Affective Computing: Challenges
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On the Interaction of Social Affect and Cognition: Empathy, Compassion and Theory of Mind
Available online at www.sciencedirect.com ScienceDirect On the interaction of social affect and cognition: empathy, compassion and theory of mind 1 1,2 1 Katrin Preckel , Philipp Kanske and Tania Singer Empathy, compassion and Theory of Mind (ToM) are central which may be detrimental to the observer and to others topics in social psychology and neuroscience. While empathy and compassion, on the other hand, which is a feeling of enables the sharing of others’ emotions and may result in warmth and concern for the other. We conclude with a empathic distress, a maladaptive form of empathic resonance, concise summary and an opinion statement. or compassion, a feeling of warmth and concern for others, ToM provides cognitive understanding of someone else’s Defining and neurally characterizing empathy, thoughts or intentions. These socio-affective and socio- compassion and Theory of Mind cognitive routes to understanding others are subserved by Empathy describes the process of sharing feelings, that is, separable, independent brain networks. Nonetheless they are resonating with someone else’s feelings, regardless of jointly required in many complex social situations. A process valence (positive/negative), but with the explicit knowl- that is critical for both, empathy and ToM, is self-other edge that the other person is the origin of this emotion [1]. distinction, which is implemented in different temporoparietal This socio-affective process results from neural network brain regions. Thus, adaptive social behavior is a result of activations that resemble those activations observed dynamic interplay of socio-affective and socio-cognitive when the same emotion is experienced first-hand (shared processes. -
I'm Sad You're Sad: Emotional Contagion In
I’m Sad You’re Sad: Emotional Contagion in CMC Jeffrey T. Hancock,1,2 Kailyn Gee,2 Kevin Ciaccio2 & Jennifer Mae-Hwah Lin1 1Information Science 2Department of Communication Cornell University jth34, kg95, kac83, jml232 @cornell.edu ABSTRACT necessarily undermined in CMC. For example, in one An enduring assumption about computer-mediated study, participants were asked to act nicely or meanly to a communication is that it undermines emotional communication partner during a get to know you type task understanding. The present study examined emotional that took place either FtF or in CMC [11]. The results communication in CMC by inducing negative affect in one revealed that the partners could discern the likable and condition and neutral affect in another. The results revealed dislikable participants as accurately in the CMC condition that 1) participants experiencing negative affect produced as in the FtF condition. In a second study that more directly fewer words, used more sad terms, and exchanged examined emotional expression, participants acted either messages at a slower rate, 2) their partners were able to happy or sad while interacting with a partner through detect their partners emotional state, and 3) emotional Instant Messenger [7]. After the interaction, partners were contagion took place, in which partners interacting with easily able to determine whether their partner seemed happy participants in the negative affect condition had or sad. The study also provided some indications of how significantly less positive affect than partners in the control emotion is communicated through text: participants acting condition. These data support a relational view of CMC. sad used fewer words, agreed less with their partner, used Author Keywords less punctuation, and responded less quickly than Computer-mediated communication, Emotion, Affect participants acting happy (see also work by Gill et al, [4]). -
Tips for Survivors: COPING with GRIEF AFTER COMMUNITY VIOLENCE
∙ Tips for Survivors: COPING WITH GRIEF AFTER COMMUNITY VIOLENCE It is not uncommon for individuals and communities as year. It’s different for each person depending on his or her a whole to experience grief reactions and anger after an health, coping styles, culture, family supports, and other life incident of community violence. Grief is the normal response experiences. How long people grieve may also depend on the of sorrow, emotion, and confusion that comes from losing resilience of the community and the ability of its members to someone or something important to you. Most people will take on roles and responsibilities that will help restore the basic experience a natural occurrence of grief after the death of needs of the community, such as getting children back to a loved one, but grief and anger can be the result of other school and businesses back to working again. types of losses. In situations