scholarly journals Affective State Assistant for Helping Users with Cognition Disabilities Using Neural Networks

Electronics ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. 1843
Author(s):  
Luis Muñoz-Saavedra ◽  
Francisco Luna-Perejón ◽  
Javier Civit-Masot ◽  
Lourdes Miró-Amarante ◽  
Anton Civit ◽  
...  
Keyword(s):  
Affective State ◽  
Cognitive Disorders ◽  
Extraction Process ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Communication Process ◽  
Discrete Wavelet ◽  
Affective States ◽  
Physiological Signal ◽  
Additional Information

Non-verbal communication is essential in the communication process. This means that its lack can cause misinterpretations of the message that the sender tries to transmit to the receiver. With the rise of video calls, it seems that this problem has been partially solved. However, people with cognitive disorders such as those with some kind of Autism Spectrum Disorder (ASD) are unable to interpret non-verbal communication neither live nor by video call. This work analyzes the relationship between some physiological measures (EEG, ECG, and GSR) and the affective state of the user. To do that, some public datasets are evaluated and used for a multiple Deep Learning (DL) system. Each physiological signal is pre-processed using a feature extraction process after a frequency study with the Discrete Wavelet Transform (DWT), and those coefficients are used as inputs for a single DL classifier focused on that signal. These multiple classifiers (one for each signal) are evaluated independently and their outputs are combined in order to optimize the results and obtain additional information about the most reliable signals for classifying the affective states into three levels: low, middle, and high. The full system is carefully detailed and tested, obtaining promising results (more than 95% accuracy) that demonstrate its viability.

scholarly journals The Interpretation of E-Motions in Faces and Bodies Derived from Static Artworks by Individuals with High Functioning Autistic Spectrum

Vision ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 17
Author(s):  
Maria Elisa Della-Torre ◽  
Daniele Zavagno ◽  
Rossana Actis-Grosso
Keyword(s):  
Positive Emotions ◽  
Emotional Experience ◽  
Affective State ◽  
Likert Scale ◽  
Autism Spectrum ◽  
Emotional Expressions ◽  
Affective States ◽  
Dynamic Component ◽  
Specific Emotion ◽  
Similar Range

E-motions are defined as those affective states the expressions of which—conveyed either by static faces or body posture—embody a dynamic component and, consequently, convey a higher sense of dynamicity than other emotional expressions. An experiment is presented, aimed at testing whether e-motions are perceived as such also by individuals with autism spectrum disorders (ASDs), which have been associated with impairments in emotion recognition and in motion perception. To this aim we replicate with ASD individuals a study, originally conducted with typically developed individuals (TDs), in which we showed to both ASD and TD participants 14 bodiless heads and 14 headless bodies taken from eleven static artworks and four drawings. The Experiment was divided into two sessions. In Session 1 participants were asked to freely associate each stimulus to an emotion or an affective state (Task 1, option A); if they were unable to find a specific emotion, the experimenter showed them a list of eight possible emotions (words) and asked them to choose one from such list, that best described the affective state portrayed in the image (Task 1, option B). After their choice, they were asked to rate the intensity of the perceived emotion on a seven point Likert scale (Task 2). In Session 2 participants were requested to evaluate the degree of dynamicity conveyed by each stimulus on a 7 point Likert scale. Results showed that ASDs and TDs shared a similar range of verbal expressions defining emotions; however, ASDs (i) showed an impairment in the ability to spontaneously assign an emotion to a headless body, and (ii) they more frequently used terms denoting negative emotions (for both faces and bodies) as compared to neutral emotions, which in turn were more frequently used by TDs. No difference emerged between the two groups for positive emotions, with happiness being the emotion better recognized in both faces and in bodies. Although overall there are no significant differences between the two groups with respect to the emotions assigned to the images and the degree of perceived dynamicity, the interaction Artwork x Group showed that for some images ASDs assigned a different value than TDs to perceived dynamicity. Moreover, two images were interpreted by ASDs as conveying completely different emotions than those perceived by TDs. Results are discussed in light of the ability of ASDs to resolve ambiguity, and of possible different cognitive styles characterizing the aesthetical/emotional experience.

