Understanding Of Emotions Research Articles

From individual resilience to collective response: reframing ecological emotions as catalysts for holistic environmental engagement.

The ongoing international study on the mental health implications of climate change has prompted a deeper exploration of ecological emotions such as eco-anxiety, eco-worry and eco-grief, which are associated with environmental degradation and the escalating climate crisis. Although psychological and mental health literature has mainly presented preliminary conceptual analyses, the understanding of ecological emotions remains unclear. This narrative review aims to clarify the definition, highlight precipitating factors, and outline the effects of ecological emotions on mental health, emphasizing the need for thorough research to shift the nonclinical intervention approach from merely promoting individual resilience to encouraging collective engagement. Our analysis of the literature reveals that the existing theoretical framework, which predominantly focuses on bolstering individual resilience, provides only temporary relief for acute symptoms without addressing the foundational social and environmental factors that trigger these ecological emotions. We conclude that it is crucial to overcome the limitations of Western anthropocentrism's human-to-human interaction approach and embrace the unity of humans and nature to effectively manage the increasing ecological emotions. This perspective draws insights from the holistic and collective wisdom of indigenous cultures and traditional Chinese philosophy, offering a potential pathway toward maintaining a sustainable emotional balance amid the worsening global ecological turmoil.

Hearts and minds: The technopolitical role of affect in sociotechnical imaginaries.

Sociotechnical imaginaries (SIs) have emerged as a popular and generative concept within Science and Technology Studies (STS). This article draws out the affective component of SIs, combining a review of relevant literatures with an empirical case study of an anti-fracking imaginary in Ireland to suggest how we might theorize an affective technopolitics of SIs. The literature review identifies three key aspects of SIs that would benefit from a more coherent conceptualization of affect: the utopian, productive, and collectivizing dimensions of imaginaries. Emotions such as desire and fear appear prominently in the SI literature, but in ways that require development. Using empirical examples from my research, I outline what this developed understanding of emotions in imaginaries might look like. I examine the role that emotions played in the development and settlement of an anti-fracking imaginary in Ireland, highlighting how the intensive, multimodal, and dynamic nature of affect underpinned the productive, collective, and utopian dimensions of the SI. I conclude with some remarks about how this developed theory of emotion positions STS researchers to address issues of humanity, representation, and the building of better worlds.

Quantum-inspired vortex search algorithm with deep neural networks for multi-pose facial expression recognition

The rapid expansion of artificial intelligence technologies has enabled machines to comprehend emotional intelligence. Among various indicators, facial expressions serve as an effective medium for understanding emotions. The concept of facial expression recognition (FER) relies heavily on the accurate and robust features available. Initially, the method of three-channel convolutional neural networks (TC-CNN) is adapted to extract facial features. However, only extracting the features is insufficient, the optimization of the extracted features is crucial to determining precise and robust features. This research work focuses on the optimization of the features using the quantum-inspired vortex search algorithm (QVSA). The QVSA integrates the attributes of Q-bits into the vortex search algorithm (VSA), optimizing the features by using the Q-bits to determine the vortex center on the Bloch sphere. The Q-bit attributes also improve the diversity of the features and help to avoid the premature convergence of the VSA. The final recognition of the facial expressions is performed using the deep neural network method of ResNet101v2. The experiments for facial expression recognition are performed on the datasets of RaFD and KDEF, which include different facial positions such as front pose, diagonal pose and profile pose. Performance comparisons demonstrate the effectiveness of the proposed system over state-of-the-art facial expression techniques.

Improving masked communication: the case for transparent masks

Clear and compassionate communication is tantamount to quality of care and patient wellbeing. Yet, much of communication in healthcare occurs with lower faces visually hidden behind opaque face masks. Visual occlusion of the face by masks impairs both verbal and nonverbal communication, including recognition of basic emotions, perceptions of trustworthiness, emotional understanding, and empathic responding. This piece presents a brief overview of the new COVID-19 inspired literature which shows that visual face occlusion creates significant communication barriers which can be reduced by wearing transparent instead of opaque masks.

