• Journal of the Ergonomics Society of Korea
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• v.31 no.2
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• pp.271-279
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• 2012

Objective: This study classified three different emotional states(boredom, pain, and surprise) using physiological signals. Background: Emotion recognition studies have tried to recognize human emotion by using physiological signals. It is important for emotion recognition to apply on human-computer interaction system for emotion detection. Method: 122 college students participated in this experiment. Three different emotional stimuli were presented to participants and physiological signals, i.e., EDA(Electrodermal Activity), SKT(Skin Temperature), PPG(Photoplethysmogram), and ECG (Electrocardiogram) were measured for 1 minute as baseline and for 1~1.5 minutes during emotional state. The obtained signals were analyzed for 30 seconds from the baseline and the emotional state and 27 features were extracted from these signals. Statistical analysis for emotion classification were done by DFA(discriminant function analysis) (SPSS 15.0) by using the difference values subtracting baseline values from the emotional state. Results: The result showed that physiological responses during emotional states were significantly differed as compared to during baseline. Also, an accuracy rate of emotion classification was 84.7%. Conclusion: Our study have identified that emotions were classified by various physiological signals. However, future study is needed to obtain additional signals from other modalities such as facial expression, face temperature, or voice to improve classification rate and to examine the stability and reliability of this result compare with accuracy of emotion classification using other algorithms. Application: This could help emotion recognition studies lead to better chance to recognize various human emotions by using physiological signals as well as is able to be applied on human-computer interaction system for emotion recognition. Also, it can be useful in developing an emotion theory, or profiling emotion-specific physiological responses as well as establishing the basis for emotion recognition system in human-computer interaction.

• Science of Emotion and Sensibility
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• v.19 no.3
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• pp.121-132
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• 2016

Emotion is considered to be involved in the moral decision-making process consisting of moral judgment, moral intention, and moral behavior. This research investigated the distinct role of two specific moral emotions, guilt and shame, when they are suppressed, on moral judgment, moral intention, and moral behavior through an online experiment. Moral emotion (guilt vs. shame) as well as suppression of these emotions (suppressing vs. control) was manipulated to infer the causality of moral emotions and the moral decision-making process when they are suppressed. The results suggest that suppressing guilt was involved in moral judgment and moral intention, but was not involved in moral behavior. In particular, participants who maintained guilt evaluated moral vignettes as more moral and perceived that they would follow the behavior described in the vignettes than those participants who suppressed their guilt. On the other hand, our data showed that suppressing shame was not involved in moral judgment and intention but was in behavior. Participants who maintained shame engaged in moral behavior more than participants who suppressed shame. We delineate the different mechanisms between guilt and shame on the moral decision-making process with the discrete emotion theory.

• Journal of Families and Better Life
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• v.28 no.3
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• pp.13-26
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• 2010

This study investigates the effects of parent-adolescent communication, emotional intelligence and parentification on the psychological well-being of adolescents. Participants were 712 middle and high school students from Seoul. The collected data were analyzed through a Cronbach's $\alpha$, two-way ANOVA, Pearson's correlation and stepwise multiple regression. The results are as follows: 1) While parent-adolescent communication, parentification, and psychological well-being differed by grade, emotional intelligence did not differ by grade. 2) Father-adolescent communication, regulation of emotion, expression of emotion, practice of emotion, recognition of emotion and mother-adolescent communication were significant predictors of the psychological well-being of middle school students. 3) The recognition of emotion, father-adolescent communication, practice of emotion, regulation of emotion, and mother-adolescent communication were significant predictors of the psychological well-being of high school students. 4) Emotional intelligence played a partially mediating role in the relationship between parent-adolescent communication and psychological well-being.

• Korean Journal of Child Studies
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• v.37 no.4
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• pp.117-128
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• 2016

Objective: The purpose of this study was to explore the structural relationships of child negative emotionality, mother rejective parenting, teacher-child conflict, and child emotion regulation on child aggression. Methods: The participants in this study were 3- to 5-year-old kindergarten children, their mothers, and their teachers (all of whom lived in Busan). The data were analyzed using PASW Statistics 18.0 and AMOS 21.0. For data analysis, frequency, Cronbach's alphas, Pearson's correlation coefficients, SEM were used. Results: First, mother rejective parenting had an indirect effect on child aggression through child emotion regulation. Second, teacher-child conflict had a direct effect on child aggression and had an indirect effect on child aggression through child emotion regulation. Third, child negative emotionality had an indirect effect on child aggression through mother rejective parenting and teacher-child conflict and child emotion regulation. Conclusion: These finding suggest the importance of mediating effect of mother rejective parenting, teacher-child conflict and child emotion regulation between child negative emotionality and aggression.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.295-305
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• 2017

