A gamified app on emotion recognition and anger management for pre-school children

2021 ◽  
pp. 100449
Author(s):  
Iolie Nicolaidou ◽  
Federica Tozzi ◽  
Athos Antoniades
Keyword(s):  
Emotion Recognition ◽  
School Children ◽  
Anger Management

Development of facial emotion recognition and empathy test (FERET) for primary school children

2019 ◽  
Vol 44 (01) ◽  
pp. 23-31
Author(s):  
Kerem Coskun
Keyword(s):  
Primary School ◽  
Emotion Recognition ◽  
School Children ◽  
Item Analysis ◽  
Facial Emotion Recognition ◽  
Facial Emotion ◽  
Primary School Children ◽  
Poor Responders ◽  
Response Options ◽  
Human Faces

AbstractThis article reports on the development of the Facial Emotion Recognition and Empathy Test (FERET) as a reliable and valid tool for assessing facial emotion recognition and empathy skills in primary school-aged children. Pictures of human faces developed by the researcher were used as response options for the children. The range of response options and their associated scores were constructed based on the Two Factorial Consensual Mood Structure, which indicates dimensions of emotions. Four hundred and twenty-two primary school children participated in the research. The children were asked to recognise emotions and display the appropriate empathetic response. Data were analysed through item analysis, exploratory factor analysis (EFA) and Item Response Theory (IRT). As a result of item analysis, FERET has been designed to include 6 items related to facial expressions of key emotions and has been found to have an internal consistency coefficient of .82 and be unidimensional. Results from the IRT indicated that all the items in FERET discriminate better responders from poor responders. It was concluded that FERET can produce reliable and valid results in measuring facial emotion recognition and empathy skills among primary school children.

scholarly journals Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

2017 ◽  
Vol 42 (2) ◽  
pp. 155-178 ◽  
Author(s):  
Vanessa L. Castro ◽  
Alison N. Cooke ◽  
Amy G. Halberstadt ◽  
Patricia Garrett-Peters
Keyword(s):  
Elementary School ◽  
Emotion Recognition ◽  
Problem Behaviors ◽  
School Children ◽  
Elementary School Children

Anger management [emotion recognition]

IEEE Spectrum ◽  
2005 ◽  
Vol 42 (4) ◽  
pp. 16-16 ◽  
Author(s):  
S. Cherry
Keyword(s):  
Emotion Recognition ◽  
Anger Management

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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