Emotional contagion in a collective ritual.

Collective gatherings are often associated with the alignment of psychophysiological states between members of a crowd. While the process of emotional contagion has been studied extensively in dyads as well as at the population level, our understanding of its operation and dynamics as they unfold in real time in real-world group contexts remains limited. Employing a naturalistic design, we investigated emotional contagion in a public religious ritual by examining the relationship between interpersonal distance and autonomic arousal. We found that proximity in space was associated with heightened affective synchrony between participants in the context of the emotionally laden ritual (a Hindu procession) compared with an unstructured walk along the same route performed by the same group. Our findings contribute to the understanding of collective emotions and their underlying psychophysiological mechanisms, emphasizing the role of cultural practices in shaping collective emotional experiences.

Understanding student emotions when completing assessment: technological, teacher and student perspectives

ABSTRACT Student emotions influence assessment task behaviour and performance but are difficult to study empirically. The study combined qualitative data from focus group interviews with 22 students and 4 teachers, with quantitative real-time learning analytics (facial expression, mouse click and keyboard strokes) to examine student emotional engagement in an online Data Science assessment task. Three patterns of engagement emerged from the interview data, namely whizz, worker and worrier. Related emotions for these were discerned in the real-time learning analytics data, informing interpretations of associations between emotional and other forms of engagement. Instead of displacing human insights, learning analytics used alongside student self-report and teacher professional insights augment our understanding of student emotions in a naturalistic school assessment setting.

Effects of conflicting emotional cues on toddlers' emotion perception.

The communication of emotion is dynamic and occurs across multiple channels, such as facial expression and tone of voice. When cues are in conflict, interpreting emotion can become challenging. Here, we examined the effects of incongruent emotional cues on toddlers' interpretation of emotions. We presented 33 children (22-26 months, Mage = 23.8 months, 15 female) with side-by-side images of faces along with sentences spoken in a tone of voice that conflicted with semantic content. One of the two faces matched the emotional tone of the audio, whereas the other matched the semantic content. For both congruent and incongruent trials, toddlers showed no overall looking preference to either type of face stimuli. However, during the second exposure to the sentences of incongruent trials, older children tended to look longer to the face matching semantic content when listening to happy vs. angry content. Results inform our understanding of the early development of complex emotion understanding.

Cultivating Compassion in Jewish-Israeli Kindergartners: The Effectiveness of Mindfulness- and Empathy-Based Interventions As Facilitators of Compassion

ABSTRACT We examined the effectiveness of a mindfulness-based intervention (MBI) compared to a social-emotional empathy-based intervention (EBI), and a passive control group in promoting compassion among Jewish-Israeli kindergartners. Three middle-class public kindergartens were randomly assigned to the MBI (n = 26;M age = 5.03), EBI (n = 24;M age = 5.02), or control groups (n = 24;M age = 5.16; N girls = 40). The interventions lasted 12-weeks. Pre- and post-intervention, children’s cognitive compassion was assessed utilizing computerized continuous performance tasks for attention/impulsivity, and structured observations of attention to teacher and on-task behaviors; emotional compassion was measured with structured observations of prosociality, negative affect, social-emotional difficulties, and aggression; intentional and actual compassion was measured using a compassionate responding paradigm. Research Findings: Results showed that MBI participants decreased impulsivity and improved sustained attention, increased attentiveness to the teacher, and reduced social difficulties and aggression – these effects did not appear for either other group. Additionally, the MBI and EBI participants increased prosociality and compassionate behaviors more than the control group, however the magnitude of change from the MBI was significantly larger. The MBI increased cognitive, emotional, intentional, and behavioral skills and understanding that are essential components necessary to engage in compassion. Practice or Policy: MBIs can be effectively led by teachers and integrated into school curriculum to facilitate just and caring educational communities.