of community violence, people may experience the loss of their sense of safety, their trust Reactions to Community Violence in Children in those who live in their neighborhood, or their trust in local government. The trauma and grief of community violence Witnessing community violence and death can be traumatic can be experienced by all involved. experiences that cause negative mental health outcomes, particularly for children. Close relationships are important to This tip sheet contains information about some of the signs children’s development, and the loss of family or a community of grief and anger and provides useful information about member can represent the loss of social capital—the emotional how to cope with grief. -
DISGUST: Features and SAWCHUK and Clinical Implications
Journal of Social and Clinical Psychology, Vol. 24, No. 7, 2005, pp. 932-962 OLATUNJIDISGUST: Features AND SAWCHUK and Clinical Implications DISGUST: CHARACTERISTIC FEATURES, SOCIAL MANIFESTATIONS, AND CLINICAL IMPLICATIONS BUNMI O. OLATUNJI University of Massachusetts CRAIG N. SAWCHUK University of Washington School of Medicine Emotions have been a long–standing cornerstone of research in social and clinical psychology. Although the systematic examination of emotional processes has yielded a rather comprehensive theoretical and scientific literature, dramatically less empirical attention has been devoted to disgust. In the present article, the na- ture, experience, and other associated features of disgust are outlined. We also re- view the domains of disgust and highlight how these domains have expanded over time. The function of disgust in various social constructions, such as cigarette smoking, vegetarianism, and homophobia, is highlighted. Disgust is also becoming increasingly recognized as an influential emotion in the onset, maintenance, and treatment of various phobic states, Obsessive–Compulsive Disorder, and eating disorders. In comparison to the other emotions, disgust offers great promise for fu- ture social and clinical research efforts, and prospective studies designed to improve our understanding of disgust are outlined. The nature, structure, and function of emotions have a rich tradition in the social and clinical psychology literature (Cacioppo & Gardner, 1999). Although emotion theorists have contested over the number of discrete emotional states and their operational definitions (Plutchik, 2001), most agree that emotions are highly influential in organizing thought processes and behavioral tendencies (Izard, 1993; John- Preparation of this manuscript was supported in part by NIMH NRSA grant 1F31MH067519–1A1 awarded to Bunmi O. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
Finding the Golden Mean: the Overuse, Underuse, and Optimal Use of Character Strengths
Counselling Psychology Quarterly ISSN: 0951-5070 (Print) 1469-3674 (Online) Journal homepage: https://www.tandfonline.com/loi/ccpq20 Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec To cite this article: Ryan M. Niemiec (2019): Finding the golden mean: the overuse, underuse, and optimal use of character strengths, Counselling Psychology Quarterly, DOI: 10.1080/09515070.2019.1617674 To link to this article: https://doi.org/10.1080/09515070.2019.1617674 Published online: 20 May 2019. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=ccpq20 COUNSELLING PSYCHOLOGY QUARTERLY https://doi.org/10.1080/09515070.2019.1617674 ARTICLE Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec VIA Institute on Character, Cincinnati, OH, USA ABSTRACT ARTICLE HISTORY The science of well-being has catalyzed a tremendous amount of Received 28 February 2019 research with no area more robust in application and impact than Accepted 8 May 2019 the science of character strengths. As the empirical links between KEYWORDS character strengths and positive outcomes rapidly grow, the research Character strengths; around strength imbalances and the use of strengths with problems strengths overuse; strengths and conflicts is nascent. The use of character strengths in understand- underuse; optimal use; ing and handling life suffering as well as emerging from it, is particularly second wave positive aligned within second wave positive psychology. Areas of particular psychology; golden mean promise include strengths overuse and strengths underuse, alongside its companion of strengths optimaluse.Thelatterisviewedasthe golden mean of character strengths which refers to the expression of the right combination of strengths, to the right degree, and in the right situation. -
1 the Development of Empathy: How, When, and Why Nicole M. Mcdonald & Daniel S. Messinger University of Miami Department Of
