FEATURES OF EMOTION RECOGNITION BY STUDENTS FROM RUSSIA AND ASIAN COUNTRIES (Intellectual foundations)

Представлен теоретический анализ основных концепций восприятия выражения лица, раскрыты теории, посвященные особенностям выражения экспрессии, закономерностям восприятия эмоций людьми, специфике интерпретации. Особое внимание уделено кросс-культурным исследованиям, раскрывающим этно-специфические особенности выражения эмоций, «феномен узнаваемости», характер реагирования на определенную экспрессию представителями различных культур, стиль визуального контакта и др. В эмпирической части раскрыты результаты верификации теоретической модели интеллектуальных оснований распознавания эмоций, выявлено общее и особенное в реализации данной модели на двух выборках студентов (России и стран Азии). Общими для выборок являются следующие компоненты модели: социально-личностный аспект структурного компонента, поведенческий аспект содержательного компонента и регуляторная функция. Специфичны для россиян: деятельностный аспект структурного компонента, когнитивный и мотивационный аспекты содержательного компонента; для студентов из стран Азии: метакогнитивный аспект содержательного компонента, динамическая составляющая, функции адаптации и антиципации. Сформулированы практические рекомендации. Presents a theoretical analysis of psychological concepts of facial perception of emotions, reveals theories of emotion expression, laws of emotion perception and features of its interpretation. Special attention is paid to cross-cultural studies that reveal the ethno-specific features of expression, «phenomenon of recognition», the nature of the response to a specific expression of different cultures, styles of eye contact, etc. Empirical part reveals the results of the verification of the theoretical model of the intellectual foundations of emotion recognition, identifies common and particular aspects in the implementation of this model on two samples of students (from Russia and Asia). Both samples have common components: social-personal aspect of the structural component, behavioral aspect of the meaningful component and regulation function. Specific for Russian students are the activity aspect of the structural component, cognitive and motivational aspects of the meaningful component. Specific for students from Asian countries are the metacognitive aspect of the meaningful component, the dynamic component, the functions of adaptation and anticipation. The article also contains practical recommendations.

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Cross-Culture Management

International Journal of Asian Business and Information Management ◽

10.4018/ijabim.2013100101 ◽

2013 ◽

Vol 4 (4) ◽

pp. 1-21 ◽

Cited By ~ 2

Author(s):

Lam D. Nguyen ◽

Kuo-Hao Lee ◽

Bahaudin G. Mujtaba ◽

Alexander Ruijs

Keyword(s):

Practical Application ◽

Cross Culture ◽

Global Business ◽

Stress Perception ◽

Business Context ◽

Two Samples ◽

Multicultural Organizations ◽

Stress Orientations ◽

Different Cultures ◽

Relationship Orientations

Human capital plays an important role and acts as a strategic resource that helps firms achieve strategic competitiveness. In the global business context, understanding the expectations and behaviors of employees in different cultures is paramount for international and multicultural organizations to succeed. This paper examines the task and relationship orientations as well as the work overload stress perception of people in the low-context culture of the Netherlands and in the high-context culture of Vietnam. As a result of the analysis of 396 responses, some significant differences were found between the two samples. It appears that Vietnamese have significantly higher scores on task, relationship and stress orientations than Dutch respondents. While gender is a significant factor in task and relationship orientations, it did not demonstrate any differences in the stress perceptions of these respondents. In this paper, literature on Dutch and Vietnamese cultures is presented along with practical application, suggestions and implications for future studies.

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Emotion Recognition in Different Cultures

Indian Journal of Science and Technology ◽

10.17485/ijst/2016/v9i48/109085 ◽

2016 ◽

Vol 9 (48) ◽

Cited By ~ 1

Author(s):

Natalya Borisovna Karabuschenko ◽

Aleksandr Vasilevich Ivashchenko ◽

Nina Lvovna Sungurova ◽

Ekaterina Mihailovna Hvorova

Keyword(s):

Emotion Recognition ◽

Different Cultures

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Culture shapes preschoolers’ emotion recognition but not emotion comprehension: a cross-cultural study in Germany and Singapore

Journal of Cultural Cognitive Science ◽

10.1007/s41809-021-00093-6 ◽

2022 ◽

Author(s):

Corina Möller ◽

Rebecca Bull ◽

Gisa Aschersleben

Keyword(s):

Emotion Recognition ◽

Emotion Socialization ◽

East Asian ◽

Recognition Task ◽

Emotion Understanding ◽

Cross Cultural ◽

Growing Up ◽

Facial Stimuli ◽

Two Samples ◽

Specific Emotion

AbstractContemporary approaches suggest that emotions are shaped by culture. Children growing up in different cultures experience culture-specific emotion socialization practices. As a result, children growing up in Western societies (e.g., US or UK) rely on explicit, semantic information, whereas children from East Asian cultures (e.g., China or Japan) are more sensitive towards implicit, contextual cues when confronted with others’ emotions. The aim of the present study was to investigate two aspects of preschoolers’ emotion understanding (emotion recognition and emotion comprehension) in a cross-cultural setting. To this end, Singaporean and German preschoolers were tested with an emotion recognition task employing European-American and East Asian child’s faces and the Test of Emotion Comprehension (TEC; Pons et al., 2004). In total, 129 German and Singaporean preschoolers (mean age 5.34 years) participated. Results indicate that preschoolers were able to recognize emotions of child’s faces above chance level. In line with previous findings, Singaporean preschoolers were more accurate in recognizing emotions from facial stimuli compared to German preschoolers. Accordingly, Singaporean preschoolers outperformed German preschoolers in the Recognition component of the TEC. The overall performance in TEC did not differ between the two samples. Findings of this study provide further evidence that emotion understanding is culturally shaped in accordance with culture-specific emotion socialization practices.