A model for Enhancing EI Performance in Conflict Resolution

This study explores a methodology to improve the performance of Emotional Intelligence (EI) in dispute resolution, utilizing quantitative analysis of 287 respondent's questionnaire data. This study examines how well active perception, Emotion understanding and task complexity predict outcomes of EI performance in conflict resolution, focusing on each of their roles and relationships. It is discovered that active perception significantly influences and strongly predicts EI performance in conflict resolution. Similar to active perception, Emotion understanding shows significance as mediator of the relationship between EI performance and active perception as well. In order to predict Emotional Intelligence, active perception and Emotion Understanding have various relationships. The study determines how important and influential these factors are in a relationship to each other. Although Emotion understanding and active perception have a high predictive value on EI performance in conflict resolution. These findings demonstrate how important it is for Emotional Intelligence (EI) training programs to emphasize active perception, emotion understanding and task complexity in order to promote successful conflict resolution outcomes. For professionals who want to develop competencies in Emotional Intelligence (EI) and advance organizational effectiveness in conflict resolution setting, the research offers insightful information. This research deploys transaction cost theory as the groundwork.

OVERVIEW OF MODERN TECHNOLOGIES AND METHODS OF ORGANIZING THE INCLUSIVE EDUCATIONAL PROCESS FOR CHILDREN WITH DISABILITIES OF INTELLECTUAL DEVELOPMENT

The article highlights the importance of inclusion for ensuring the availability of education, raising the level of culture, tolerance of society, as well as the development of Ukraine as a democratic and legal state. It was emphasized that inclusive education provides more opportunities, ensures equality of all categories of the population. The works of scientists regarding the problems and prospects of inclusive education were analyzed, the technologies of teaching children with intellectual development disorders were considered. It has been established that the main result of the implementation of inclusive education is the involvement of people with special educational needs and with intellectual disabilities in particular, their education and training, whereas the effective means of implementing ideas are forms, methods and technologies aimed at taking individual characteristics into account. That is why it is expedient to use innovative technologies designed to ensure positive results in educational and correctional and developmental work. The author emphasized the importance of modern educational technologies and methods in working with children with intellectual disability and highlighted some of them. The technology «Creating a situation of success» aimed at relieving anxiety and relaxation is described; an alternative PECS communication system, which is proposed to eliminate communication problems was presented; TEASSN technology as an effective means of forming and developing understanding of other people; ABA therapy, which is a leading method of behavior correction; the «Human Doll» technique, designed for faster adaptation and socialization, understanding of personal feelings and emotions; computer technologies as a way of mastering technical means were described as well . Qualities that are necessary for successful pedagogy, principles, approaches, current directions of effective innovative activity in an inclusive environment are considered. The article concludes that the use of technology contributes to the modernization of the educational process, and also allows to obtain higher results in working with children with intellectual disabilities. It was emphasized that computer technologies are of great importance, as they have a positive impact on development of confidence and cognitive activity.

A Review of the Impact of Native Language on Emotional Aspects of Second Language Acquisition

This review explores how native language affects second language learners' abilities in processing emotional information, including the cognitive processing of emotional vocabulary, emotional expression and communication, and cross-cultural understanding of emotions. The research found that native language background plays a multi-dimensional role in this process, affecting not only the processing of emotional information within the language but also individuals' cross-cultural communication skills. Furthermore, this paper emphasizes the importance of focusing on emotional vocabulary teaching and the cultivation of emotional expression strategies in second language teaching, as well as directions for further research. By deeply understanding the impact of native language on emotional processing in a second language, practical guidance can be provided for cross-cultural education, promoting effective communication and understanding among people from different cultural backgrounds.

How do emotions affect giving? Examining the effects of textual and facial emotions in charitable crowdfunding

Drawing on emotional contagion theory and language-mediated association theory, this study develops a research model to examine how textual and facial emotions affect charitable crowdfunding performance. We use computer-aided techniques to extract and measure specific textual and facial emotions in pitches. The proposed model is tested via regression analysis with a sample of 1372 campaigns collected from the largest charitable crowdfunding platform in China—Tencent Gongyi. Moreover, we conducted a fuzzy-set qualitative comparative analysis to examine the complementarity of textual and facial emotions, which supplements the regression analysis results. Our findings show that both textual and facial emotions can impact funding outcomes. However, the effects of specific emotions vary: some (e.g., textual sadness and facial anger) are positive, some (e.g., textual anger and facial fear) are negative, and others (e.g., textual fear, textual disgust, and facial sadness) are insignificant. Moreover, facial emotions complement textual emotions in their effects on funding outcomes. This research outlines a framework to offer a more detailed and comprehensive understanding of emotions in charitable crowdfunding. It also contributes to existing research by revealing the vital but complex role of emotions in the persuasive process of prosocial behaviors and by uncovering the different cognitive mechanisms underlying the impacts of textual and facial emotions.

