• Journal of Software Assessment and Valuation
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• v.17 no.2
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• pp.1-10
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• 2021

The ability to recognize human emotions by computer vision is a very important task, with many potential applications. Therefore the demand for emotion recognition using not only RGB images but also thermal images is increasing. Compared to RGB images, thermal images has the advantage of being less affected by lighting conditions but require a more sophisticated recognition method with low-resolution sources. In this paper, we propose a Divide and Conquer-based CNN training strategy to improve the performance of facial thermal image-based emotion recognition. The proposed method first trains to classify difficult-to-classify similar emotion classes into the same class group by confusion matrix analysis and then divides and solves the problem so that the emotion group classified into the same class group is recognized again as actual emotions. In experiments, the proposed method has improved accuracy in all the tests than when recognizing all the presented emotions with a single CNN model.

• Science of Emotion and Sensibility
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• v.26 no.1
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• pp.33-42
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• 2023

Previous emotion studies employing facial expressions have focused on the differences between age groups for each of the emotion categories. Instead, Kim (2021) has compared representations of facial expressions in the lower-dimensional emotion space. However, he reported descriptive comparisons without statistical significance testing. This research used representational similarity analysis (Kriegeskorte et al., 2008) to directly compare empirical datasets from young, middle-aged, and old groups and conceptual models. In addition, individual differences multidimensional scaling (Carroll & Chang, 1970) was conducted to explore individual weights on the emotional dimensions for each age group. The results revealed that the old group was the least similar to the other age groups in the empirical datasets and the valence model. In addition, the arousal dimension was the least weighted for the old group compared to the other groups. This study directly tested the differences between the three age groups in terms of empirical datasets, conceptual models, and weights on the emotion dimensions.

• Hwankyungkyoyuk
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• v.22 no.1
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• pp.43-55
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• 2009

The purpose of this study was to investigate the influences of environmental education program through educational theatre on student's environmental literacy of 5th graders in an elementary school in Seoul. The students were divided into an experimental group and a control group. Then, the experimental group had the emotion-centered environmental education program using educational theatre, and the control group had the regular education process, which is a general lecture about the environment. The SPSS 12.0 program was used to analyze the results. The major result of the study was as follows. First, the researcher was able to develop and apply professor-learning model for the environment education using the educational theatre by abstracting and recreating environment-related contents from the 5th grade curriculum. Second, the study has showed that applying the emotion-centered program using the education theatre for the environment education certainly contributes to the improvement of the environment knowledge of the elementary students. Third, the emotion-centered environment education program has influenced evenly on the elements of the environment knowledge divided by the four goal levels of the environment education. Finally, the higher the student's emotional quotient is, the more improvement of the environment knowledge the student gets when using the emotion-centered environment education program using the education theatre. In conclusion, the emotion-centered environment education program using the education theatre is a usable method to the elementary schools, and has a positive effect on increasing the environment knowledge of 5th grade students. In the time of requiring the diverse environment education methods, this program is worth to try as a new education method. Therefore, it is necessary to research more on the professor-learning activities related to this study.

• ETRI Journal
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• v.37 no.6
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• pp.1199-1210
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• 2015

Automatic emotion recognition based on facial cues, such as facial action units (AUs), has received huge attention in the last decade due to its wide variety of applications. Current computer-based automated two-phase facial emotion recognition procedures first detect AUs from input images and then infer target emotions from the detected AUs. However, more robust AU detection and AU-to-emotion mapping methods are required to deal with the error accumulation problem inherent in the multiphase scheme. Motivated by our key observation that a single AU detector does not perform equally well for all AUs, we propose a novel two-phase facial emotion recognition framework, where the presence of AUs is detected by group decisions of multiple AU detectors and a target emotion is inferred from the combined AU detection decisions. Our emotion recognition framework consists of three major components - multiple AU detection, AU detection fusion, and AU-to-emotion mapping. The experimental results on two real-world face databases demonstrate an improved performance over the previous two-phase method using a single AU detector in terms of both AU detection accuracy and correct emotion recognition rate.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.61-78
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• 2014

The study examined the pathways from maternal reactions to children's negative emotions to children's emotion intelligence through children's resilience by gender. The participants in this study comprised 413 elementary school 4th-6th graders (of which 214 were boys, and 199 were girls). They completed questionnaires on maternal reactions to children's negative emotions, children's resilience and levels of children's emotional intelligence. Data were analyzed by means of T-test and structural equation modeling. In the case of the male group, it was found that maternal emotion coaching, when done indirectly, but not directly, had an influence on their levels of emotional intelligence. On the other hand, in the case of the female group, it was found that emotion coaching, when done indirectly, as well as directly, had an influence on their levels of emotional intelligence. Therefore, these results indicate that children's resilience mediated the effects of maternal emotion coaching on emotional intelligence. It also found that there are distinct pathways from maternal reactions to children's negative emotions to emotion intelligence through resilience by gender.