Purpose: This study was conducted to evaluate the effect of Mindfulness-based Emotion Management Training for adolescents immersed in self-harm behaviors. Methods: The participants were 61 middle school students located in Seoul. Thirty students were assigned to the Mindfulness-based Emotion Management Training (M-EMT) group and the other 31 students were assigned to the waitlist group. The students in the M-EMT group participated in a total of 12 sessions, twice a week, for 6 weeks. The modules of the program comprised of mindfulness for emotion, mindfulness for behavior/impulse, mindfulness for thought, and coping with self-harming behavior. The Distress Tolerance Scale, Deliberate Self-Harm Inventory, Cognitive Emotion Regulation Questionnaire, and Scale Suicidal Ideation were assessed at baseline and post-intervention. Results: Compared to the waitlist group, the intervention group exhibited a statistically significant improvement in distress tolerance and cognitive emotion regulation and a statistically significant reduction in self-harming behaviors and suicidal ideation. Conclusion: These results support the hypothesis that mindfulness-based emotional management training has a positive effect on reducing self-harming behaviors and enhancing distress tolerance and cognitive emotional regulation.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.1
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• pp.141-151
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• 2020

This research aimed at studying the role of self-enhancing imagery and self goal-achievement emotion in the effect of characteristics perceived at advertisements using multisensory cues on purchase intention. Sports shoes advertisement was selected as an empirical research object. Questionnaire survey method was used to collect data. 'WenJuanXing' site was used to make the questionnaire in Chinese, and it was loaded on WeChat and QQ. 260 participants from different regions of China participated in online questionnaire survey. The results of testing the hypotheses by structural equation model in Amos 21.0 program are summarized as followings. The congruency between multisensory cues and self-discrepancy awareness positively evoked the self-enhancing imagery and the self goal-achievement emotion. The object relevance between the consumer and the product advertised did not induce the emotion, but evoked the self-enhancing imagery. Both of the self-enhancing imagery and the self goal-achievement emotion had positive effects on the product purchase intention. When developing advertisement, marketers should focus on multisensory cues' characteristics to enhance the self-enhancing imageries as well as to help feel the goal-achievement emotion. They should pay attention to the ways by which the multisensory cues' characteristics used to develop advertisement can be perceived to be congruent with each other by consumers.

• Korean Journal of Child Studies
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• v.35 no.6
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• pp.153-170
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• 2014

The purpose of this study was to examine the moderating effects of mother-adolescent communication time on the relationship between maternal meta-emotion philosophy, adolescent psychological adjustment and depression. The participants for this study comprised 181 first and second grade high school students and their mothers, residing in Seoul. The results of the analyses indicated that, (a) maternal disapproving is negatively correlated to adolescents' positive world views, and that maternal laissez-faire is also negatively correlated to adolescents' emotional responsiveness. However, a positive correlation is revealed between maternal emotion-coaching and adolescents' positive self-esteem. (b) It is evident that adolescents' emotional responsiveness is influenced by maternal laissez-faire, and that adolescents' positive self-esteem is influenced by emotion-coaching. It also indicated that mother-adolescent communication time is influenced by dismissing as well as laissez-faire meta-emotion philosophy. (c) It revealed that mother-adolescent communication time, in part, has a meaningful moderating effect on the relationship between meta-emotion philosophy and adolescent depression. Therefore, the present study indicates that even if maternal disapproving, laissez-faire, or dismissing is practiced, adolescent depression levels decrease as mother-adolescent time lengthens.

• 한국노년학
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• v.29 no.2
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• pp.729-742
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• 2009

The purpose of this study was to examine the changes of emotion experiences in old age and confirm the effects of emotional characteristics on the subjective well-being in old age by the longitudinal study. This longitudinal study started from 2003 and every two year we performed panel study. We analysed the data from old participants who participated tree-times(2003, 2005, 2007)and over 65 year-old. Finally, 844 old participants(male, 340; female, 504)' data were analysed. The elderly experienced more positive emotions than negatives and these results represented affective optimization. We performed mixed ANOVA method and confirmed significant change of emotion experiences during 6 years. Positive emotion experiences and negative emotion experiences were decreased as they get older. We also examined the effects of emotional experiences on the subjective well-being. In results, emotion experiences were more effective than the demographic variables for maintaining subjective well-being in old age. Decreasing negative emotion experiences and increasing positive emotion experiences can keep happy life up in old age. The importance of the quality of emotional life in old age and the necessity of longitudinal study of aging were discussed.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.1
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• pp.53-73
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• 2014

Given that emotion-based computing environment has grown recently, it is necessary to focus on emotional access and use of multimedia resources including images. The purpose of this study aims to identify the visual cues for emotion in images. In order to achieve it, this study selected five basic emotions such as love, happiness, sadness, fear, and anger and interviewed twenty participants to demonstrate the visual cues for emotions. A total of 620 visual cues mentioned by participants were collected from the interview results and coded according to five categories and 18 sub-categories for visual cues. Findings of this study showed that facial expressions, actions / behaviors, and syntactic features were found to be significant in terms of perceiving a specific emotion of the image. An individual emotion from visual cues demonstrated distinctive characteristics. The emotion of love showed a higher relation with visual cues such as actions and behaviors, and the happy emotion is substantially related to facial expressions. In addition, the sad emotion was found to be perceived primarily through actions and behaviors and the fear emotion is perceived considerably through facial expressions. The anger emotion is highly related to syntactic features such as lines, shapes, and sizes. Findings of this study implicated that emotional indexing could be effective when content-based features were considered in combination with concept-based features.

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