scholarly journals Emotion Recognition from Realistic Dynamic Emotional Expressions Cohere with Established Emotion Recognition Tests: A Proof-of-Concept Validation of the Emotional Accuracy Test

2021 ◽  
Vol 9 (2) ◽  
pp. 25
Author(s):  
Jacob Israelashvili ◽  
Lisanne S. Pauw ◽  
Disa A. Sauter ◽  
Agneta H. Fischer
Keyword(s):  
Individual Differences ◽  
Emotion Recognition ◽  
Emotional Expressions ◽  
Proof Of Concept ◽  
Accuracy Test ◽  
Crucial Feature ◽  
Recognition Ability ◽  
Emotion Recognition Ability ◽  
The Mind ◽  
Concept Validation

Individual differences in understanding other people’s emotions have typically been studied with recognition tests using prototypical emotional expressions. These tests have been criticized for the use of posed, prototypical displays, raising the question of whether such tests tell us anything about the ability to understand spontaneous, non-prototypical emotional expressions. Here, we employ the Emotional Accuracy Test (EAT), which uses natural emotional expressions and defines the recognition as the match between the emotion ratings of a target and a perceiver. In two preregistered studies (Ntotal = 231), we compared the performance on the EAT with two well-established tests of emotion recognition ability: the Geneva Emotion Recognition Test (GERT) and the Reading the Mind in the Eyes Test (RMET). We found significant overlap (r > 0.20) between individuals’ performance in recognizing spontaneous emotions in naturalistic settings (EAT) and posed (or enacted) non-verbal measures of emotion recognition (GERT, RMET), even when controlling for individual differences in verbal IQ. On average, however, participants reported enjoying the EAT more than the other tasks. Thus, the current research provides a proof-of-concept validation of the EAT as a useful measure for testing the understanding of others’ emotions, a crucial feature of emotional intelligence. Further, our findings indicate that emotion recognition tests using prototypical expressions are valid proxies for measuring the understanding of others’ emotions in more realistic everyday contexts.

scholarly journals Investigating individual differences in emotion recognition ability using the ERAM test

2021 ◽  
Vol 220 ◽  
pp. 103422
Author(s):  
Petri Laukka ◽  
Tanja Bänziger ◽  
Alexandra Israelsson ◽  
Diana Sanchez Cortes ◽  
Christina Tornberg ◽  
...  
Keyword(s):  
Individual Differences ◽  
Emotion Recognition ◽  
Recognition Ability ◽  
Emotion Recognition Ability

scholarly journals Attachment Representation and Emotion Recognition Ability in Children with ADHD and Their Parents: A Study Protocol

2021 ◽  
Vol 18 (5) ◽  
pp. 2277
Author(s):  
Ruediger Kissgen ◽  
Sebastian Franke ◽  
Moritz Susewind ◽  
Maya Krischer
Keyword(s):  
Emotion Recognition ◽  
Clinical Sample ◽  
Disorganized Attachment ◽  
Control Group ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Adhd Diagnosis ◽  
Attachment Research ◽  
Recognition Ability ◽  
Emotion Recognition Ability

Background: Few studies in clinical attachment research to date have examined children with an attention-deficit/hyperactivity disorder (ADHD) diagnosis. This is surprising for two reasons: first, there are a number of parallels between the behaviors of children with an insecure and disorganized attachment and the behaviors of children with an ADHD diagnosis. Second, secure attachment has a positive effect on the development of skills in areas in which children with ADHD demonstrate problems (e.g., attention span, impulse control). There are currently no findings on whether or not and how insecure and disorganized attachment and ADHD affect children’s emotion recognition ability. Methods: This is a cross-sectional study, part exploratory and part hypothesis-driven in the context of basic research. A clinical sample of 5- to 10-year-old children with an ADHD diagnosis and their parents is to be compared to a non-clinical unaffected control group. Over a period of 3 years, 80 subjects and their parents are to be recruited in each group for participation in the study. Discussion: This study is the first to examine links between attachment, emotion recognition ability, and ADHD. It is also the first to include not just children with ADHD but also their mothers and fathers in its design. The findings should help reduce the research gap and generate more knowledge for family interventions in the case of ADHD.

scholarly journals Investigating emotion recognition in the first year of life using eye-tracking Methodology