• Journal of Korean Biological Nursing Science
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• v.26 no.3
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• pp.195-205
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• 2024

Purpose: This study examined the effects of the healing movie programs for cancer survivors on post-traumatic stress syndrome, resilience, and cognitive emotional control strategies, a quasi-experimental design. Methods: Participants included 39 cancer survivors registered in four healthcare centers in Gyeongsangnam-do. The intervention and control group included 19 and 20 participants, respectively. The healing program using movies developed in this study was provided to the intervention group in 10 sessions, occurring twice each week for 5 weeks and lasting 80 minutes per session. The data were collected using structured questionnaires and they were analyzed to examine differences in the test scores before and after the intervention. Results: In the intervention group, the post-traumatic stress syndrome (F = 14.97, p < . 001) decreased significantly and the resilience (F = 19.55, p < .001) and adaptive cognitive emotion regulation (F = 5.11, p = .029) increased significantly. The difference between the intervention and control group was statistically significant in post-traumatic stress syndrome, resilience, and adaptive cognitive emotion regulation. Thus, the healing program of this study significantly reduced post-traumatic stress, and it improved both resilience and adaptive cognitive emotion regulation of cancer cancer survivors. Conclusion: The healing program is an effective psychosocial nursing intervention that helps cancer survivors feel better about their illness, and it helps them healthy transition from negative emotions to increased resilience and positive cognitive emotions.

• Educational Technology International
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• v.22 no.1
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• pp.87-109
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• 2021

The purpose of this study was to understand the influence of the level of social emotional competence of college students on their achievement emotion, life satisfaction, and academic achievement. To this end, a survey was conducted with 301 college students in the Busan and Gyeongnam areas of Korea in 2019. The students were divided into high, medium, and low levels according to social emotional competence. Then, on the basis of these divisions, their achievement emotion, life satisfaction, and academic achievement were compared with oneway ANOVA. The results indicated that students with high social emotional competence had higher average scores in positive achievement emotion: enthusiasm, hope, and pride; lower average scores in negative achievement emotion: anger, anxiety, shame, frustration, and boredom; and higher average scores in life satisfaction, and academic achievement compared to the group with middle and low social emotional competence. Based on the results, this article discusses considerations and recommendations for follow-on studies. It also highlights the need for social emotional competence education in Korea against the backdrop of intense pressure on students to perform well academically and a culture where emotion is not freely expressed.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.53-66
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• 2006

An experimental group consisting of 15 boys and 13 girls, and a control group of 12 boys and 18 girls comprised the 58 five-year-old kindergarten sample of this study. Teachers measured children's emotional intelligence with the Emotional Intelligence Rating Scale(Kim, 1998); educational activities for the emotions focusing on self-awareness, self-management, self-motivation, empathy, and social skills were carried out with the experimental group. ANCOVA confirmed effectiveness of the educational activities; the experimental group had higher scores than the control group on self-awareness and expression of emotion, emotional regulation, and awareness of others' emotion. Children of the experimental group also showed higher interpersonal abilities in teacher and in peer relationships than the control group.

• Science of Emotion and Sensibility
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• v.11 no.1
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• pp.11-21
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• 2008

This study was designed to examine the effect of depressive mood on identification of emotional facial expression. Participants were screened out of 305 college students on the basis of the BDI-II score. Students with BDI-II score higher than 14(upper 20%) were selected for the Depression Group and those with BDI-II score lower than 5(lower 20%) were selected for the Control Group. A final sample of 20 students in the Depression Group and 20 in the Control Group were presented with facial expression stimuli of an increasing degree of emotional intensity, slowly changing from a neutral to a full intensity of happy, sad, angry, or fearful expressions. The result showed that there was the significant interaction of Group by Emotion(esp. happy and sad) which suggested that depressive mood affects processing of emotional stimuli such as facial expressions. Implication of this result for mood-congruent information processing were discussed.

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