153,895 research outputs found
Evaluating Temporal Patterns in Applied Infant Affect Recognition
Agents must monitor their partners' affective states continuously in order to
understand and engage in social interactions. However, methods for evaluating
affect recognition do not account for changes in classification performance
that may occur during occlusions or transitions between affective states. This
paper addresses temporal patterns in affect classification performance in the
context of an infant-robot interaction, where infants' affective states
contribute to their ability to participate in a therapeutic leg movement
activity. To support robustness to facial occlusions in video recordings, we
trained infant affect recognition classifiers using both facial and body
features. Next, we conducted an in-depth analysis of our best-performing models
to evaluate how performance changed over time as the models encountered missing
data and changing infant affect. During time windows when features were
extracted with high confidence, a unimodal model trained on facial features
achieved the same optimal performance as multimodal models trained on both
facial and body features. However, multimodal models outperformed unimodal
models when evaluated on the entire dataset. Additionally, model performance
was weakest when predicting an affective state transition and improved after
multiple predictions of the same affective state. These findings emphasize the
benefits of incorporating body features in continuous affect recognition for
infants. Our work highlights the importance of evaluating variability in model
performance both over time and in the presence of missing data when applying
affect recognition to social interactions.Comment: 8 pages, 6 figures, 10th International Conference on Affective
Computing and Intelligent Interaction (ACII 2022
Affective interactions between expressive characters
When people meet in virtual worlds they are represented by computer animated characters that lack a variety of expression and can seem stiff and robotic. By comparison human bodies are highly expressive; a casual observation of a group of people mil reveals a large diversity of behavior, different postures, gestures and complex patterns of eye gaze. In order to make computer mediated communication between people more like real face-to-face communication, it is necessary to add an affective dimension. This paper presents Demeanour, an affective semi-autonomous system for the generation of realistic body language in avatars. Users control their avatars that in turn interact autonomously with other avatars to produce expressive behaviour. This allows people to have affectively rich interactions via their avatars
Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills
This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies
Recommended from our members
How Do Ideal Friend Preferences and Interaction Context Affect Friendship Formation? Evidence for a Domain- General Relationship Initiation Process
This research examined how people’s ideal friend preferences influence the friendship formation process. In an extension of prior research on romantic relationship initiation, we tested whether the match between participants’ ideals and a partner’s traits affected participants’ interest in forming a new friendship in three contexts: evaluating a potential friend’s profile, meeting in-person, and chatting online. Results revealed that participants were more interested in becoming friends with a partner whose traits matched (vs. mismatched) their ideal friend preferences when evaluating his or her profile. After a live interaction, however, the effect of the ideal-perceived trait match manipulation on participants’ friendship interest was substantially reduced in both in-person and online chatting contexts. People’s ideal friend preferences may influence their friendship interest more strongly in descriptive (i.e., indirect) than interactive (i.e., direct) contexts, a finding that mirrors prior results from the romantic domain and documents a role for domain-general relationship initiation processes
Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills
This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies
Анализ на поведението при решения на топ треньори от висша лига преди и след спортното състезание
Submitted article is thorough study of top coaches behavioral responses during the competition. A detailed analysis of the literature /from the last 15 years / is made, focusing on various determinants of sporting success which determine the role of the coach to shine and not be underestimated. It stressed the need to examine current trends, that elucidate the process complexity / behavioral and cognitive / in coaching job.Представената статия е задълбочено проучване на поведенчески реакции на топ треньори по време на състезание. Подробен анализ на литературата / от последните 15 години / е направен, фокусиран върху различните детерминанти на спортния успех, който да подчертае ролята на треньора. Обръща се внимание на необходимостта, да се разгледат съвременните тенденции, които осветляват сложността на процеса /поведенческа и когнитивна/ в треньорската работа.info:eu-repo/semantics/publishedVersio
The influence of psychological resilience on the relation between automatic stimulus evaluation and attentional breadth for surprised faces
The broaden-and-build theory relates positive emotions to resilience and cognitive broadening. The theory proposes that the broadening effects underly the relation between positive emotions and resilience, suggesting that resilient people can benefit more from positive emotions at the level of cognitive functioning. Research has investigated the influence of positive emotions on attentional broadening, but the stimulus in the target of attention may also influence attentional breadth, depending on affective stimulus evaluation. Surprised faces are particularly interesting as they are valence ambiguous, therefore, we investigated the relation between affective evaluation-using an affective priming task-and attentional breadth for surprised faces, and how this relation is influenced by resilience. Results show that more positive evaluations are related to more attentional broadening at high levels of resilience, while this relation is reversed at low levels. This indicates that resilient individuals can benefit more from attending to positively evaluated stimuli at the level of attentional broadening
Emotional Qualities of VR Space
The emotional response a person has to a living space is predominantly
affected by light, color and texture as space-making elements. In order to
verify whether this phenomenon could be replicated in a simulated environment,
we conducted a user study in a six-sided projected immersive display that
utilized equivalent design attributes of brightness, color and texture in order
to assess to which extent the emotional response in a simulated environment is
affected by the same parameters affecting real environments. Since emotional
response depends upon the context, we evaluated the emotional responses of two
groups of users: inactive (passive) and active (performing a typical daily
activity). The results from the perceptual study generated data from which
design principles for a virtual living space are articulated. Such a space, as
an alternative to expensive built dwellings, could potentially support new,
minimalist lifestyles of occupants, defined as the neo-nomads, aligned with
their work experience in the digital domain through the generation of emotional
experiences of spaces. Data from the experiments confirmed the hypothesis that
perceivable emotional aspects of real-world spaces could be successfully
generated through simulation of design attributes in the virtual space. The
subjective response to the virtual space was consistent with corresponding
responses from real-world color and brightness emotional perception. Our data
could serve the virtual reality (VR) community in its attempt to conceive of
further applications of virtual spaces for well-defined activities.Comment: 12 figure
- …