Facial Emotion Recognition for Visually Impaired People using Transfer Learning

Individuals with visual impairment often face chal- lenges in social interactions, specifically at recognizing emotional cues. The proposed framework tackles this issue head-on by de- vising a Facial Emotion Recognition(FER) system, by employing an advanced Transfer Learning approach within Convolutional Neural Networks (CNNs). By leveraging the dataset FER-2013 [13], the proposed system aims to transcend the limitationsof traditional emotion recognition methods. Transfer learningallows the model to benefit from pre-trained knowledge on vast datasets, making it more efficient and effective in capturing complex facial features associated with different emotions. This approach is designed to offer better accuracy and generalization capabilities than other conventional methods. During training, the system will be designed to comprehensively capture the intricacies of facial expressions, enabling it to not only identify individuals but also interpret subtle changes in their emotional states throughout conversations. An innovative audio output system will be integrated into the FER system to provide a smoothand accessible experience for visually impaired users, allowing for a better understanding of social dynamics. By emphasizing transfer learning, this framework is designed to be efficient and robust, potentially revolutionizing emotional understanding for visually impaired individuals and setting a new standard in the field by showcasing the superior performance achievable throughadvanced machine learning techniques. Ultimately, this research aims to bridge the social gap for the visually impaired by fosteringinclusivity, independence, and safety in their daily life.

How culture shapes Chinese teacher’s compassionate love

ABSTRACT Background Love could play a role in motivating teachers to help students and is closely related to students’ achievement and prosocial behaviour. Though influenced by culture, teachers’ love is not adequately studied. Purpose This study explores how Chinese teachers’ compassionate love is expressed and how situational factors such as Chinese culture and history influence or motivate teachers to perceive and express compassionate love for students. Method This study adopted a qualitative approach of narrative study by describing and investigating the experience of a Chinese middle school teacher and two middle school students and their parents during COVID-19 pandemic. Findings Chinese teacher’s compassionate love demonstrates some universal features in terms of emotional response, cognitive understanding and behaviour. Furthermore some Chinese culture-related features are also found: Chinese teachers behave in a caring and supporting way at the cost of sacrificing their own free time and comfort; an enduring long-term teacher-student relationship is valued; the Chinese culture encourages, sustains and motivates Chinese teacher’s compassionate love. Discussion Teacher’s compassionate love is a multi-dimensional concept entailing some universal traits in cognition, emotion and behaviour. The perception and enactment of teacher’s love is subject to situational factors. Some measures for compassionate love could be built into teacher’s education programme.

Youths’s Emotional Intelligence at Softenmind Psychological Support Company, Ho Chi Minh City

Emotional intelligence is the intelligence that demonstrates a correct understanding of emotions and the ability to handle one's own emotions and to empathize and share with others.Emotional intelligence is significant in the development process of young people, because they are an important human resource for the country in the future. Research results on the level and expression of emotional intelligence of young people at Softenmind company, Ho Chi Minh City using the emotional intelligence scale of D.V. Lyusin. Research results show that 43.1% of young people have a very low level of emotional intelligence, only 3.9% have a very high level. From the above results, the study proposes a number of measures to improve Emotional intelligence for young people at Softenmind company.