A System to Measure Physiological Response During Social Interaction in VR for Children With ASD

2019 ◽  
pp. 1-33
Author(s):  
Karla Conn Welch ◽  
Uttama Lahiri ◽  
Zachary E. Warren ◽  
Nilanjan Sarkar
Keyword(s):  
Social Interaction ◽  
Social Communication ◽  
Physiological Response ◽  
Affective Response ◽  
Autism Spectrum ◽  
Matched Pair ◽  
Signal Acquisition ◽  
Affective States ◽  
Physiological Signal ◽  
Physiological Sensing

This chapter presents work aimed at investigating interactions between virtual reality (VR) and children with autism spectrum disorder (ASD) using physiological sensing of affective cues. The research objectives are two-fold: 1) develop VR-based social communication tasks and integrate them into the physiological signal acquisition module to enable the capture of one's physiological responses in a time-synchronized manner during participation in the task and 2) conduct a pilot usability study to evaluate a VR-based social interaction system that induces an affective response in ASD and typically developing (TD) individuals by using a physiology-based approach. Physiological results suggest there is a different physiological response in the body in relation to the reported level of the affective states. The preliminary results from a matched pair of participants could provide valuable information about specific affect-eliciting aspects of social communication, and this feedback could drive individualized interventions that scaffold skills and improve social wellbeing.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

Heart Rate Variability, Homeostasis, and Brain Function

2012 ◽  
Vol 26 (4) ◽  
pp. 178-203 ◽  
Author(s):  
Francesco Riganello ◽  
Sergio Garbarino ◽  
Walter G. Sannita
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Vegetative State ◽  
Communication Disorders ◽  
Affective States ◽  
Experimental Conditions ◽  
Cardiovascular Research ◽  
Sensory Stimuli ◽  
Additional Information ◽  
Brain Injured

Measures of heart rate variability (HRV) are major indices of the sympathovagal balance in cardiovascular research. These measures are thought to reflect complex patterns of brain activation as well and HRV is now emerging as a descriptor thought to provide information on the nervous system organization of homeostatic responses in accordance with the situational requirements. Current models of integration equate HRV to the affective states as parallel outputs of the central autonomic network, with HRV reflecting its organization of affective, physiological, “cognitive,” and behavioral elements into a homeostatic response. Clinical application is in the study of patients with psychiatric disorders, traumatic brain injury, impaired emotion-specific processing, personality, and communication disorders. HRV responses to highly emotional sensory inputs have been identified in subjects in vegetative state and in healthy or brain injured subjects processing complex sensory stimuli. In this respect, HRV measurements can provide additional information on the brain functional setup in the severely brain damaged and would provide researchers with a suitable approach in the absence of conscious behavior or whenever complex experimental conditions and data collection are impracticable, as it is the case, for example, in intensive care units.

PROSES KOMUNIKASI INTERPERSONAL ORANG TUA DENGAN ANAK AUTIS DALAM MEMBENTUK KEMANDIRIAN ANAK

Jurnal Common ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Tina Rakhmatin ◽  
Dian Amilia
Keyword(s):  
Interpersonal Communication ◽  
Nonverbal Communication ◽  
Children With Autism ◽  
Verbal Communication ◽  
Communication Process ◽  
Image Method ◽  
Autistic Children ◽  
Normal Children ◽  
Inhibiting Factors ◽  
Parents And Children

