A Note on the Expressiveness of BIP

We extend our previous algebraic formalisation of the notion of component-based framework in order to formally define two forms, strong and weak, of the notion of full expressiveness. Our earlier result shows that the BIP (Behaviour-Interaction-Priority) framework does not possess the strong full expressiveness. In this paper, we show that BIP has the weak form of this notion and provide results detailing weak and strong full expressiveness for classical BIP and several modifications, obtained by relaxing the constraints imposed on priority models.Comment: In Proceedings EXPRESS/SOS 2016, arXiv:1608.0269

Expressiveness of real-time motion captured avatars influences perceived animation realism and perceived quality of social interaction in virtual reality

Using motion capture to enhance the realism of social interaction in virtual reality (VR) is growing in popularity. However, the impact of different levels of avatar expressiveness on the user experience is not well understood. In the present study we manipulated levels of face and body expressiveness of avatars while investigating participant perceptions of animation realism and interaction quality when disclosing positive and negative experiences in VR. Moderate positive associations were observed between perceptions of animation realism and interaction quality. Post-experiment questions revealed that many of our participants (approximately 40 %) indicated the avatar with the highest face and body expressiveness as having the most realistic face and body expressions. The same proportion also indicated the avatar with the highest face and body expressiveness as being the most comforting and enjoyable avatar to interact with. Our results suggest that higher levels of face and body expressiveness are important for enhancing perceptions of realism and interaction quality within a social interaction in VR using motion capture

Maternal Socialization of Children's Emotion Knowledge

The relations between family emotional expressiveness and children's emotion knowledge were examined. Participants were 258 3.5-year-old children whose emotional knowledge was assessed; mothers reported on their emotion socialization practices and mothers and children were observed during an emotion-eliciting book-reading task. It was hypothesized that positive family expressiveness would be positively related to children's emotion knowledge, whereas negative family expressiveness would have a curvilinear association which would be moderated by additional forms of emotion socialization (parental responses to children's negative emotions and parental explanations about emotions) and child gender. Results showed a curvilinear relation for positive expressiveness and emotion knowledge and no association for negative expressiveness. An interaction between positive expressiveness and negative expressiveness was significant for boys, suggesting that boys have higher emotion knowledge when positive expressiveness is high but only in homes where negative expressiveness is low. Parental responses to negative emotions and explanations of emotions were directly related to emotion knowledge, but the moderation hypotheses were not supported. Results are discussed in terms of implications for how parents can be most effective in teaching their children about emotions

Proceedings 18th International Workshop on Expressiveness in Concurrency (Aachen, Germany, September 5, 2011)

This volume contains the proceedings of the 18th International Workshop on Expressiveness in Concurrency (EXPRESS 2011), which took place on 5th September 2011 in Aachen, as a satellite workshop of CONCUR 2011. The EXPRESS workshop series aim at bringing together researchers who are interested in the expressiveness and comparison of formal models that broadly relate to concurrency. In particular, this also includes emergent fields such as logic and interaction, game-theoretic models, and service-oriented computing

Proceedings 18th International Workshop on Expressiveness in Concurrency (Aachen, Germany, September 5, 2011)

This volume contains the proceedings of the 18th International Workshop on Expressiveness in Concurrency (EXPRESS 2011), which took place on 5th September 2011 in Aachen, as a satellite workshop of CONCUR 2011. The EXPRESS workshop series aim at bringing together researchers who are interested in the expressiveness and comparison of formal models that broadly relate to concurrency. In particular, this also includes emergent fields such as logic and interaction, game-theoretic models, and service-oriented computing

The video technology in communication interaction and learning

Citação bibliográfica: Caldas, José & SILVA, Bento (2002). The Video Technology in Communication Interaction and Learning. In Antonio Vilas, José González & Inés Zaldívar (cords.). Educational Technology: International Conference on ICT’s in Education, tomo II. Badajoz: Junta de Extremadura, pp. 1010-1014We have carried out a research work on the using of video technology in the classroom context and its effects on the communicative interaction, learning and expressiveness and, too, its effects as an instrument of Education for the Media. The video modalities used, that assumed the shape: of a teaching/learning strategy in the classroom, were: the video-lesson and the video production. The research methodology used fits in the ambit of the development methodologies and it was applied to 10th grade students. The research results point out 10 an increase of the interaction in the classroom, the contents learning, the practice of autonomy and investigation processes, the pleasure of learning and participating and the expressiveness on the students' side, as a result of video's usage. We have noticed, equally, a positive attitude towards the media, so that using the video as a teaching/learning strategy is a way of contributing to the Education for the Media

On the Expressiveness of Intensional Communication

The expressiveness of communication primitives has been explored in a common framework based on the pi-calculus by considering four features: synchronism (asynchronous vs synchronous), arity (monadic vs polyadic data), communication medium (shared dataspaces vs channel-based), and pattern-matching (binding to a name vs testing name equality). Here pattern-matching is generalised to account for terms with internal structure such as in recent calculi like Spi calculi, Concurrent Pattern Calculus and Psi calculi. This paper explores intensionality upon terms, in particular communication primitives that can match upon both names and structures. By means of possibility/impossibility of encodings, this paper shows that intensionality alone can encode synchronism, arity, communication-medium, and pattern-matching, yet no combination of these without intensionality can encode any intensional language.Comment: In Proceedings EXPRESS/SOS 2014, arXiv:1408.127

How Expressiveness of a Robotic Tutor is Perceived by Children in a Learning Environment

We present a study investigating the expressiveness of two different types of robots in a tutoring task. The robots used were i) the EMYS robot, with facial expression capabilities, and ii) the NAO robot, without facial expressions but able to perform expressive gestures. Preliminary results show that the NAO robot was perceived to be more friendly, pleasant and empathic than the EMYS robot as a tutor in a learning environment

An investigation of the effects of a school-based intervention on feelings of personal expressiveness in multi-problem adolescent youth

This study was conducted to determine the effects of the Changing Lives Program intervention on troubled adolescents\u27 feelings of personal expressiveness, believed to be one domain of positive identity development. Forty-three intervention and twenty nonintervention comparison control participants were given a battery of pre-, post-, and follow-up assessments including the Personally Expressive Questionnaire (Waterman, 1995), which was used to derive participants\u27 feelings of personal expressiveness scores. Using Repeated Measures Analysis of Multivariate Analysis (RMANOVA), a significant four-way interaction of Time X Condition X Gender X Ethnicity was found relative to the Control, Roy\u27s Ɵ = .166, F(2,47) = 3.899, p \u3c .027 indicating that intervention participants\u27 feelings of personal expressiveness did increase significantly relative to the control group. Furthermore, the results suggest differential outcomes based on ethnicity, suggesting the need for future study with respect to specificity of effects and mechanisms of identity formation in differing ethnic subgroups