• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.27-42
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• 2014

The primary purpose of this study was to examine the influence of mothers' emotion expressiveness and children's attributional biases on children's aggressive behavior, focusing on gender differences. The data were collected from a total of 86 children; 46 6-year-old boys and 40 6-year-old girls in kindergartens, and their mothers in Seoul. The emotion expressiveness of the mothers were measured by a self-reported Korean version of SEFQ(Self Expressivness Family Questionnaire). Attributional biases of the children were evaluated by using Dodge and Frame's Story-Based Interview Scale. Children's aggressive behavior were measured by teachers using a children's Aggressive Behavior Scale developed by Crick(1995). T-test, correlation analysis, and multiple regression were used to analyze the collected data. The results showed that the relational attributional biases of children positively influenced overt/relational aggressive behaviors. The emotion expressiveness of mothers and the aggressive behavior of children, however, were not significant. Regarding gender differences in children, the negative emotion expressiveness of mothers predicted the girl's relational aggressive behavior negatively. Implications and limitations of this study were discussed.

• Proceedings of the KHMA Conference
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• 2005.11a
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• pp.276-277
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• 2005

• Proceedings of the KHMA Conference
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• 2005.05a
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• pp.155-155
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• 2005

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

• 한국HCI학회:학술대회논문집
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• 2008.02a
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• pp.7-12
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• 2008

In human and robot interaction, the role of emotion becomes more important Therefore, robots need the emotion expression mechanism similar to human. In this paper, we suggest a new emotion expression system based on the psychological studies and it consists of five affective elements, i.e., the emotion, the mood, the personality, the tendency, and the machine rhythm. Each element has somewhat peculiar influence on the emotion expression pattern change according to their characteristics. As a result, although robots were exposed to the same external stimuli, each robot can show a different emotion expression pattern. The proposed system may contribute to make a rather natural and human-friendly human-robot interaction and to promote more intimate relationships between people and robots.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.301-322
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• 2012

The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.1379-1386
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• 2006

전자우편이나 문자 메세지를 이용할 때 겪는 불편함 중 하나는 상대방이나 기계에 정서 정보를 전달하기 어렵다는 점이다. 정서 정보를 메시지에 싣기 위해서는 컴퓨터나 디지털 기기가 정서를 인식하거나 사용자가 정서를 입력해야 한다. 기존의 정서 인식 방법은 생리적, 신체적 측정치를 이용하는 것인데, 이 경우 측정을 위한 별도의 장비가 필요하고 현재 자신의 정서 상태와 다른 정서를 표현할 수 없다는 단점이 있다. 특히 소형 모바일 기기를 이용할 때 다른 측정 장치를 사용하는 것은 더욱 어렵다. 이런 문제를 해결하기 위해 모바일 기기를 사용하는 환경에서 사용자가 원하는 정서를 기계에 입력하기 위해 동작을 이용하려는 연구가 진행되었다(Fargerberg, Stahl, & Hook, 2003). 본 연구에서는 Laban Movement Analysis에서 동작을 구성하는 다섯 요소 중 노력(effort)과 모양(shape) 요소를 재구성하여, 방향성 차원, 무게감 차원, 시간감 차원으로 동작을 구분하고 총 20개의 동작을 선정하였다. 또한 한덕웅과 강혜자(2000)가 수집한 834개 정서 어휘를 평정하여 동작을 통해 표현하고 전달되기 쉬운 정서 어휘 50개를 선택하였다. 최종 실험에서 참가자들은 20개의 동작에 대해 50개의 정서 어휘를 평정하고 데이터는 범주형 주성분분석을 이용하여 분석하였다. 분석 결과 Russell(1980)의 이차원 정서 구조 모형에서 각성 수준 차원은 동작의 무게감과 시간감 차원과 관련이 있는 것으로 나타났다. 강하고 빠른 동작일수록 각성 수준이 높은 정서가 나타났다. 또한 동작의 방향성 차원은 정서의 종류와 관련이 있는 것으로 드러났다. 직선 움직임은 높은 각성 수준의 부정적 정서와, 흔듦 움직임은 불안 및 초조와, 원형 움직임은 즐거운 정서와 관련이 있는 것으로 나타났다. 이는 동작을 통하여 정서 정보를 효과적으로 전달할 수 있음을 보여주었고, 동작과 정서를 연관 짓기 위해 방향성 차원과 무게감 차원 그리고 시간감 차원을 고려할 필요가 있음을 시사한다.

• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.1-15
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• 2006

This study explored the relationship between children's emotional competence, aggression and peer relationships. Participants were 164 third and 134 fourth grade children from five elementary schools in Seoul and Chenan. Emotional competence, aggression and peer relationships were assessed by means of a questionnaire, interview and observation. Results indicated that emotional understanding of self and others, sex, age, emotional expression and passive regulation strategies were significant variables in predicting children's aggression. Emotional understanding was the most predictable variable in relation to peer relationships. Emotional understanding, emotional regulation and emotional expression made independent contributions to aggression and peer relationships. Mediation analyses revealed that the significant connections between children's emotional competence and negative peer relationships were mostly mediated by aggression.

• Journal of the Korean Home Economics Association
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• v.40 no.10
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• pp.103-112
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• 2002

This study investigated the relation between preschoolers' emotion understanding and parents' emotion expressiveness and attitude toward children's emotion expressiveness. Subjects were ninety 3- to 5-year old children and their parents. Parents' emotion socialization was measured by PACES developed by Saami(1989) and FEQ developed by Harberstadt(1986). And preschoolers' identification of basic emotional expressions and expression of their own feelings and others' feelings in various situations were measured. Results revealed that 5-year-old children understood emotion better than 3-year-old children, and mother's positive emotion expression influenced children's emotion understanding. The results are consistent with recent research showing that parents emotion socialization may be important for preschoolers' emotion understanding.

• Cartoon and Animation Studies
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• s.15
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• pp.73-88
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• 2009

Light is a basic force that functions in all the formative arts. Light (brightness) is an important subject of study in that it contains the force to control emotion and has much influence upon the shaping of a visual image and a feeling. If an artist systematizes the characteristics of brightness and creates an image, he or she can acquire a useful tool of expression. Because light is a powerful medium of expression of a visual image, a study on the characteristics of brightness for the emotional expression of an image in the contextual relationship with narratives seemingly has a crucial meaning. Emotion is influenced by a visual image very much, and a visual image is inevitably influenced by light. The brightness by light is basically classified into bright, dim, and dark. And the three basic stages of brightness specialize an image according to the setting of scope of maximal and minimal luminosity, and the image is further differentiated by the size of bright portion or dark portion. Since emotion is such a phenomenon as immaterial and psychological, it is difficult to break down it. Furthermore, clarifying the principle of an image in which the shade of light is associated is impossible. However, the width of luminosity and the change of size can give quite a change to a visual image, and the visual image has further influence upon man's emotion too. Although the influence of brightness upon a visual image varies with extents, circumstances, and personal tastes and interests, even the same image clearly changes with the adjustment of brightness.