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Responsible Innovation: Moving Towards a Culturally Sensitive Approach

Studies in Asian Social Science ◽

10.5430/sass.v6n2p46 ◽

2019 ◽

Vol 6 (2) ◽

pp. 46

Author(s):

Andri D. Setiawan ◽

Rajbeer Singh ◽

Henny Romijn

Keyword(s):

Conceptual Framework ◽

Culturally Sensitive ◽

Cultural Dimensions ◽

Responsible Innovation ◽

Asian Countries ◽

Cultural Aspects ◽

Different Cultures

Responsible Innovation (RI) recently emerged as an approach that addresses issues related to major social andenvironmental risks and uncertainties in complex innovations. At this stage, more inquiry is still needed to make theWestern-rooted RI approach more contextual and to facilitate its applicability in practice, especially in other culturalsettings. To address this issue, we propose a conceptual framework based on Hofstede’s dimensions of nationalculture and core processes of RI. We argue that the cultural dimensions are likely to play distinct roles in influencinghow these RI processes would be interpreted and operationalised in different societies with different cultures,illustrating this with some examples from Asian countries. Ultimately, the paper emphasises the importance ofevolving a broader, more comprehensive and mature approach to RI that takes cultural aspects explicitly intoaccount.

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Personality traits and emotion recognition abilities in two samples of Romanian medical students

European Psychiatry ◽

10.1016/j.eurpsy.2017.01.1240 ◽

2017 ◽

Vol 41 (S1) ◽

pp. S700-S701

Author(s):

A.M. Romosan ◽

L. Dehelean ◽

R.S. Romosan ◽

M.O. Manea

Keyword(s):

Medical Students ◽

Personality Traits ◽

Emotion Recognition ◽

General Medicine ◽

Future Performance ◽

Starting Point ◽

Two Samples ◽

Medical Undergraduates ◽

Neo Five Factor Inventory ◽

Competing Interest

IntroductionPersonality traits and social cognition are important predictors for the future performance, success, adjustment and mental health of medical students.ObjectivesThe purpose of the study was to assess and compare personality traits and emotion recognition abilities of two medical student samples: general medicine (GM) and general nursing (GN) students.MethodsThe study was conducted between 2015–2016 on 173 Romanian medical undergraduates from the Timisoara “Victor Babes” university of medicine and pharmacy: sixth-year GM students (n = 96) and fourth-year GN students (n = 83). Personality traits were evaluated with the 60-item NEO five-factor inventory (NEO-FFI). Emotion recognition abilities were assessed with the revised version of the “reading the mind in the eyes” test.ResultsThe GM sample consisted of 31 (32.3%) males and 65 (67.7%) females, with a mean age of 24.65 years (SD = 1.81). The GN sample was comprised of 13 (15.7%) males and 70 (84.3%) females, with a mean age of 23.84 years (SD = 2.12). Overall, compared with female students, males gave considerably less correct answers in the “eyes test” (P = 0.002) and had lower mean scores in “agreeableness” (P = 0.005). GM students scored significantly higher than GN students in “neuroticism” (P = 0.01), obtained lower mean scores in “agreeableness” (P = 0.015) and had poorer emotion recognition abilities (P = 0.03) than their GN colleagues.ConclusionsGN students appear to be more emotionally stable and with better emotion recognition abilities than GM students. Results of the present study represent a starting point for other studies that may use larger and diverse student samples.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Cross-Cultural Emotion Recognition and In-Group Advantage in Vocal Expression: A Meta-Analysis

Emotion Review ◽

10.1177/1754073919897295 ◽

2020 ◽

pp. 175407391989729

Author(s):

Petri Laukka ◽

Hillary Anger Elfenbein

Keyword(s):

Emotion Recognition ◽

Meta Analysis ◽

Cross Cultural ◽

The Body ◽

Cultural Dimensions ◽

Cultural Groups ◽

Vocal Expression ◽

Speech Prosody ◽

Cultural Conditions ◽

Different Cultures

Most research on cross-cultural emotion recognition has focused on facial expressions. To integrate the body of evidence on vocal expression, we present a meta-analysis of 37 cross-cultural studies of emotion recognition from speech prosody and nonlinguistic vocalizations, including expressers from 26 cultural groups and perceivers from 44 different cultures. Results showed that a wide variety of positive and negative emotions could be recognized with above-chance accuracy in cross-cultural conditions. However, there was also evidence for in-group advantage with higher accuracy in within- versus cross-cultural conditions. The distance between expresser and perceiver culture, measured via Hofstede’s cultural dimensions, was negatively correlated with recognition accuracy and positively correlated with in-group advantage. Results are discussed in relation to the dialect theory of emotion.