2021 ◽  
Author(s):  
Shira C. Segal
Keyword(s):  
Individual Differences ◽  
Eye Tracking ◽  
Emotion Recognition ◽  
Emotional Expressions ◽  
First Year ◽  
Facial Features ◽  
Fearful Faces ◽  
Facial Expressions Of Emotion ◽  
First Year Of Life ◽  
Key Words Emotion

The ability to recognize facial expressions of emotion is a critical part of human social interaction. Infants improve in this ability across the first year of life, but the mechanisms driving these changes and the origins of individual differences in this ability are largely unknown. This thesis used eye tracking to characterize infant scanning patterns of expressions. In study 1 (n = 40), I replicated the preference for fearful faces, and found that infants either allocated more attention to the eyes or the mouth across both happy and fearful expressions. In study 2 (n = 40), I found that infants differentially scanned the critical facial features of dynamic expressions. In study 3 (n = 38), I found that maternal depressive symptoms and positive and negative affect were related to individual differences in infants’ scanning of emotional expressions. Implications for our understanding of the development of emotion recognition are discussed. Key Words: emotion recognition, infancy eye tracking, socioemotional development

scholarly journals Accuracy in Judging Others’ Personalities: The Role of Emotion Recognition, Emotion Understanding, and Trait Emotional Intelligence

2020 ◽  
Vol 8 (3) ◽  
pp. 34
Author(s):  
Cyril Jaksic ◽  
Katja Schlegel
Keyword(s):  
Emotional Intelligence ◽  
Emotion Recognition ◽  
Emotion Understanding ◽  
Trait Emotional Intelligence ◽  
Judgment Accuracy ◽  
Personality Judgment ◽  
Domain Specific ◽  
Individual Difference Variable ◽  
Recognition Ability ◽  
Emotion Recognition Ability

The ability to accurately judge others’ personality and the ability to accurately recognize others’ emotions are both part of the broader construct of interpersonal accuracy (IPA). However, little research has examined the association between these two IPA domains. Little is also known about the relationship between personality judgment accuracy and other socio-emotional skills and traits. In the present study, 121 participants judged eight traits (Big Five, intelligence, cooperativeness, and empathy) in each of 30 targets who were presented either in a photograph, a muted video, or a video with sound. The videos were 30 second excerpts from negotiations that the targets had engaged in. Participants also completed standard tests of emotion recognition ability, emotion understanding, and trait emotional intelligence. Results showed that personality judgment accuracy, when indexed as trait accuracy and distinctive profile accuracy, positively correlated with emotion recognition ability and was unrelated to emotion understanding and trait emotional intelligence. Female participants were more accurate in judging targets’ personality than men. These results provide support for IPA as a set of correlated domain-specific skills and encourage further research on personality judgment accuracy as a meaningful individual difference variable.

The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work

2016 ◽  
Vol 45 (2) ◽  
pp. 316-335 ◽  
Author(s):  
Izhak Berkovich ◽  
Ori Eyal
Keyword(s):  
Transformational Leadership ◽  
Emotion Recognition ◽  
Primary Schools ◽  
Structural Equation ◽  
Leadership Behaviors ◽  
Empirical Support ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Recognition Ability ◽  
Emotion Recognition Ability

The present study aims to examine whether principals’ emotional intelligence (specifically, their ability to recognize emotions in others) makes them more effective transformational leaders, measured by the reframing of teachers’ emotions. The study uses multisource data from principals and their teachers in 69 randomly sampled primary schools. Principals undertook a performance task to allow assessment of their emotion recognition ability; half the teachers’ sampled ( N = 319) reported on principals’ leadership behaviors and the other half ( N = 320) on teachers’ subjective perceptions of principals as promoting teachers’ reframing of negative emotions into more positive ones. Data were analyzed through multilevel structural equation modeling. Findings indicated a cross-level relationship between principals’ transformational leadership behaviors and teachers’ emotional reframing, as well as a relationship between principals’ emotion recognition ability and their transformational behaviors. Furthermore, the study revealed that principals’ emotion recognition ability has an indirect effect on teachers’ emotional reframing through principals’ transformational leadership behaviors. The results provide empirical support for the claim that transformational leadership promotes emotional transformation. The theoretical and practical implications of the study are discussed.

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