• Science of Emotion and Sensibility
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• v.21 no.4
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• pp.77-90
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• 2018

Behavioral studies of emotion recognition in autism spectrum disorders (ASD) have yielded mixed results. Most of the studies focused on emotion recognition abilities with regard to ASD using stimuli with unisensory modality, making it difficult to determine difficulties in real life emotion perception in ASD. Herein, we review the recent behavioral and cognitive neuroscience studies on emotion recognition functions in ASD, including both unisensory and multisensory emotional information, to elucidate the possible difficulties in emotion recognition in ASD. In our study, we discovered that people with ASD have problems in the process of integrating emotional information during emotion recognition tasks. The following four points are discussed: (1) The restrictions of previous studies, (2) deficits in emotion recognition in ASD especially in recognizing multisensory information, (3) possible compensation mechanisms for emotion recognition in ASD, and (4) the possible roles of attention and language functions in emotion recognition in ASD. The compensatory mechanisms proposed herein for ASD with regard to emotion recognition abilities could contribute to a therapeutic approach for improving emotion recognition functions in ASD.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.1393-1400
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• 2006

정서를 측정하고 나타내는 기술이 발전에 따라 문화적 보편성을 가진 얼굴표정 연구의 필요성이 증가하고 있다. 그리고 지금까지의 많은 얼굴 표정 연구들은 정적인 얼굴사진 위주로 이루어졌다. 그러나 실제 사람들은 단적인 얼굴표정만으로 정서를 인식하기 보다는 미묘한 표정의 변화나 얼굴근육의 움직임 등을 통해 정서상태를 추론한다. 본 연구는 동적인 얼굴표정이 정적인 얼굴표정 보다 정서상태 전달에서 더 큰 효과를 가짐을 밝히고, 동적인 얼굴 표정에서의 눈과 입의 정서인식 효과를 비교해 보고자 하였다. 이에 따라 15 개의 형용사 어휘에 맞는 얼굴 표정을 얼굴전체, 눈, 입의 세 수준으로 나누어 동영상과 스틸사진으로 제시하였다. 정서 판단의 정확성을 측정한 결과, 세 수준 모두에서 동영상의 정서인식 효과가 스틸사진 보다 유의미하게 높게 나타나 동적인 얼굴 표정이 더 많은 내적정보를 보여주는 것을 알 수 있었다. 또한 얼굴전체-눈-입 순서로 정서인식 효과의 차이가 유의미하게 나타났으며, 부정적 정서는 눈에서 더 잘 나타나고 긍정적 정서는 입에서 더 잘 나타났다. 따라서 눈과 입에 따른 정서인식이 정서의 긍정성-부정성 차원에 따라 달라짐을 볼 수 있었다.

• The Korean Journal of Coaching Psychology
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• v.7 no.1
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• pp.1-31
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• 2023

The purpose of this study is to verify the mediating effect of adaptive cognitive emotion regulation and the moderating effect of supervisor's emotional regulation in the relationship between the emotion recognition and negative feedback acceptance of employees. The data was collected from 273 non-managerial workers in various domestic companies. Confirmatory factor analysis was conducted with AMOS 22 to verify the reliability and validity of the measurement tool, and the mediating and moderating effects were examined using SPSS Process Macro to verify the hypothesis. The results of this study are summarized as follows. First, emotion recognition of employees indirectly affects the acceptance of negative feedback through adaptive cognitive emotional regulation. Second, the effect of emotion recognition on negative feedback acceptance is moderated by supervisor's emotion regulation. Specifically, it was confirmed that when the supervisor's emotional control is low, the relationship between emotional recognition and negative feedback acceptance becomes stronger. Based on the results of the study, it was confirmed that the level of awareness of oneself and others' emotions was psychological process of accepting performance-related feedback, and the importance of supervisor's emotional regulation in positively accepting negative feedback. Finally, based on the research results, the academic significance of this study, implications in coaching practice, limitations, and future research were discussed.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.518-525
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• 2007