Penelitian ini bertujuan untuk mengetahui proses komunikasi interpersonal orang tua kepada anak autis di Kota Bandung. Untuk menjawab dari tujuan penelitian tersebut, peneliti menetapkan sub fokus pada Komunikasi verbal, komunikasi nonverbal, dan faktor penghambat. Penelitian ini menggunakan metode kualitatif dengan studi deskriptif dimana informan yang terlibat dalam penelitian ini berjumlah lima orang yang terdiri dari empat informan kunci sebagai orang tua dan satu informan pendukung psikolog anak sebagai informan pendukung. Hasil penelitian ini menunjukkan bahwa proses komunikasi interpersonal yang dilakukan antara orang tua dengan anak autis tidak seperti melakukan komunikasi dengan anak normal dan sulit untuk melakukan komunikasi agar dapat dipahami oleh anak autis. Komunikasi verbal yang dilakukan dengan autis harus jelas, tegas, singkat dan juga dengan menggunakan metode gambar, serta adanya kata-kata perintah yang diberikan demi kemandirian anak autis. Komunikasi nonverbal dilakukan dengan gerakan-gerakan ketika orang tua memberikan larangan kepada anak dengan menggunakan gerakan jari telunjuk yang mengacung kemudian digoyangkan, mereka akan segera berhenti melakukan hal tersebut dan memahami bahwa hal tersebut dilarang. Faktor penghambat dalam berkomunikasi dengan anak autis yaitu sulitnya melakukan kontak mata, kurangnya respon yang diberikan, kesulitan berbicara yang dialami anak autis, serta gangguan pada bidang sensori. --------------------------------------------------------------------------------- This study aims to determine the parent's interpersonal communication process to autistic children in the city of Bandung. To answer the purpose of the study, the researcher established a sub focus on verbal communication, nonverbal communication, and inhibiting factors. This study uses qualitative methods with descriptive studies where the informants involved in this study amounted to five people consisting of four key informants as parents and one informant supporting child psychologists as supporting informants. The results of this study indicate that the process of interpersonal communication carried out between parents and children with autism is not like communicating with normal children and is difficult to communicate so that it can be understood by children with autism. Verbal communication done with autism must be clear, firm, concise and also by using the image method, as well as the words of the commands given for the independence of autistic children. Nonverbal communication is carried out with movements when parents give a prohibition to children by using the movement of the index finger that is raised and then shaken, they will immediately stop doing that and understand that it is prohibited. Inhibiting factors in communicating with children with autism are difficulty in making eye contact, lack of response given, speech difficulties experienced by autistic children, and disturbances in the sensory field.

scholarly journals Towards estimating affective states in Virtual Reality based on behavioral data

2021 ◽  
Author(s):  
Valentin Holzwarth ◽  
Johannes Schneider ◽  
Joshua Handali ◽  
Joy Gisler ◽  
Christian Hirt ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Adaptive Systems ◽  
User Study ◽  
Affective State ◽  
Head Movements ◽  
Affective States ◽  
Physical Demand ◽  
Perceived Performance ◽  
Sequential Administration ◽  
Better Than

AbstractInferring users’ perceptions of Virtual Environments (VEs) is essential for Virtual Reality (VR) research. Traditionally, this is achieved through assessing users’ affective states before and after being exposed to a VE, based on standardized, self-assessment questionnaires. The main disadvantage of questionnaires is their sequential administration, i.e., a user’s affective state is measured asynchronously to its generation within the VE. A synchronous measurement of users’ affective states would be highly favorable, e.g., in the context of adaptive systems. Drawing from nonverbal behavior research, we argue that behavioral measures could be a powerful approach to assess users’ affective states in VR. In this paper, we contribute by providing methods and measures evaluated in a user study involving 42 participants to assess a users’ affective states by measuring head movements during VR exposure. We show that head yaw significantly correlates with presence, mental and physical demand, perceived performance, and system usability. We also exploit the identified relationships for two practical tasks that are based on head yaw: (1) predicting a user’s affective state, and (2) detecting manipulated questionnaire answers, i.e., answers that are possibly non-truthful. We found that affective states can be predicted significantly better than a naive estimate for mental demand, physical demand, perceived performance, and usability. Further, manipulated or non-truthful answers can also be estimated significantly better than by a naive approach. These findings mark an initial step in the development of novel methods to assess user perception of VEs.

scholarly journals Effects of Classroom Activities on Affective State—A Comparison of Third and Fifth Graders

2016 ◽  
Vol 6 (2) ◽  
pp. 1 ◽  
Author(s):  
Michael Fartoukh ◽  
Lucile Chanquoy
Keyword(s):  
Academic Performance ◽  
Educational Psychology ◽  
Grade Level ◽  
Fifth Graders ◽  
Affective State ◽  
Third Graders ◽  
Cognitive Resources ◽  
Affective States ◽  
Classroom Activities ◽  
School Day

