Emotion Identification From Facial Expressions in Children Adopted Internationally

2014 ◽  
Vol 23 (4) ◽  
pp. 641-654 ◽  
Author(s):  
Deborah A. Hwa-Froelich ◽  
Hisako Matsuo ◽  
Jenna C. Becker
Keyword(s):  
Social Interactions ◽  
Facial Expressions ◽  
English Language ◽  
Institutional Care ◽  
Language Performance ◽  
Region Of Origin ◽  
Emotion Identification ◽  
Language Competence ◽  
Predictive Variables ◽  
Culturally Different

Purpose Children adopted internationally who are exposed to institutional care receive less social interaction than children reared in families. These children spend their preadoptive life with individuals from their birth country and are adopted into families who may look and interact differently. The presumed patterns of limited social stimulation and transition from ethnically similar to ethnically and culturally different social interactions may affect these children's ability to accurately identify emotions from facial expressions. Method Thirty-five 4-year-old children adopted from Asia and Eastern Europe by U.S. families were compared with 33 nonadopted peers on the Diagnostic Analysis of Nonverbal Accuracy, Version 2 (DANVA2) Faces subtests. Correlation and regression analyses were completed with preadoption (adoption age, foster care exposure), postadoption environment (postadoption care duration, number of siblings, socioeconomic status), and individual (chronological age, gender, language competence) variables to determine related and predictive variables. Results The nonadopted group demonstrated better emotion identification than children internationally adopted, but no region-of-origin differences were found. English language performance was correlated with and predicted 20% of the variance in emotion identification of facial expressions on the DANVA2. Conclusion Children adopted internationally who have stronger language ability tend to be more accurate in identifying emotions from facial expressions.

An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development

2020 ◽  
Vol 1 (1) ◽  
pp. 19-34
Author(s):  
Magret Jongore
Keyword(s):  
Language Policy ◽  
English Language ◽  
Tertiary Education ◽  
First Year ◽  
Language Performance ◽  
Job Market ◽  
Language Competence ◽  
Essay Writing ◽  
Higher Institution ◽  
Higher Secondary Education

The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.

Pragmatic Language Performance of Children Adopted Internationally

2019 ◽  
Vol 28 (2) ◽  
pp. 501-514
Author(s):  
Deborah A. Hwa-Froelich ◽  
Hisako Matsuo
Keyword(s):  
Social Communication ◽  
False Belief ◽  
Pragmatic Language ◽  
Eastern European ◽  
Language Performance ◽  
Emotion Identification ◽  
False Belief Understanding ◽  
Quasi Experimental ◽  
Pragmatic Communication ◽  
Eastern European Countries

Purpose Pragmatic language is important for social communication across all settings. Children adopted internationally (CAI) may be at risk of poorer pragmatic language because of adverse early care, delayed adopted language development, and less ability to inhibit. The purpose of this study was to compare pragmatic language performance of CAI from Asian and Eastern European countries with a nonadopted group of children who were of the same age and from similar socioeconomic backgrounds as well as explore the relationship among emotion identification, false belief understanding, and inhibition variables with pragmatic language performance. Method Using a quasi-experimental design, 35 four-year-old CAI (20 Asian, 15 Eastern European) and 33 children who were not adopted were included in this study. The children's pragmatic language, general language, and social communication (emotion identification of facial expressions, false belief understanding, inhibition) were measured. Comparisons by region of origin and adoption experience were completed. We conducted split-half correlation analyses and entered significant correlation variables into simple and backward regression models. Results Pragmatic language performance differed by adoption experience. The adopted and nonadopted groups demonstrated different correlation patterns. Language performance explained most of the pragmatic language variance. Discussion Because CAI perform less well than their nonadopted peers on pragmatic communication measures and different variables are related to their pragmatic performance, speech-language pathologists may need to adapt assessment and intervention practices for this population.

Language competence, identity construction and discursive boundary-making: Distancing and alignment in domestic migrant worker narratives

2020 ◽  
Vol 2020 (262) ◽  
pp. 97-122 ◽  
Author(s):  
Hans J. Ladegaard
Keyword(s):  
Identity Construction ◽  
Migrant Workers ◽  
Global Economy ◽  
English Language ◽  
Migrant Worker ◽  
Theoretical Concept ◽  
The Philippines ◽  
Language Competence ◽  
Boundary Making

