Voice processing abilities in children with autism, children with specific language impairments and young typically developing children

It is well established that people with autism have impaired face processing, but much less is known about voice processing in autism. Four experiments were therefore carried out to assess (1) familiar voice-face and sound-object matching; (2) familiar voice recognition; (3) unfamiliar voice discrimination; and (4) vocal affect naming and vocal-facial affect matching. In Experiments 1 and 2 language-matched children with specific language impairment (SLI) were the controls. In Experiments 3 and 4 language-matched children with SLI and young mainstream children were the controls. The results were unexpected: the children with autism were not impaired relative to controls on Experiments 1, 2 and 3, and were superior to the children with SLI on both parts of Experiment 4, although impaired on affect matching relative to the mainstream children. These results are interpreted in terms of an unexpected impairment of voice processing in the children with SLI associated partly, but not wholly, with an impairment of cross-modal processing. Performance on the experimental tasks was not associated with verbal or nonverbal ability in either of the clinical groups. The implications of these findings for understanding autism and SLI are discussed

Predicting and improving the recognition of emotions

The technological world is moving towards more effective and friendly human computer interaction. A key factor of these emerging requirements is the ability of future systems to recognise human emotions, since emotional information is an important part of human-human communication and is therefore expected to be essential in natural and intelligent human-computer interaction. Extensive research has been done on emotion recognition using facial expressions, but all of these methods rely mainly on the results of some classifier based on the apparent expressions. However, the results of classifier may be badly affected by the noise including occlusions, inappropriate lighting conditions, sudden movement of head and body, talking, and other possible problems. In this paper, we propose a system using exponential moving averages and Markov chain to improve the classifier results and somewhat predict the future emotions by taking into account the current as well as previous emotions

Teaching Compassion in Prison: A Key to Learning

In a project with long-term prisoners at HMP Dumfries, Scotland, tutors and students explore the notion and application of compassion, focusing in particular on the ways in which understanding compassion enables learning – not just the learning of academic subjects but also of interpersonal skills and emotional intelligence. The project highlights the benefits of teaching a so-called extracurricular subject, at the same time as revealing its centrality to learning in the first place. A lack of adequate teaching time in prison, and the fact that compassion is not considered a core subject in education, are both cited as obstacles in consolidating the work of the project. The benefits of teaching compassion - emotional, intellectual and spiritual - was made clear through written and verbal student feedback. Three short workshops highlighted the enormous potential in developing and establishing compassion as both subject and practice in prison education. It is hoped that practitioners and researchers will support the expansion of this work throughout prisons