More Like this

1. Emotion depends on context, culture, and their interaction: Evidence from effective connectivity.

   https://doi.org/https://doi.org/10.1093/scan/nsab092  

   Pugh, Z.H.; Choo, S; Leshin, J.; Lindquist, K.A; Nam, C.S. (July 2021, Social cognitive and affective neuroscience)

   null (Ed.)

   Situated models of emotion hypothesize that emotions are optimized for the context at hand, but most neuroimaging approaches ignore context. For the first time, we applied Granger causality (GC) analysis to determine how an emotion is affected by a person’s cultural background and situation. Electroencephalographic recordings were obtained from mainland Chinese (CHN) and US participants as they viewed and rated fearful and neutral images displaying either social or non-social contexts. Independent component analysis and GC analysis were applied to determine the epoch of peak effect for each condition and to identify sources and sinks among brain regions of interest. We found that source–sink couplings differed across culture, situation and culture × situation. Mainland CHN participants alone showed preference for an early-onset source–sink pairing with the supramarginal gyrus as a causal source, suggesting that, relative to US participants, CHN participants more strongly prioritized a scene’s social aspects in their response to fearful scenes. Our findings suggest that the neural representation of fear indeed varies according to both culture and situation and their interaction in ways that are consistent with norms instilled by cultural background. 

   more » « less
2. Love on the developing brain: Maternal sensitivity and infants’ neural responses to emotion in the dorsolateral prefrontal cortex

   https://doi.org/10.1111/desc.13497  

   Stern, Jessica_A; Kelsey, Caroline_M; Yancey, Heath; Grossmann, Tobias (March 2024, Developmental Science)

   Abstract Infancy is a sensitive period of development, during which experiences of parental care are particularly important for shaping the developing brain. In a longitudinal study ofN = 95 mothers and infants, we examined links between caregiving behavior (maternal sensitivity observed during a mother–infant free‐play) and infants’ neural response to emotion (happy, angry, and fearful faces) at 5 and 7 months of age. Neural activity was assessed using functional Near‐Infrared Spectroscopy (fNIRS) in the dorsolateral prefrontal cortex (dlPFC), a region involved in cognitive control and emotion regulation. Maternal sensitivity was positively correlated with infants’ neural responses tohappyfaces in the bilateral dlPFC and was associated with relative increases in such responses from 5 to 7 months. Multilevel analyses revealed caregiving‐related individual differences in infants’ neural responses to happy compared to fearful faces in the bilateral dlPFC, as well as other brain regions. We suggest that variability in dlPFC responses to emotion in the developing brain may be one correlate of early experiences of caregiving, with implications for social‐emotional functioning and self‐regulation. Research HighlightsInfancy is a sensitive period of brain development, during which experiences with caregivers are especially important.This study examined links between sensitive maternal care and infants’ neural responses to emotion at 5–7 months of age, using functional near‐infrared spectroscopy (fNIRS).Experiences of sensitive care were associated with infants’ neural responses to emotion—particularly happy faces—in the dorsolateral prefrontal cortex. 

   more » « less
3. A Comparative Study of Four 3D Facial Animation Methods: Skeleton, Blendshape, Audio-Driven, and Vision-Based Capture

   Wei, M. (April 2023, Brooks, A.L. (eds) ArtsIT, Interactivity and Game Creation. ArtsIT 2022. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 479)

   In this paper, the authors explore different approaches to animating 3D facial emotions, some of which use manual keyframe animation and some of which use machine learning. To compare approaches the authors conducted an experiment consisting of side-by-side comparisons of animation clips generated by skeleton, blendshape, audio-driven, and vision-based capture facial animation techniques. Ninety-five participants viewed twenty face animation clips of characters expressing five distinct emotions (anger, sadness, happiness, fear, neutral), which were created using the four different facial animation techniques. After viewing each clip, the participants were asked to identify the emotions that the characters appeared to be conveying and rate their naturalness. Findings showed that the naturalness ratings of the happy emotion produced by the four methods tended to be consistent, whereas the naturalness ratings of the fear emotion created with skeletal animation were significantly higher than the other methods. Recognition of sad and neutral emotions were very low for all methods as compared to the other emotions. Overall, the skeleton approach had significantly higher ratings for naturalness and higher recognition rate than the other methods. 

   more » « less
4. Animated Agents’ Facial Emotions: Does the Agent Design Make a Difference?

   https://doi.org/https://doi.org/10.1007/978-3-030-25965-5_2  

   Adamo, N.; Dib, H.N.; Villani, N.J. (January 2019, In: De Paolis L., Bourdot P. (eds) Augmented Reality, Virtual Reality, and Computer Graphics. AVR 2019. Lecture Notes in Computer Science, vol 11613. Springer, Cham)

   The paper reports ongoing research toward the design of multimodal affective pedagogical agents that are effective for different types of learners and applications. In particular, the work reported in the paper investigated the extent to which the type of character design (realistic versus stylized) affects students’ perception of an animated agent’s facial emotions, and whether the effects are moderated by learner characteristics (e.g. gender). Eighty-two participants viewed 10 animation clips featuring a stylized character exhibiting 5 different emotions, e.g. happiness, sadness, fear, surprise and anger (2 clips per emotion), and 10 clips featuring a realistic character portraying the same emotional states. The participants were asked to name the emotions and rate their sincerity, intensity, and typicality. The results indicated that for recognition, participants were slightly more likely to recognize the emotions displayed by the stylized agent, although the difference was not statistically significant. The stylized agent was on average rated significantly higher for facial emotion intensity, whereas the differences in ratings for typicality and sincerity across all emotions were not statistically significant. A significant difference in ratings was shown in regard to sadness (within typicality), happiness (within sincerity), fear, anger, sadness and happiness (within intensity) with the stylized agent rated higher. Gender was not a significant correlate across all emotions or for individual emotions. 

   more » « less
5. Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites

   https://doi.org/10.3389/fpsyg.2021.503237  

   McGuire, Luke; Monzavi, Tina; Hoffman, Adam J.; Law, Fidelia; Irvin, Matthew J.; Winterbottom, Mark; Hartstone-Rose, Adam; Rutland, Adam; Burns, Karen P.; Butler, Laurence; et al (March 2021, Frontiers in Psychology)

   Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants ( n = 364; early childhood, n = 151, M age = 6.73; late childhood, n = 136, M age = 10.01; adolescence, n = 59, M age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners. 

   more » « less