Studying the dynamics of emotional expression using synthesized facial muscle movements.

Wehrle, Thomas; Kaiser, Stephan; Schmidt, Susanne; Scherer, Klaus R.

doi:10.1037/0022-3514.78.1.105

Cited by 257 publications

(238 citation statements)

References 36 publications

(64 reference statements)

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“…Respondents were exposed to 5-s moving pictures showing a male model producing dynamic angry or happy facial expressions. We used dynamic presentations because moving images of facial expressions may constitute a stronger eliciting stimulus than static displays (Wehrle et al, 2000). Facial EMG activity in the zygomaticus major and corrugator supercilii muscle regions was assessed during exposure to the facial stimuli.…”

Section: Introductionmentioning

confidence: 99%

Facial EMG responses to dynamic emotional facial expressions in boys with disruptive behavior disorders

Wied

Boxtel

Zaalberg

et al. 2006

Journal of Psychiatric Research

109

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Based on the assumption that facial mimicry is a key factor in emotional empathy, and clinical observations that children with disruptive behavior disorders (DBD) are weak empathizers, the present study explored whether DBD boys are less facially responsive to facial expressions of emotions than normal controls. Facial electromyographic (EMG) activity in the zygomaticus major and corrugator supercilii muscle regions, and heart rate activity were studied in 22 clinically referred 8-12-year-old DBD boys and 22 age-matched normal controls during exposure to dynamic happy and angry expressions. Dispositional emotional empathy was assessed by a self-report questionnaire for children. The happy and angry facial expressions evoked distinct facial EMG response patterns, with increased zygomaticus muscle activity to happy expressions and increased corrugator muscle activity to angry expressions. The corrugator (but not the zygomaticus) muscle response pattern was less pronounced for DBD boys than the normal controls. Attending to the emotional expressions was associated with equivalent cardiac deceleration in both groups, reflecting a similar orienting/attention response. Lower empathy scores were obtained for DBD boys than for normal controls. In conclusion, facial mimicry responses to angry facial expressions were subnormal in DBD boys, which may be a sign of a deficient early component in the process of emotional empathy, and thus play a role in impaired empathic responding.

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Section: Introductionmentioning

confidence: 99%

Facial EMG responses to dynamic emotional facial expressions in boys with disruptive behavior disorders

Wied

Boxtel

Zaalberg

et al. 2006

Journal of Psychiatric Research

109

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“…Motion of emotional expressions, in addition to shape information, presents a rich display of emotional state. In fact, Wehrle, Kaiser, Schmidt, and Scherer [35] provide evidence that the addition of dynamic information improves emotional processing. However, we expected that emotion recognition skills of dynamic distress signals would be impaired for youth high in CU traits even with the added motion information.…”

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confidence: 99%

Recognition of Pain as Another Deficit in Young Males with High Callous-Unemotional Traits

Wolf

Centifanti

2013

Child Psychiatry Hum Dev

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The nal publication is available at Springer via http://dx.doi.org/10.1007/s10578-013-0412-8. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Method ParticipantsBoys attending alternative short stay schools in Lancashire were recruited for participation in this study. Such alternative schooling was provided for youth who were permanently or temporarily expelled from their main stream school because of continuous disruptive behaviour. Three schools were contacted about this study for purpose of recruitment and all three agreed to take part. Head teachers of all three short stay schools gave their consent in loco parentis as target age range of youth was 11 to 16 years of age. In addition, and because most participants were still under the age of 16, information on the study was sent to the parents who then had a period of two weeks when they could opt out of the study. None of the parents objected, so each boy within the age range was approached individually by school staff to ask for their assent. In total, 52 boys were asked to participate across the three schools and 50 boys (98%) between the age of 11 to 16 (mean age=14.3; SD=1.2) agreed to participate. . In all samples, a similar factor-structure emerged with three factors (e.g., Uncaring, Callousness, Unemotional) loading on a higher-order CU dimension. Importantly, the total scores proved to be internally consistent in these samples (coefficient alpha .77 to .89) and they were related to antisocial behaviour, aggression, delinquency, various personality dimensions, and psychophysiological measures of emotional reactivity in ways consistent with past research on CU traits. The items were summed, excluding items 2 and 10. Total scores on the ICU could range between 0 and 66 with higher scores reflecting greater levels of CU traits. Self-report of Violent Delinquency. Participants reported on their violentdelinquency using eight items from the Self-Report of Delinquency Scale (SRD) [42].Participants were required to answer 'yes' (1) or 'no' (0) on whether they have engaged in violent behaviour against others (teachers, students or others) in the past (e.g. "Have you ever hit (or threatened to hit) a teacher or other adult at school?"). Specifically, items also asked about whether they were violent with the intent to harming others (e.g., " Have you ever attacked someone with the idea of seriously hurting or killing him or her?") or obtaining things (e.g., "Have you ever used force (strong-arm method) to get money or things from other students?")...

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“…Research has shown that humans are quite adept at identifying emotions in static line drawings [Wehrle, Kaiser, Schmidt, & Scherer 2000] and remarkably proficient at gleaning critical information from even the most impoverished dynamic displays [Barclay, Cutting, & Kozlowski 1978]. Thus, even a low fidelity simulation can result in positive training benefits, provided that the critical cues are present and the key behaviors are exercised.…”

Section: Introductionmentioning

confidence: 99%

Nonverbal indicators of malicious intent: affective components for interrogative virtual reality training

McKenzie¹,

Scerbo²,

Catanzaro³

et al. 2003

International Journal of Human-Computer Studies

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SummaryModels of affective behavior are critical for the development of training systems that are designed to exercise social interactions. Potential applications include various security-oriented operations such as police interrogation, airport security, border crossings, and military peacekeeping. Aside from speech, humans also communicate through vocalizations and inflections as well as with body language. Such nonverbal communication can convey affect such as anger or nervousness that is important in identifying deception. In this research, a trainee is asked to perform check point duty and question drivers of vehicles about their identity and reasons for entering a secured area. Most of the encounters are routine and innocuous, but occasionally a scenario unfolds that requires additional interrogation and rapid decision-making the part of the trainee. These special scenarios require the individual to draw upon his/her knowledge of social interactions in order to make the proper decisions and act appropriately. Virtual environments that address this form of training are few. Accordingly, the present paper describes an ongoing program of research designed to generate affective states for intelligent agents, create affective component behaviors to convey cues for anger, nervousness, and deception, and provide a complex interrogative training environment to exercise judgment-based decision-making.

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Studying the dynamics of emotional expression using synthesized facial muscle movements.

Cited by 257 publications

References 36 publications

Facial EMG responses to dynamic emotional facial expressions in boys with disruptive behavior disorders

Facial EMG responses to dynamic emotional facial expressions in boys with disruptive behavior disorders

Recognition of Pain as Another Deficit in Young Males with High Callous-Unemotional Traits

Nonverbal indicators of malicious intent: affective components for interrogative virtual reality training

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