컴퓨터와 사용자와의 효과적인 정서적 상호작용의 도구로서 의인화된 형태의 인터페이스 에이전트의 정서 표현에 대한 연구가 진행되어 왔다. 기존의 연구는 의인화된 인터페이스 에이전트가 어떤 정서를 표현하는가에 초점을 두고 있다. 그러나 인간과의 원활한 정서적 상호작용에 영향을 미치는 것은 어떤 정서인가의 문제만이 아니다. 인간은 타인의 상황과 정서에 공감하는 방식으로 정서를 표현하는 상대를 더 긍정적으로 평가한다. 또한 공감하는 방식의 정서 표현은 사회적으로 적용되는 성별 고정관념에 따라 여성적 속성으로 분류된다. 따라서 공감하는 방식의 정서 표현이라 하더라도 표현의 주체가 남성이냐 여성이냐에 따라 상대방의 인식이 달라질 수 있다. 본 연구는 인간간의 사회적 관계에서 일어나는 공감적인 정서 표현과 표현하는 주체의 성별의 효과가 인간-인터페이스 에이전트간의 상호작용에서도 나타나는지를 검증하기 위하여 참가자와 인터페이스 에이전트가 함께 게임에 참여하는 과제를 실시하고 인터페이스 에이전트의 성별, 참가자의 성별, 얼굴 표정과 말을 통한 정서 표현의 공감 여부(타인의 상황에 공감하는 정서 표현 - 자신의 상황에 대한 정서 표현), 정서 표현 여부(얼굴 표정과 말로 정서를 표현 - 정서가 배제된 무표정과 말)에 따라 인터페이스 에이전트에 대해 참가자가 지각한 배려, 호감, 신뢰, 지능, 지배, 순종이 어떻게 다른지를 측정하는 실험을 실시했다. 그 결과, 타인의 상황과 정서에 공감하는 방식으로 정서를 표현하는 에이전트의 배려, 지능, 순종적 성향을 높게 평가하는 것으로 나타났다. 남성 에이전트의 경우, 정서를 표현하거나 정서가 배제된 표현을 하는 조건에 관계없이 참가자가 지각하는 배려와 호감의 차이가 없었으나, 여성 에이전트의 경우 정서를 표현하는 조건에서 배려와 호감이 높은 것으로 평가되었다. 반대로 참가자가 인터페이스 에이전트에 대해 갖는 신뢰에 대해서 여성 에이전트의 경우, 정서를 표현하거나 정서가 배제된 표현을 하는 조건에 관계없이 참가자가 느끼는 신뢰의 차이가 없었으나 남성 에이전트의 경우, 정서가 배제된 표현을 하는 에이전트에게 더 높은 신뢰를 보였다. 또한 남성 참가자에 비해 여성 참가자가 에이전트의 배려, 호감, 지능, 순종을 높게 평가하는 경향을 보였다. 본 연구의 결과는 사용자와 인터페이스 에이전트 간의 원활한 정서적 상호작용을 위해서는 어떤 정서를 표현할 것인지 뿐만 아니라 누구에 대한 정서를 어떻게 표현하는지, 정서를 표현하는 에이전트가 남성인지 여성인지, 에이전트와 상호작용하는 사용자가 남성인지, 여성인지를 고려할 필요가 있음을 시사하고 있다.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.103-114
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• 2021

The purpose of this study is to investigate the history of and recent trends in science education research on emotion and explore the direction of future development. A comprehensive review of literature was conducted, and the results were organized according to research questions. Science education research on emotion began in the state of confusion because a number of concepts coexisted and overlapped in the concept of affect. More systematic approaches were then used when science-related attitudes were divided into the two categories of scientific attitudes and attitudes toward science. The research continued to study on positive and negative emotions relevant to science learning. However, the complex relationship between cognition and emotion and the limitation of the dichotomy dealing with emotions as external factors influencing student learning were revealed. By contrast, the recent research on epistemic emotions were based on the new perspective that scientific practices are accompanied with emotions and that cognition and emotion are integrated into the practices, influencing each other. Therefore, research should be carried out in ways that can help science educators understand a variety of emotions emerging in learning science through scientific practices and respond appropriately to even negative emotions of students.