Enhancing Multimodal Emotion Recognition through Attention Mechanisms in BERT and CNN Architectures

Emotion detection holds significant importance in facilitating human–computer interaction, enhancing the depth of engagement. By integrating this capability, we pave the way for forthcoming AI technologies to possess a blend of cognitive and emotional understanding, bridging the divide between machine functionality and human emotional complexity. This progress has the potential to reshape how machines perceive and respond to human emotions, ushering in an era of empathetic and intuitive artificial systems. The primary research challenge involves developing models that can accurately interpret and analyze emotions from both auditory and textual data, whereby auditory data require optimizing CNNs to detect subtle and intense emotional fluctuations in speech, and textual data necessitate access to large, diverse datasets to effectively capture nuanced emotional cues in written language. This paper introduces a novel approach to multimodal emotion recognition, seamlessly integrating speech and text modalities to accurately infer emotional states. Employing CNNs, we meticulously analyze speech using Mel spectrograms, while a BERT-based model processes the textual component, leveraging its bidirectional layers to enable profound semantic comprehension. The outputs from both modalities are combined using an attention-based fusion mechanism that optimally weighs their contributions. The proposed method here undergoes meticulous testing on two distinct datasets: Carnegie Mellon University’s Multimodal Opinion Sentiment and Emotion Intensity (CMU-MOSEI) dataset and the Multimodal Emotion Lines Dataset (MELD). The results demonstrate superior efficacy compared to existing frameworks, achieving an accuracy of 88.4% and an F1-score of 87.9% on the CMU-MOSEI dataset, and a notable weighted accuracy (WA) of 67.81% and a weighted F1 (WF1) score of 66.32% on the MELD dataset. This comprehensive system offers precise emotion detection and introduces several significant advancements in the field.

Effectiveness of Neurolinguistic Programme Upon Emotional Intelligence among Nursing Faculty

Emotional intelligence among nursing faculty is vital for modelling effective communication and support for students, fostering a positive learning environment. It also enhances faculty resilience, enabling them to manage stress effectively and provide quality education consistently. This study aimed to assess the the Effectiveness of Neurolinguistic Programme upon Emotional intelligence among Nursing Faculty at Selected Nursing Colleges, Chennai. Methods: The Quasi-Experimental Research design was used to assess the Effectiveness of the Neurolinguistic Programme upon Emotional intelligence among 180 nursing faculty (90- control & 90-intervention group) who were selected using purposive sampling technique. Data was collected using tools such as Proforma to assess the Background characteristics of the college faculty, Emotional intelligence Self-evaluation inventory-Schuttee. Collected data were tabulated and analyzed using descriptive statistics like frequency, Mean, SD and inferential statistics such as using one-way ANOVA/t test in SPSS 24. Results: Study findings revealed that there is statistically significant difference in Emotional intelligence scores between Control (102.32/165±18.64) and Interventional group of Faculty in the post test (134.50/165±19.764, p<0.001). ie. Emotional intelligence scores were significantly high in the interventional group than the control group of Faculty, which can be attributed to the effectiveness of Neurolinguistic Programme upon Emotional intelligence nursing faculty. Conclusion: NLP techniques increase emotional intelligence in nursing faculty, promoting compassionate communication and patient care. These benefits extend to teaching, which improves the learning experience for students. Healthcare settings benefit from improved emotional understanding in both patient treatment and educational processes.

A concept in flux and starved of the metaphysical: desecularizing emotion.

Despite being of undisputed importance, there is no consensus on what emotions are, with the majority of research that constructs ideas about them being colored by a particular worldview. This conceptual article examines the case for conducting an Islamic analysis of emotion. It might seem a peculiar area to examine; what would be the need to analyze such a universal psychological concept through the lens of a particular religion? Three points are used to argue for this endeavor. To begin with, this article highlights the relative instability of the term; there is yet no universally agreed upon definition of what emotions are, and which human processes they contribute to. As the concept is still being defined, there is merit in engaging with the discussion, particularly given the relative absence of metaphysics from the debate. Secondly, specificities relating to emotions and how they have conceptualized are considered. This section delves into the way in which variable factors, such as culture, language, and worldview, influence how emotions manifest. The overarching point argued for here is that how emotions are experienced, and even which emotions are experienced, are shaped by factors that are not consistent across time and space. Accordingly, different worldviews will formulate different "emotional palates" and "emotional ideologies"; different groups of people will understand and engage with emotions differently. Thirdly, a broader discussion ensues pertaining to the nature of science, psychology, and their relationship with secularity. This discussion includes critique of the idea that forces such as secularism and scientific materialism have been "discovered" and are therefore value-neutral. Accordingly, understandings of emotions to have emerged from the Academy, and contemporary psychology, are value-laden. This section also looks at the origins of science in order to determine whether it is inherently atheistic or areligious, and therefore antagonistic to a religious worldview. The section also challenges the apparent secularity of psychology and key psychologists. A range of other facets pertaining to how the emotions have been conceptualized, such as their relational core, their interaction with moral faculties, and their enmeshment with what is important to individuals and groups, are also considered.