AbstractMany people in developing countries are faced with a dilemma. If they stay at home, their children are kept in poverty with no prospects of a better future; if they become migrant workers, they will suffer long-term separation from their families. This article focuses on one of the weakest groups in the global economy: domestic migrant workers. It draws on a corpus of more than 400 narratives recorded at a church shelter in Hong Kong and among migrant worker returnees in rural Indonesia and the Philippines. In sharing sessions, migrant women share their experiences of working for abusive employers, and the article analyses how language is used to include and exclude. The women tell how their employers construct them as “incompetent” and “stupid” because they do not speak Chinese. However, faced by repression and marginalisation, the women use their superior English language skills to get back at their employers and momentarily gain the upper hand. Drawing on ideologies of language as the theoretical concept, the article provides a discourse analysis of selected excerpts focusing on language competence and identity construction.

scholarly journals Effects of early institutionalization on emotion processing in 12-year-old youth

2017 ◽  
Vol 29 (5) ◽  
pp. 1749-1761 ◽  
Author(s):  
Johanna Bick ◽  
Rhiannon Luyster ◽  
Nathan A. Fox ◽  
Charles H. Zeanah ◽  
Charles A. Nelson
Keyword(s):  
Emotion Recognition ◽  
Facial Expressions ◽  
Positive Impact ◽  
Developmental Trajectories ◽  
Emotion Processing ◽  
Institutional Care ◽  
Facial Emotion Recognition ◽  
Facial Emotion ◽  
Emotional Facial Expressions ◽  
Fearful Faces

AbstractWe examined facial emotion recognition in 12-year-olds in a longitudinally followed sample of children with and without exposure to early life psychosocial deprivation (institutional care). Half of the institutionally reared children were randomized into foster care homes during the first years of life. Facial emotion recognition was examined in a behavioral task using morphed images. This same task had been administered when children were 8 years old. Neutral facial expressions were morphed with happy, sad, angry, and fearful emotional facial expressions, and children were asked to identify the emotion of each face, which varied in intensity. Consistent with our previous report, we show that some areas of emotion processing, involving the recognition of happy and fearful faces, are affected by early deprivation, whereas other areas, involving the recognition of sad and angry faces, appear to be unaffected. We also show that early intervention can have a lasting positive impact, normalizing developmental trajectories of processing negative emotions (fear) into the late childhood/preadolescent period.

Modern methods of teaching the english language in higher educational institutions in Russia

2021 ◽  
pp. 3-6
Author(s):  
I.N. Gornostaeva ◽  
Keyword(s):  
Small Groups ◽  
Teaching Methods ◽  
English Language ◽  
Educational Process ◽  
Educational Institutions ◽  
Multimedia Presentations ◽  
Interactive Teaching ◽  
Language Competence ◽  
Effective Organization

The article discusses the possibilities of using methods of teaching English in higher education from classical to interactive ones. Special attention is paid to the role of the teacher in the formation of language competence and the effective organization of the learning process. The article proves the importance of introducing into the educational process such interactive teaching methods as work in small groups, preparation of projects and multimedia presentations, training, and brainstorming.

PELATIHAN BAHASA INGGRIS BAGI MAHASISWA AKPARTA SURAKARTA

2021 ◽  
Vol 1 (3) ◽  
pp. 221-225
Author(s):  
Eka Susylowati ◽  
Ika Oktaria ◽  
Arini Hidayah ◽  
Yunita Widiyantari ◽  
Anik Astuti
Keyword(s):  
Research Methods ◽  
Community Service ◽  
English Language ◽  
Language Skills ◽  
Language Competence ◽  
Service Activities ◽  
English Language Skills

This study aims to train English language skills for Akparta students to be proficient in English. The research methods used include presentations, lectures, observations and discussions. The results showed that the level of English mastery of the Surakarta Akparta students had progressed in speaking English. Community service activities carried out at Akparta Surakarta are helpful for students to improve their English language competence so that students can become professional tourism workers

scholarly journals ANALYSIS OF APOLOGIES SPEECH ACT IN JAPANESE AND ENGLISH: CONTRASTIVE PRAGMATICS

2019 ◽  
Vol 7 (5) ◽  
pp. 245-255
Author(s):  
Diana Kartika
Keyword(s):  
Content Analysis ◽  
Social Interactions ◽  
Qualitative Method ◽  
English Language ◽  
Qualitative Data ◽  
Speech Act ◽  
Research Data ◽  
Data Sources ◽  
Social Situations ◽  
Analysis Techniques

