• Proceedings of the Korean Society for Emotion and Sensibility Conference
• /
• 2011.05a
• /
• pp.19-20
• /
• 2011

• Science of Emotion and Sensibility
• /
• v.5 no.1
• /
• pp.61-70
• /
• 2002

The purpose of this study was to develop 'Emotion Rating Scale induced by Odors'and to identify the structure of odor emotion induced by odors. At first 37 adjectives that describe odor to develop a rating scale were selected. Subjects were to rate odor emotion on a 7-point bipolar scale. 304 subjects participated and were as a group instructed to rate odor emotion. 53 out of 304 subjects were retested to test for reliability of the scale two weeks after under the same condition and finally 25 adjectives were then selected based on high test-retest reliability and factor loading, high contributing to one factor. 24 subjects each in 10s, 20s, 30s & 40s were to rate odor emotion induced by 5 different odors on the scale developed. The structure of odor emotion consisted of 'Esthetics', 'Intensity', 'Romance', 'Nature'and 'Character'. The structure of odor emotion by age appeared quite similar but that by different odors was little bit different.

• Proceedings of the Korean Society of Precision Engineering Conference
• /
• 2012.05a
• /
• pp.881-882
• /
• 2012

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.24 no.2
• /
• pp.83-89
• /
• 2013

Objectives : It is known that children with attention-deficit hyperactivity disorder (ADHD) experience significant difficulty in recognizing facial emotion, which involves processing of emotional facial expressions rather than speech, compared to children without ADHD. This objective of this study is to investigate the differences in facial emotion recognition between children with ADHD and normal children used as control. Methods : The children for our study were recruited from the Suwon Project, a cohort comprising a non-random convenience sample of 117 nine-year-old ethnic Koreans. The parents of the study participants completed study questionnaires such as the Korean version of Child Behavior Checklist, ADHD Rating Scale, Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version. Facial Expression Recognition Test of the Emotion Recognition Test was used for the evaluation of facial emotion recognition and ADHD Rating Scale was used for the assessment of ADHD. Results : ADHD children (N=10) were found to have impaired recognition when it comes to Emotional Differentiation and Contextual Understanding compared with normal controls (N=24). We found no statistically significant difference in the recognition of positive facial emotions (happy and surprise) and negative facial emotions (anger, sadness, disgust and fear) between the children with ADHD and normal children. Conclusion : The results of our study suggested that facial emotion recognition may be closely associated with ADHD, after controlling for covariates, although more research is needed.

• Korean Journal of Child Studies
• /
• v.21 no.4
• /
• pp.21-34
• /
• 2000

This investigation of developmental trends in children's emotional intelligence used the Emotional Intelligence Rating Scale for Preschool Children(Kim, 1998) to study 973 children. Significant age differences were found in 5 factors: 'utilization of emotion', 'regulation of emotion', 'handling of relationship between child and teacher' and 'handling of relationship with peers'. Children's emotional intelligence scores increased with age in 3 factors: 'utilization of emotion', 'empathy', and 'regulation of emotion'. Sex differences were found in 5 factors: 'utilization of emotion', 'empathy', 'appraisal and expression of self emotion', 'regulation of emotion', and 'handling of relationship between child and teacher'. In all factors, the scores of girls were higher than those the scores of boys.

• Korean Journal of Child Studies
• /
• v.20 no.3
• /
• pp.139-151
• /
• 1999

This study examined the factor structure of social competence and the relationship between social competence and emotional intelligence in preschool children. The subjects were 503 3- to 6-year-old children. Instruments were the Emotional Intelligence Rating Scale for Preschool Children and The Social Competence Scale. The validity and reliability of the factor structures of The Social Competence Scale were confirmed. These factors were initiative, ability, and sociability. The relationship between The Social Competence Scale and the emotional intelligence scale was highly significant (r=.29, p<.001). Three sub-factors of The Social Competence Scale were significantly related to the total emotional intelligence score. Among the six sub-factors of emotional intelligence, 5 were related to the total score of social competence. These were utilization of emotion, empathy, appraisal and expression of self emotion, relationship with teacher, and relationship with peers.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.27 no.3
• /
• pp.207-215
• /
• 2016