The Development of Semantic Processing in Children’s Emotional Advancement: An Analysis of the Movie “Inside Out”

The study focuses on the development of semantic processing in children through the lens of the Disney animated movie “inside out” by Pete Docter and Ronnie Del Carmen. Semantic processing is a basic aspect of human knowledge of language processing that enables to extract meaning from the words and to comprehend the intended information conveyed by others. The movie “Inside Out” depicts the story of an 11-year-old girl named Riley and the personification of her emotion Joy, Sadness, Anger, Fear and Disgust as they navigate her life experiences. By analyzing the movie’s plot, characters and dialogues, the study investigates (1) how children’s semantic processing develops over time, (2) how it relates to the ability to understand abstract concepts and how it can impact children’s emotional development. (3) What role do metaphors and analogies play in the semantic development of children depicted in the movie. The goals of this study are to investigate the content, characters, and themes of the movie, to analyze the use of metaphors and analogies in the movie and to explore the relationship between the development of semantic processing and children's emotional advancement. The present study used mixed method to provide a comprehensive understanding of the phenomenon. The study targeted two different age groups i.e. 5-8 years and 9-12 years to calculate the impact of age on the development of semantic processing. The findings indicate that the movie “Inside Out” successfully engaged the children in reflecting on and succussing their understanding of emotions. Participants demonstrated and enhanced awareness of the importance and complexity of emotions. Also, it provides insight into how animated movies can be used as a tool to promote semantic development in children’s emotional advancement and inform the development of educational materials that can facilitate semantic processing in children.

Comparison of social skills and problem behaviours of children with different developmental disabilities

Objectives Difficulties in social skills, such as a lack of understanding of emotions and thoughts, deficiencies in problem-solving, and struggles in establishing peer correlations, can negatively impact both the social and academic dimensions of one’s life, resulting in the emergence of problematic behaviors. Studies have consistently shown a correlation between the social skills and problem behaviors of children with developmental disabilities. Therefore, it may be essential to compare the social skills and problem behaviors across various developmental disabilities and understand the correlation between them to design effective intervention programs. Methods In this study, the social skills and problem behaviors of 172 children and 18 teachers in inclusive classrooms, special education classrooms, and special education schools were analyzed. The Social Skills Rating System-Teacher Form assessed children’s social skills and problem behavior profiles with different developmental disabilities. Results The findings revealed that children with autism spectrum disorder exhibited the most significant social skill deficits and the most intense problem behaviors. Following autism spectrum disorder, those with intellectual disabilities, learning difficulties, and language and speech difficulties experienced elevated levels of social skill deficits. In terms of problem behaviors, after autism spectrum disorder, those with intellectual disabilities, language and speech difficulties, and learning difficulties exhibited the most intense problem behaviors. Gender differences were observed, with girls demonstrating higher social skills and lower problem behaviors than boys. Children with developmental disabilities receiving inclusive education showed higher social skills than those educated in special education schools. Additionally, a strong negative correlation between the social skills and problem behaviors of children with developmental disabilities was identified. Conclusions Our results show that social skills and problem behaviors of children with developmental disabilities vary according to the type of disability, age, gender, and educational settings. In addition, our results show that improving the social skills of children with developmental disabilities can effectively prevent and reduce problem behaviors.