Purpose: In everyday life, humans when interacting with others often misunderstands and make apologies. Apologies in Japanese and English have different ways of delivering. Like the expression of apology "sumimasen" in Japanese and "Sorry" in English. This study uses a corpus-based approach to check the variation of apology strategies used in Japanese and English and then analyzed. This study aims to analyze and compare apologies in Japanese and English also study their contextual use.     Methodology: The method used in this study is a qualitative method with content analysis techniques consisting of the form of Japanese and English language apologies. Sources of research data are qualitative data sources from examples of Japanese and Bahasa sentences. Main Findings: it can be concluded that the expression of apology in Japanese and English is very diverse. Judging from the origin he said some phrases of apology in Japanese are more likely to be a misconception or misconduct (sumimasen, gomennasai, shitsureishimashita, mooshiwakearimasen, warui). Apologies in Japanese may vary depending on how severe the mistakes have been made and how well a person relates to the person who is the object of the error. Implications/Applications: The findings of this research can help individuals in communication and social interactions. Also, it provides an overview of apology in different settings and social situations.

scholarly journals Separable convolutional neural networks for facial expressions recognition

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Andry Chowanda
Keyword(s):  
Neural Networks ◽  
Social Interactions ◽  
Facial Expressions ◽  
Convolutional Neural Networks ◽  
The Other ◽  
Computational Power ◽  
Facial Cues ◽  
Emotional Recognition ◽  
Testing Accuracy ◽  
Facial Expressions Recognition

AbstractSocial interactions are important for us, humans, as social creatures. Emotions play an important part in social interactions. They usually express meanings along with the spoken utterances to the interlocutors. Automatic facial expressions recognition is one technique to automatically capture, recognise, and understand emotions from the interlocutor. Many techniques proposed to increase the accuracy of emotions recognition from facial cues. Architecture such as convolutional neural networks demonstrates promising results for emotions recognition. However, most of the current models of convolutional neural networks require an enormous computational power to train and process emotional recognition. This research aims to build compact networks with depthwise separable layers while also maintaining performance. Three datasets and three other similar architectures were used to be compared with the proposed architecture. The results show that the proposed architecture performed the best among the other architectures. It achieved up to 13% better accuracy and 6–71% smaller and more compact than the other architectures. The best testing accuracy achieved by the architecture was 99.4%.

scholarly journals Stages of Developing Future Civil Aviation Pilots’ Vocabulary as an Essential Part of Their Professional Competence

2020 ◽  
pp. 79-86
Author(s):  
Т.А. Стародубцева ◽  
Е.Л. Воронянская
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
General Structure ◽  
Civil Aviation ◽  
Language Performance ◽  
Vocabulary Size ◽  
Language Competence ◽  
Learning Modules ◽  
General Linguistic ◽  
Aviation Pilots

В статье рассматривается этапность развития одного из шести компонентов иноязычной компетентности — словарного запасa. Особое внимание уделяется понятийному содержанию этого термина, его структуре в методическом, общелингвистическом и авиационном контекстах, акцентируется внимание на специфике развития лексических навыков в авиационном вузе. Обосновывается важность словарного запаса в общей структуре иноязычной компетентности будущего пилота. Понятийный анализ термина «словарный запас» позволяет дать ему авторскую формулировку, в полном объеме раскрывающую его специфику применительно к обучающимся авиационного вуза с учетом регистра речи. Этапами в данном исследовании выступают учебные модули, предусмотренные учебным планом и основной образовательной программой вуза. В процессе наблюдения за речевой деятельностью курсантов выявляется частотность ошибок, допускаемых при употреблении слов. В ходе проведения анализа авторы руководствуются требованиями Международной организации гражданской авиации, предъявляемыми к языковой компетенции авиационных специалистов, и определяют объем словаря, необходимого для осуществления эффективной коммуникации. The article deals with the stage-by-stage approach to the development of one of the six components of foreign language competence — vocabulary. Special attention is given to the conceptual content of the term vocabulary, its structural components, related to teaching technique, general linguistic and aviation contexts. The authors emphasize the peculiarities of the development of lexical skills at Aviation Institutes. The paper emphasizes the importance of vocabulary in the general structure of foreign language competence. A conceptual analysis of the term “vocabulary” suggests usage of vocabulary with a focus on its specific features at Civil Aviation Institutes, with regard to the register of speech. In this study, the stages are considered to be the learning modules specified by the syllabus and the principal educational program of the Institute. The process of monitoring the cadets' foreign language performance has revealed the frequency of mistakes made in the use of words. In the course of the analysis, the authors follow the requirements of the ICAO (International Civil Aviation Organization) for the language competence of aviation specialists and estimate the vocabulary size for effective communication.

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