<p>We analysed the influence of classroom activities on children’s affective states. Children perform many different activities in the course of an ordinary school day, some of which may trigger changes in their affective state and thus in the availability of their cognitive resources and their degree of motivation. To observe the effects of two such activities (listening to a text and performing a dictation) on affective state, according to grade, we asked 39 third graders and 40 fifth graders to specify their affective state at several points in the day. Results showed that this state varied from one activity to another, and was also dependent on grade level. Third graders differed from fifth graders in the feelings elicited by the activities. The possible implications of these findings for the field of educational psychology and children’s academic performance are discussed.</p>

scholarly journals Effective communication in the nurse-patient relationship in the light of Transcultural Interprofessional Practice model

Rev Rene ◽  
2021 ◽  
Vol 22 ◽  
pp. e61443
Author(s):  
Josefa Fernanda Evangelista de Lacerda ◽  
Paula Suene Pereira dos Santos ◽  
Evanira Rodrigues Maia ◽  
Dayanne Rakelly de Oliveira ◽  
Maria Corina Amaral Viana ◽  
...  
Keyword(s):  
Contact Time ◽  
English Language ◽  
Web Of Science ◽  
Effective Communication ◽  
Verbal Communication ◽  
Communication Process ◽  
Patient Relationship ◽  
Interprofessional Practice ◽  
Practice Model ◽  
Time Availability

Objective: to analyze the use of elements of effective nurse-patient communication in the light of the Transcultural Interprofessional Practice model. Methods: an integrative literature review was carried out in the CINAHL, LILACS, MEDLINE, SCOPUS, and Web of Science databases, without a time limit. Results: 12 studies were analyzed, most of them published in the English language, in 2017. Two categories were elaborated: effective verbal and non-verbal communication between nurses and patients. The elements of effective verbal communication were presented as speech and language; non-verbal ones presented as signals, distance, eye contact, time, touch, listening, empathy, and patience. Technology-assisted communication was part of both. Less frequently, the verbal communication process was hindered by language and non-verbal communication due to a lack of time availability. Conclusion: effective communication favors the establishment of trust, interaction, and the nurse-patient relationship.

scholarly journals Komunikasi Terapeutik Korban Penyalahgunaan Narkoba melalui Tarekat

2017 ◽  
Vol 11 (1) ◽  
pp. 195-218
Author(s):  
Dadang Muliawan
Keyword(s):  
Drug Abuse ◽  
Child Development ◽  
Therapeutic Strategy ◽  
Healing Process ◽  
Verbal Communication ◽  
Communication Process ◽  
Development Communication ◽  
Methods And Techniques ◽  
Therapeutic Processes

The study aims to describe therapeutic processes, strategies, methods and techniques of drug abuse victims. The method used is case study. The research explains, the process of rehabilitation conducted Inabah II Putri at various stages of rehabilitation, found steps in the healing process, namely the existence of communication process between the coaches with child development, communication is therapeutic. Strategy is done by coaching to the child of bina through interaction verbal communication and nonverbal therapeutic, by giving teachings of Tariqat Qodiriyyah Naqsabandiyyah, that is; Talqin dhikr, bath repentance, prayer, dhikr and khataman. Coaching is done to help reduce the burden of thoughts and their feelings so slowly but surely the child can be recovered, have the awareness to always be on the path that is pleasing Allah SWT.Penelitian bertujuan mendeskribsikan proses, strategi, metode dan teknik komunikasi terapeutik terhadap korban penyalahgunaan narkoba. Metode yang digunakan adalah studi kasus. Penelitian menjelaskan, proses rehabilitasi dilakukan Inabah II Putri pada berbagai tahapan rehabilitasi, ditemukan langkah-langkah dalam proses penyembuhan, yaitu adanya proses komunikasi antara para pembina dengan anak bina, komunikasi tersebut bersifat terapeutik. Strategi dilakukan dengan pembinaan kepada anak bina melalui interaksi komunikasi verbal dan nonverbal terapeutik, dengan memberikan ajaran Thariqat Qodiriyyah Naqsabandiyyah, yaitu; talqin dzikir, mandi taubat, sholat, dzikir dan khataman. Pembinaan dilakukan untuk membantu mengurangi beban fikiran dan perasaan mereka sehingga pelahan-lahan tapi pasti anak bina bisa pulih, mempunyai kesadaran untuk senantiasa berada di jalan yang diridhai Allah SWT.

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