Objectives: This study aimed to investigate the differences in the facial emotion recognition and discrimination ability between children with attention-deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Methods: Fifty-three children aged 7 to 11 years participated in this study. Among them, 43 were diagnosed with ADHD and 10 with ASD. The parents of the participants completed the Korean version of the Child Behavior Checklist, ADHD Rating Scale and Conner's scale. The participants completed the Korean Wechsler Intelligence Scale for Children-fourth edition and Advanced Test of Attention (ATA), Penn Emotion Recognition Task and Penn Emotion Discrimination Task. The group differences in the facial emotion recognition and discrimination ability were analyzed by using analysis of covariance for the purpose of controlling the visual omission error index of ATA. Results: The children with ADHD showed better recognition of happy and sad faces and less false positive neutral responses than those with ASD. Also, the children with ADHD recognized emotions better than those with ASD on female faces and in extreme facial expressions, but not on male faces or in mild facial expressions. We found no differences in the facial emotion discrimination between the children with ADHD and ASD. Conclusion: Our results suggest that children with ADHD recognize facial emotions better than children with ASD, but they still have deficits. Interventions which consider their different emotion recognition and discrimination abilities are needed.

• Science of Emotion and Sensibility
• /
• v.10 no.4
• /
• pp.523-538
• /
• 2007

This study examined effects of gender and empathic emotional expression of an anthropomorphic interface agent on users. assessment of the agent. In addition, it examined effects of gender and emotional expression regardless of whether visual fidelity of the agent. In Study 1, The agents were manipulated by photographs of human face. The agent expressed empathic emotion by making an other-oriented emotional response congruent with another's perceived welfare. Subjects participated in a task with the agent and then they assessed the agent by rating interpersonal assessment scale. The result reported their preference to the female agent. In addition, they tended to make positive assessment to the agent of opposite gender. In the study 2, gender and expressed emotion of the agent with low fidelity was manipulated. Subjects participated in a task with the agent and then they assessed the agent by rating the same interpersonal assessment scale as study 1. The result reported their preference to the female agent. In addition, they preferred the agent expressing empathic emotion to the agent expressing self-oriented emotion or no emotion. Though the agent had low visual fidelity, its gender and expressed empathic emotion could make a significant effect on users' assessment.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.41 no.5
• /
• pp.783-795
• /
• 2017

This study measured consumer's recognition, reliability, emotion and images about current eco-marks as well proposed an eco-mark rating scale and mark designs to improve consumer's trust on the fashion product marks. We used a questionnaire survey to collect data from 150 persons about knowledge, interests, and practice on eco fashion products in relation to trustfulness and positive images for three domestic and three international eco-marks. We evaluated and gave eco scores to six fiber-type products (cotton, organic cotton, wool, polyester, biodegradable polyester and nylon) in terms of consumer's use, water & land consumption, waste amount, carbon footprint, and toxicity. We suggested a new 5-level rating scale for eco marks, which quantified the concept of environmental friendliness of fiber products. The design for eco-mark of rating scale showed the total grade with two sub scores of environmental sides and human sides developed with an improved visual understanding for consumers. The design is one through benchmarking the energy-consumption efficiency mark, which is familiar to consumers such as a half circle shape to save environment resources to alarm consumers to environment problems.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.29 no.4
• /
• pp.150-160
• /
• 2018

Objectives: This study investigated the effect of social skills training (SST) on facial emotion recognition and discrimination in children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Methods: Twenty-three children aged 7 to 10 years participated in our SST. They included 15 children diagnosed with ADHD and 8 with ASD. The participants' parents completed the Korean version of the Child Behavior Checklist (K-CBCL), the ADHD Rating Scale, and Conner's Scale at baseline and post-treatment. The participants completed the Korean Wechsler Intelligence Scale for Children-IV (K-WISC-IV) and the Advanced Test of Attention at baseline and the Penn Emotion Recognition and Discrimination Task at baseline and post-treatment. Results: No significant changes in facial emotion recognition and discrimination occurred in either group before and after SST. However, when controlling for the processing speed of K-WISC and the social subscale of K-CBCL, the ADHD group showed more improvement in total (p=0.049), female (p=0.039), sad (p=0.002), mild (p=0.015), female extreme (p=0.005), male mild (p=0.038), and Caucasian (p=0.004) facial expressions than did the ASD group. Conclusion: SST improved facial expression recognition for children with ADHD more effectively than it did for children with ASD, in whom additional training to help emotion recognition and discrimination is needed.