We explored how emotional cues presented in visual and haptic modalities interact. We constructed an affective haptic dataset, and used the emotional visual stimuli from the International Affective Picture System (IAPS). Participants were asked to rate the visual stimuli, haptic stimuli and visualhaptic stimuli. Analysis of the results indicated that the presence of haptic stimulus affects the arousal of the visual stimulus, but does not affect the valence significantly. We further explored this interaction in terms of the intensity, frequency, waveform and rhythm of the haptic stimuli. Finally, we generated a set of guidelines on visual-haptic interaction that could be used to design multimodal affective feedback.
Autism and dyslexia are both developmental disorders of neural origin. As we still do not understand the neural basis of these disorders fully, technology can take two approaches in helping those affected. The first is to compensate externally for a known difficulty and the other is to achieve the same function using a completely different means. To demonstrate the first option, we are developing a system to compensate for the auditory processing difficulties in case of dyslexia and to demonstrate the second option we propose a system for autism where we remove the need for traditional languages and instead use pictures for communication.
Abstract. We designed, developed and evaluated an Augmentative and Alternative Communication (AAC) system, AutVisComm, for children with autism that can run on smart phones and tablets. An iterative design and development process was followed, where the prototypes were developed in close collaboration with the user group, and the usability testing was gradually expanded to larger groups. In the last evaluation stage described here, twenty-four children with autism used AutVisComm to learn to request the desired object. We measured their learning rates and correlated them with their behavior traits (as observed by their teachers) like joint attention, symbolic processing and imitation. We found that their ability for symbolic processing did not correlate with the learning rate, but their ability for joint attention did. This suggests that this system (and this class of AACs) helps to compensate for a lack of symbolic processing, but not for a lack of joint-attention mechanism.
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