1 The Development of Empathy: How, When, and Why Nicole M. McDonald & Daniel S. Messinger University of Miami Department of Psychology 5665 Ponce de Leon Dr. Coral Gables, FL 33146, USA 2 Empathy is a potential psychological motivator for helping others in distress. Empathy can be defined as the ability to feel or imagine another person’s emotional experience. The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. In this chapter, we begin by describing the development of empathy in children as they move toward becoming empathic adults. We then discuss biological and environmental processes that facilitate the development of empathy. Next, we discuss important social outcomes associated with empathic ability. Finally, we describe atypical empathy development, exploring the disorders of autism and psychopathy in an attempt to learn about the consequences of not having an intact ability to empathize. Development of Empathy in Children Early theorists suggested that young children were too egocentric or otherwise not cognitively able to experience empathy (Freud 1958; Piaget 1965). However, a multitude of studies have provided evidence that very young children are, in fact, capable of displaying a variety of rather sophisticated empathy related behaviors (Zahn-Waxler et al. 1979; Zahn-Waxler et al. 1992a; Zahn-Waxler et al. 1992b). Measuring constructs such as empathy in very young children does involve special challenges because of their limited verbal expressiveness. Nevertheless, young children also present a special opportunity to measure constructs such as empathy behaviorally, with less interference from concepts such as social desirability or skepticism. -
QUESTION 20 Despair We Next Have to Consider the Vices Opposed to Hope
QUESTION 20 Despair We next have to consider the vices opposed to hope: first, despair (desperatio) (question 20) and, second, presumption (praesumptio) (question 21). On the first topic there are four questions: (1) Is despair a sin? (2) Can despair exist without unbelief? (3) Is despair the greatest of sins? (4) Does despair arise from listlessness (acedia)? Article 1 Is despair a sin? It seems that despair is not a sin (desperatio not sit peccatum): Objection 1: As is clear from Augustine in De Libero Arbitrio, every sin involves turning toward some changeable good, combined with turning away from the unchangeable good. But despair does not involve turning toward any changeable good. Therefore, it is not a sin. Objection 2: What arises from a good root does not seem to be a sin, since, as Matthew 7:18 says, “A good tree cannot bring produce bad fruits.” But despair seems to proceed from a good root, viz., fear of God, or horror at the magnitude of one’s sins. Therefore, despair is not a sin. Objection 3: If despair were a sin, then, in the case of the damned, their despairing would be a sin. But this is not imputed to them as a sin (non imputatur eis ad culpam); instead, it is imputed to their being damned. Therefore, it is not imputed as a sin to those who are in this life, either (neque viatoribus imputatur ad culpam). And so despair is not a sin. But contrary to this: That through which men are induced to sin seems to be not only a sin, but a principle of sins. -
Seek, Trust, Love Intro: People Are Prone to Extremes - for Some People, God Is Little More Than the Cosmic Vending Machine
Matthew 7:7-12 – Seek, Trust, Love Intro: People are prone to extremes - For some people, God is little more than the cosmic vending machine o i.e. if I just put in the right prayers or say the right words of faith and then believe hard enough, God will give me whatever prosperity, success, health, etc. I ask for o It might be a little more personal than a vending machine…more like an indulgent Santa Claus who expects us to be good little people, but is mostly there to fulfill our wish list ▪ Either way, prayer is treated almost as a “blank check” you can use to get God to make your every dream come true ▪ The passage that we’re looking at this morning is sometimes used to justify this view of God, but does no such thing when considered in context - On the other extreme, there are people who see God as perpetually angry & disapproving (and maybe a bit sadistic)… “he loved me enough to save me, but I don’t think he really likes me” o Maybe he is like Zeus with his lightning bolts just looking for an excuse to smite people o Or maybe he is like a malevolent genie who will grant a person’s request literally to the letter but in such a way that it is unhelpful or even harmful o In today’s passage Jesus absolutely demolishes this view of God as he emphasizes how loving and approachable God is (7-8) Seek - At first glance, Jesus seems to be shifting the topic somewhat randomly from 7:1-6 o Jesus is starting his wrap-up – Over the last 85 verses, he has shown what it looks like to live as a citizen of his kingdom, ▪ 5:3-11 – the values of the -
Do K-12 School Facilities Affect Education Outcomes?
