Facial expressions and the ability to recognize emotions from the eyes or mouth: A comparison among old adults, young adults, and children

Guarnera, Maria; Magnano, Paola; Pellerone, Monica; Cascio, Maura Ignazia; Squatrito, Valeria; Buccheri, Stefania Lucia

doi:10.1080/00221325.2018.1509200

Cited by 25 publications

(24 citation statements)

References 47 publications

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“…When the mouth of an image was hidden, the accuracy of expression recognition was significantly impaired for the cartoon faces and perceived emotional intensity was decreased. This is in line with previous studies revealing the necessity of the mouth for the recognition of happy expressions (Nusseck et al, 2008;Calvo and Marrero, 2009;Beaudry et al, 2014;Guarnera et al, 2018).…”

Section: Discussionsupporting

confidence: 93%

“…Moreover, to extend the previous findings, the results show that the participants could perceive the same level of emotional intensity when viewing the mouth alone as they could when viewing the full face and hiding the mouth decreased the perceived emotional intensity of happiness. The unique role of the mouth applied not only to recognition accuracy, identification time, and fixation time, as found in previous studies (Nusseck et al, 2008;Calvo and Marrero, 2009;Beaudry et al, 2014;Guarnera et al, 2018), but also to the emotional information it conveys, suggesting that the perception of happiness could be based specifically on the shape of the mouth when smiling and the muscle movement around it.…”

Section: Sufficiency and Necessity Of Single Featuressupporting

confidence: 67%

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The Influence of Key Facial Features on Recognition of Emotion in Cartoon Faces

et al. 2021

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Cartoon faces are widely used in social media, animation production, and social robots because of their attractive ability to convey different emotional information. Despite their popular applications, the mechanisms of recognizing emotional expressions in cartoon faces are still unclear. Therefore, three experiments were conducted in this study to systematically explore a recognition process for emotional cartoon expressions (happy, sad, and neutral) and to examine the influence of key facial features (mouth, eyes, and eyebrows) on emotion recognition. Across the experiments, three presentation conditions were employed: (1) a full face; (2) individual feature only (with two other features concealed); and (3) one feature concealed with two other features presented. The cartoon face images used in this study were converted from a set of real faces acted by Chinese posers, and the observers were Chinese. The results show that happy cartoon expressions were recognized more accurately than neutral and sad expressions, which was consistent with the happiness recognition advantage revealed in real face studies. Compared with real facial expressions, sad cartoon expressions were perceived as sadder, and happy cartoon expressions were perceived as less happy, regardless of whether full-face or single facial features were viewed. For cartoon faces, the mouth was demonstrated to be a feature that is sufficient and necessary for the recognition of happiness, and the eyebrows were sufficient and necessary for the recognition of sadness. This study helps to clarify the perception mechanism underlying emotion recognition in cartoon faces and sheds some light on directions for future research on intelligent human-computer interactions.

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Section: Discussionsupporting

confidence: 93%

Section: Sufficiency and Necessity Of Single Featuressupporting

confidence: 67%

The Influence of Key Facial Features on Recognition of Emotion in Cartoon Faces

et al. 2021

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“…This causes a change of perspective and study of the teaching-learning processes, from a cognitive model to a constructivist one [69]. In fact, in the past the research trends in educational psychology have been directed to the cognitive activities underlying the actions of the teachers [70]; today, the variables studied in the literature consist of an integrated system of cognitive, affective, social, and behavioral dimensions [71,72].…”

Section: Discussionmentioning

confidence: 99%

Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers

Pellerone

Rapisarda

Trischitta

et al. 2020

IJERPH

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Since the first half of the 1980s, burnout in teachers has been the object of particular attention by many international authors. Teachers are subject, more than other professions, to numerous and heavy pressures, covering the peculiarity of the profession. The objectives of the present research are to measure the predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of elementary school teachers. We carried out a cross-sectional study involving 324 Sicilian female teachers, who worked in three school orders: Kindergarten, primary school, and the first year of middle school. Participants completed a socio-demographic questionnaire, the assessment teaching scale for primary school teachers (ECAD-EP), and the Maslach Burnout Inventory (MBI). In reference to the level of burnout, the correlation analysis underlined the presence of a positive correlation between: Emotional exhaustion and depersonalization; and a negative correlation between exhaustion and depersonalization. Furthermore, a predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of primary school teachers was found.

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“…Most cognitive processes, for example perception, memory and imagery, involve mental representations or mental images (Pellerone et al, 2017; Guarnera et al, 2018). In processes of perception, each stimulus is interpreted and integrated into a mental image; memory and imagery allow for the generation and manipulation of images of objects or scenes without sensory stimuli.…”

Section: Introductionmentioning

confidence: 99%

Mental Images and School Learning: A Longitudinal Study on Children

et al. 2019

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Recent literature have underlined the connections between children’s reading skills and capacity to create and use mental representations or mental images; furthermore data highlighted the involvement of visuospatial abilities both during math learning and during subsequent developmental phases in performing math tasks. The present research adopted a longitudinal design to assess whether the processes of mental imagery in preschoolers (ages 4–5 years) are predictive of mathematics skills, writing and reading, in the early years of primary school (ages 6–7 years). The research lasted for two school years; in the first phase, the general group of participants consisted of 100 children, and although all participants agreed to be part of the research, in the second phase, there was a mortality rate of 30%. In order to measure school learning and mental imagery processes four batteries of tests were used. The mental imagery battery evaluated mental generation, inspection and transformation processes. Data underlined that the different aspects in which mental imagery processes are articulated are differently implied in some skills that constitute school learning. These findings emphasize the potential usefulness of a screening for mental imagery ability for schoolchildren to adopt effective measures to increase their mental imagery abilities.

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Facial expressions and the ability to recognize emotions from the eyes or mouth: A comparison among old adults, young adults, and children

Cited by 25 publications

References 47 publications

The Influence of Key Facial Features on Recognition of Emotion in Cartoon Faces

The Influence of Key Facial Features on Recognition of Emotion in Cartoon Faces

Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers

Mental Images and School Learning: A Longitudinal Study on Children

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