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Facial Emotion Recognition: Virtual Reality Program for Facial Emotion Recognition—A Trial Program Targeted at Individuals With Schizophrenia

Rehabilitation Counseling Bulletin ◽

10.1177/0034355219847284 ◽

2019 ◽

Vol 63 (2) ◽

pp. 79-90

Author(s):

Teresa Souto ◽

Hugo Silva ◽

Angela Leite ◽

Alexandre Baptista ◽

Cristina Queirós ◽

...

Keyword(s):

Virtual Reality ◽

Emotion Recognition ◽

Interpersonal Relationships ◽

Social Perception ◽

Reference Group ◽

Ecological Validity ◽

Facial Emotion Recognition ◽

Facial Emotion ◽

Emotional Recognition ◽

Two Samples

People with severe mental illness (SMI), schizophrenia in particular, show considerable functional impairment in emotional recognition and social perception, which negatively affects interpersonal relationships and social functioning. Owing to its ecological validity, virtual reality (VR) has been observed to improve both assessment and training of emotional recognition skills of people with SMI. This article includes two studies: (a) a descriptive study on the Virtual Reality program for Facial Emotion Recognition (VR-FER) and (b) an empirical study that presents the results of the application of the VR-FER’s first module. For the second study, data were collected using two samples: a group of 12 people with schizophrenia and a reference group of 12 people who were mentally healthy. Data analysis comprised descriptive (mean, standard deviation) and inferential statistics (Mann–Whitney U test). Results showed that the first group presented a lower number of correct answers and a higher number of incorrect answers compared with the second group regarding facial emotion recognition (FER), thereby confirming the need to develop strategies to improve emotional recognition and social perception in people with schizophrenia. VR-FER is regarded a strategic training program for FER, using latest technology and following rehabilitation guidelines for SMI.

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Social and Cultural Features of the Development Components of Creativity in Primary School Children (for example, Russian and Tajiks schoolchildren)

Psychological-Educational Studies ◽

10.17759/psyedu.2015070208 ◽

2015 ◽

Vol 7 (2) ◽

pp. 83-96

Author(s):

G,N. Abdurahmonov

Keyword(s):

Primary School ◽

School Children ◽

Primary School Children ◽

School Age ◽

Russian School ◽

Two Samples ◽

And Gender ◽

Primary School Age ◽

Different Cultures ◽

Cultural Features

The problem of the development of the components of creativity in primary school age in different cultures. According to the analysis of psychological and pedagogical literature concludes that the primary school age is asensitive period in the development of creativity. The hypothesis of the study is that the socio-cultural environment influences the development of the components of creativity in primary school children. The article presents the results of a study of the components of creativity in different cultures(for example, Russian and Tajik schoolchildren). Showing differences in the manifestation of the components of creativity in cultural and gender inTajik and Russian school children. According to the results of the study concluded that, in contrast to the Russian school education inTajik schools does not encourage the growth of an important component of creativity-originality. Substantiates the manifestation of socio-cultural features representatives of the two samples on the contents of the drawings.

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The intensity of emotion: Altered motor simulation impairs processing of facial expressions in congenital facial palsy

10.31234/osf.io/fze8c ◽

2020 ◽

Author(s):

Arianna Schiano Lomoriello ◽

Giulio Caperna ◽

Elisa De Stefani ◽

Pier Francesco Ferrari ◽

Paola Sessa

Keyword(s):

Emotion Recognition ◽

Facial Expressions ◽

Recognition Task ◽

Control Group ◽

Emotional Understanding ◽

Moebius Syndrome ◽

Specific Expression ◽

Facial Mimicry ◽

Specific Emotion ◽

Sensorimotor Systems

According to the models of sensorimotor simulation, we recognize others' emotions by subtly mimicking their expressions, which allows us to feel the corresponding emotion via facial feedback. In this contest, facial mimicry, which requires the implicit activation of the motor programs that produce a specific expression, is a crucial phenomenon occurring in emotion recognition, also concerning expression intensity. Consequently, difficulties to produce facial expressions would affect the experience of emotional understanding. In the present investigation, we recruited a sample (N = 11) of patients with Moebius syndrome (MBS), characterized by congenital facial paralysis, and a control group (N = 11) of healthy participants. By leveraging the MBS unique condition, we aimed at investigating the role of facial mimicry and sensorimotor simulation in creating a precise embodied concept of each emotion. The two groups underwent a sensitive facial emotion recognition task, optimally tuned to test sensitivity to emotion intensity and emotion discriminability in terms of their confusability with other emotions. Our study provides evidence of a deficit in recognizing emotions in MBS patients, expressed by a significant decrease in the rating of the intensity of three specific emotion categories, namely sadness, fear and disgust. Moreover, we observed an impairment in detecting these emotions, resulting in a stronger confusability of such emotions with the neutral and the secondary blended emotion. These findings provide support for embodied theories, which hypothesize that sensorimotor systems are involved in the detection and discrimination of emotions.

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