Tennessee Advisory Commission on Intergovernmental Relations Staff Information Report January 2003 TACIR Publication Policy Staff Information Reports, Staff Briefs, Staff Technical Reports and Staff Working Papers and TACIR Fast Facts are issued to promote the mission and objectives of the Commission. These reports are intended to share information and research findings relevant to important public policy issues in an attempt to promote wider understanding. Only reports clearly labeled as Commission Reports represent the official position of the Commission. Others are informational. The Tennessee Advisory Commission on Intergovernmental Relations Suite 508, 226 Capitol Boulevard, Nashville,Tennessee 37243 (615) 741-3012 FAX (615) 532-2443 email: [email protected] website: www.state.tn.us/tacir Do K-12 School Facilities Affect Education Outcomes? A Staff Information Report The following staff have contributed to this report: Ed Young, Ph.D. Research Consultant Principal Author Harry A. Green, Ph.D. Executive Director Lynnisse Roehrich-Patrick, J.D. Director of Special Projects Project Manager, Editor Linda Joseph Publications Assistant Teresa Gibson Publications Assistant January 2003 ii Do K-12 School Facilities Affect Education Outcomes? Foreword In 1988, more than half of Tennessee’s school systems joined together and filed a lawsuit charging the state with failing to fund all systems, rich and poor, equitably, and in 1993, they won. In the meantime and after two years of deliberation, the Tennessee General Assembly adopted a new funding formula as part of the Education Improvement Act (EIA) of 1992. The plaintiffs were not entirely satisfied with that remedy and challenged it on three bases: it did not solve the problem of inequity among the systems in teachers’ salaries, it should be funded immediately and not phased in over six years as the legislature planned, and it did not provide adequate funds to bring all school buildings up to modern standards. -
University Basic Needs Insecurity: a National #Realcollege Survey Report
APRIL 2019 College and University Basic Needs Insecurity: A National #RealCollege Survey Report AUTHORS: Sara Goldrick-Rab, Christine Baker-Smith, Vanessa Coca, Elizabeth Looker and Tiffani Williams Executive Summary NEARLY 86,000 STUDENTS PARTICIPATED. THE RESULTS The #RealCollege survey is the nation’s largest annual INDICATE: assessment of basic needs security among college students. The survey, created by the Hope Center • 45% of respondents were food for College, Community, and Justice (Hope Center), insecure in the prior 30 days specifically evaluates access to affordable food and housing. This report describes the results of the • 56% of respondents were #RealCollege survey administered in the fall of 2018 at housing insecure in the previous year 123 two- and four-year institutions across the United States. • 17% of respondents were homeless in the previous year Rates of basic needs insecurity are higher for students attending two-year colleges compared to those attending four-year colleges. Rates of basic needs insecurity are higher for marginalized students, including African Americans, students identifying as LGBTQ, and students who are independent from The Hope Center thanks the their parents or guardians for financial aid purposes. Lumina Foundation, the Jewish Students who have served in the military, former foster Foundation for Education of youth, and students who were formerly convicted of a crime are all at greater risk of basic needs insecurity. Women, the City University Working during college is not associated with a lower of New York, the Chicago risk of basic needs insecurity, and neither is receiving City Colleges, the Institute for the federal Pell Grant; the latter is in fact associated with higher rates of basic needs insecurity. -
Ekman, Emotional Expression, and the Art of Empirical Epiphany
JOURNAL OF RESEARCH IN PERSONALITY Journal of Research in Personality 38 (2004) 37–44 www.elsevier.com/locate/jrp Ekman, emotional expression, and the art of empirical epiphany Dacher Keltner* Department of Psychology, University of California, Berkeley, 3319 Tolman, 94720 Berkeley, CA, USA Introduction In the mid and late 1960s, Paul Ekman offered a variety of bold assertions, some seemingly more radical today than others (Ekman, 1984, 1992, 1993). Emotions are expressed in a limited number of particular facial expressions. These expressions are universal and evolved. Facial expressions of emotion are remarkably brief, typically lasting 1 to 5 s. And germane to the interests of the present article, these brief facial expressions of emotion reveal a great deal about peopleÕs lives. In the present article I will present evidence that supports this last notion ad- vanced by Ekman, that brief expressions of emotion reveal important things about the individualÕs life course. To do so I first theorize about how individual differences in emotion shape the life context. With this reasoning as backdrop, I then review four kinds of evidence that indicate that facial expression is revealing of the life that the individual has led and is likely to continue leading. Individual differences in emotion and the shaping of the life context People, as a function of their personality or psychological disorder, create the sit- uations in which they act (e.g., Buss, 1987). Individuals selectively attend to certain features of complex situations, thus endowing contexts with idiosyncratic meaning. Individuals evoke responses in others, thus shaping the shared, social meaning of the situation.