge, child abuse sexual

The Association Between Reading and Emotional Development: A Systematic Review

Reading practice is associated with numerous psychological benefits. However, its influence over individual emotional dimensions has generally been underestimated by research. Only recently has it been recognized across different developmental stages but evidence is still scarce. The aim of this systematic review is to shed light over the association between reading and the several (and sometimes hardly distinguishable) socio-emotional constructs that we have identified in literature: interpersonal skills and prosocial behavior; emotional and behavioral symptoms; emotional regulation and expression; empathy and theory of mind; emotional knowledge and comprehension; and emotional responses. A total of 50 studies were analyzed, including all age groups, various settings, research drawings, and different emotional constructs in order to create a comprehensive view of the association between reading and emotions. Results show that overall reading practice has a positive impact on socio-emotional development, whatever its declination, regardless of age, gender or setting of implementation.

Entrepreneurial Emotions of Business and Non-Business Students in Higher Learning Institutions: Same or Different?

Entrepreneurial emotion is a new study that is evolving in entrepreneurship education. Emotions affect the capacity of a person to cope with ambiguity in making judgments and decisions. This study aims to examine whether there is a difference between entrepreneurial positive emotions and entrepreneurial negative emotions of both business and non-business students in higher learning institutions. This quantitative study involved 477 final year students in public universities, comprising 214 business students, and 243 non-business students. The results show the entrepreneurial positive emotions are different among business students and non-business students, while the entrepreneurial negative emotions are the opposite. The mean score for business students in entrepreneurial positive emotions was higher compared to non-business students. These findings reflect that the entrepreneurial knowledge and skills acquired through entrepreneurship education have enhanced their confidence and ability to organize or use their emotions more effectively in starting a business. Besides that, the results show the negative emotions of students in starting a business are not influenced by their study program. All students take into account their negative emotions in making an action to start a business. In addition, students who have entrepreneurial potential will use their emotions as much as possible in making a decision. Therefore, this study contributes to the knowledge of entrepreneurial emotions that involve positive and negative emotions among university students in entrepreneurship education.

Рец. на кн.: ЯН ПЛАМПЕР. ИСТОРИЯ ЭМОЦИЙ / Пер. с англ. К. Левинсона. М.: НЛО, 2018. 568 с.

The present review examines an attempt at a historiography of emotion studies that combines history, anthropology, and cognitive science under one cover. In The History of Emotions, the German historian Jan Plamper tries to pinpoint the current state of our fragmented knowledge of emotions and to lay out opportunities for fruitful contacts between social and life sciences. The four chapters of his monograph cover topics such as a historiography of the history of emotions, the constructionist approach to emotions in anthropology, the life sciences’ universalist theories of emotions, and the prospects of emotion studies. To a certain degree, such an organisation of the material reproduces the outline and arguments of the nature or nurture debate which juxtaposed humanities and life sciences in their support of cultural or biological interpretations of emotions, respectively. The review meditates on the conceptual structure of the monograph and surveys some shortcomings stemming from the discussion of emotion studies within isolated frameworks of particular disciplines. In the conclusion, ideas and terms lost and found in their translation to Russian are discussed.

Emotion Knowledge Driven Video Highlight Detection

This paper addresses video highlight detection which aims to select a small subset of frames according to user's major or special interest. The performances of conventional methods highly depend on large-scale manually labeled training data which are time-consuming and labor-intensive to collect. To deal with this problem, we trace back to the original problem definition and find that whether a user is interested in a specific video segment heavily depends on human's subjective emotions. Leveraging this insight, we introduce an emotion knowledge driven video detection framework for modeling human's general emotion and inferencing highlight strength. Firstly, we obtain the concept-level representation of the video clip with a front-end network. The concepts are used as nodes to build an emotion-related knowledge graph, and their relationships in the graph are modeled via external public knowledge graphs. Then we adopt Siamese GCNs to model the dependencies between nodes in the graph and propagate messages along the edges. Finally, we compute the emotion-aware representation of the video clip based on the GCN layers and further use it to predict the highlight score. Our framework, including the front-end network, graph convolution layers and the highlight mapping network, can be trained in an end-to-end manner with the constraint of a ranking loss. Experiments on two benchmark datasets show that our proposed method performs favorably against the state-of-the-art methods.

Developmental Differences in Child and Adolescent Reasoning about Anxiety Sensations.

The development of reasoning as to the potential negative consequences of emotional sensations is a critical aspect of emotion knowledge and central to cognitive risk for anxiety disorders. The purpose of this paper is to explore the reasoning children and adolescents give for negative interpretations of anxiety sensations, testing a priori hypotheses quantitatively and exploring the content of the reasons qualitatively. This study used a cross sectional design with interviews as well as cognitive and emotional assessments in a sample of 227 youth aged 6-17 years. Coding schemes to assess the logical validity, affective valence, and qualitative reasons that youth give to evaluate anxiety sensations and anxiety situations were developed. Findings indicated diverse reasoning was used and responses could be reliably coded with developmental differences across age, cognitive, and verbal development. The logical sophistication of the reasoning used by youth increased across age in a non-linear manner and linearly with cognitive and verbal abilities. Child anxiety sensitivity and internalizing symptom levels moderated the main effect of age. The results add to the existing understanding of emotional development and are consistent with the idea that the process of cognitive-emotional understanding is not a simple linear one because various domains may show differential development.

Emotion and liking: how director emotional expression and knowledge of (dis)liking may impact adults\u2019 ability to follow the instructions of an ignorant speaker

BackgroundTheory of mind (ToM), the ability to understand that others have different knowledge and beliefs to ourselves, has been the subject of extensive research which suggests that we are not always efficient at taking another’s perspective, known as visual perspective taking (VPT). This has been studied extensively and a growing literature has explored the individual-level factors that may affect perspective taking (e.g. empathy and group membership). However, while emotion and (dis)liking are key aspects within everyday social interaction, research has not hitherto explored how these factors may impact ToM.MethodA total of 164 participants took part in a modified director task (31 males (19%), M age = 20.65, SD age = 5.34), exploring how correct object selection may be impacted by another’s emotion (director facial emotion; neutral × happy × sad) and knowledge of their (dis)likes (i.e. director likes specific objects).ResultWhen the director liked the target object or disliked the competitor object, accuracy rates were increased relative to when he disliked the target object or liked the competitor object. When the emotion shown by the director was incongruent with their stated (dis)liking of an object (e.g. happy when he disliked an object), accuracy rates were also increased. None of these effects were significant in the analysis of response time. These findings suggest that knowledge of liking may impact ToM use, as can emotional incongruency, perhaps by increasing the saliency of perspective differences between participant and director.ConclusionAs well as contributing further to our understanding of real-life social interactions, these findings may have implications for ToM research, where it appears that more consideration of the target/director’s characteristics may be prudent.