• Journal of the Korea Convergence Society
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• v.12 no.6
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• pp.119-125
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• 2021

In the elementary school period, since the developmental stage in the area of emotional regulation is immature, it is necessary to develop emotional regulation ability. In order to promote emotional regulation, this study provides an emotional regulation art class that utilizes the right brain function. Results were derived by analyzing through pre- and post-questions and post-interviews. As a result of the pre-post analysis, among the sub-elements of emotional regulation after class, 'Self-Emotion Recognition and Expression', 'Emotional Recognition and Consideration of Others', and 'Interpersonal Relationships' were statistically high. As a result of interview analysis, it was found that all students had a positive effect in the emotional regulation sub-item. As a result, they recognized and understood their emotions after class rather than before class, and had the effect of expressing emotions by purifying negative emotions into positive emotions. It is suggested that it is necessary to develop a program that applies various teaching and learning methods for emotional regulation art class in the future.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.608-622
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• 2019

The present study was aimed to verify the mediating effect of acceptance in the relationship between emotional clarity and satisfaction in romantic relationships. To this purpose, a self-reporting survey was conducted with 208 unmarried subjects ranging in age from 19-35 in Seoul and Gyeonggi region. SPSS 21.0 and AMOS 21.0 was used to analysis procedure. A summary of the research results are as follows. First, in the results of the correlation analysis on the primary factors, emotional clarity had a significant positive correlation with acceptance and satisfaction in romantic relationships, and acceptance had a positive correlation with satisfaction in romantic relationships. Second, the results of the structural equation analysis verified that emotional clarity had a direct positive effect on satisfaction in romantic relationships. Third, this study verified a partial positive mediating effect of acceptance in the relationship between emotional clarity and satisfaction in romantic relationships, and also verified the significance of the pathway. These results verify that emotional clarity has not only a direct effect on satisfaction in romantic relationships, but also an indirect effect through acceptance. Lastly, this study discussed significance and limitations of this study, as well as proposals for future research.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.227-238
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• 2022

One of the main roles of the science teacher is to help students become active agents in their learning of science. This study described how an elementary science teacher used students' emotional resources to conduct emotionally responsive teaching and what were the learning outcomes of this approach. The participants of the study included the teacher himself and his 6^th grade students, and emotionally responsive teaching was applied in the science unit of 'Various Living Things and Our Human Lives'. Multiple types of data, including the teacher's teaching logs, video recordings of the lessons in the unit, and interviews with the students, were collected. The data were analyzed qualitatively, and the results were described using a self-study method. The teacher took advantage of three kinds of students' emotional resources (i.e., character drawing, t-shirt design, and raps) to organize his emotionally responsive teaching. The learning outcome included the students' positive emotions and active participation in science lessons, their epistemic practices such as explorations and justifications of knowledge, and the students' reconstruction of knowledge in consideration of their everyday lives. It was suggested that emotionally responsive teaching can promote elementary school students' active participation in science learning, resulting in meaningful learning outcomes in emotional, cognitive, and conceptual aspects. Further studies should thus be conducted to understand the characteristics of emotionally responsive teaching and its detailed teaching strategies.

• Science of Emotion and Sensibility
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• v.27 no.3
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• pp.51-60
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• 2024

Previous research reported a decline in facial emotion recognition with aging, but whether this was due to a genuine decline in recognition ability or own-age face recognition bias remains unclear, as most studies used stimuli from younger models. Thus, this study recruited older adults as participants and utilized stimuli identical to Kim (2021) study for direct comparison. Participants rated the similarity of pairs of facial expressions representing six emotions (anger, disgust, fear, happiness, neutrality, and sadness) from three age groups (young, middle-aged, and old). Multidimensional scaling analysis revealed that, regardless of age, all three core dimensions were confirmed, indicating similar representation of facial emotions across age groups. The older participants assigned lower arousal and dominance to younger faces expressing disgust and higher arousal and dominance to younger faces expressing fear, indicating that they rated younger faces' disgust expressions less strongly and overestimated fear expressions. These findings suggest that the own-age face recognition bias in facial expression perception may be emotion-specific rather than universally applicable to all emotions.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.416-423
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• 2021

Drawing upon research in affect and social identity theory, this study examines when and how an individual's trait positive affect (TPA) exerts a significant effect on the person's organizational citizenship behavior directed toward individuals (OCBI). A moderated mediation model was tested by using the data of 293 employees nested in 66 work groups. Results demonstrate that the indirect effect of TPA on OCBI mediated by group identification (GI) is significantly positive only when perceived group positive affect (PGPA) is low, highlighting the substituting role of PGPA in the relationship between TPA and GI. The significant conditional indirect effects at the low level of PGPA suggest that TPA functions as significant, affective resources for enhancing GI and consequently increasing OCBI of the focal member when PGPA is low. By contrast, TPA's role in enhancing GI becomes redundant when PGPA is high. The current analysis reveals potential complementary functions of TPA and PGPA in explaining subsequent identity cognition and individual behavior.