Attachment Styles and Traumatic Responses: Exploring the Impact of Parental Interaction on Child Development and Coping Mechanisms

This article explores the intricate relationship between attachment styles formed during early childhood and the subsequent responses to traumatic events, particularly the death of a parent. Drawing on the theoretical framework of attachment theory and incorporating contemporary research, the paper discusses how parental interactions shape the neural circuitry of infants and children, influencing their ability to form secure or insecure attachments. These attachment styles, in turn, play a critical role in determining the child’s coping mechanisms when faced with trauma. This paper focuses on trying to understand how attachment theory is connected to the reaction to trauma with a highlight on the four major styles of attachments which are secure, anxious, avoidant, and disorganized to mention but a few, and how they influence stress and adversity in children. Attachment theory holds that human beings’ ability to form affectional bonds in infancy determines their patterns of relatedness across the life cycle. The type of attachment that is secure usually supports healthy adaptation and good coping mechanisms regardless of the trauma in the childhood of the child. While secure attachment mostly facilitates favorable trauma-related outcomes, anxious or avoidant attachment can exacerbate or alter the responses. The caregiving system that is avoidant attachment has implications of autonomous self-functioning which has features of suppression of the emotional response and poor search for emotional support during stress. From the principles of developmental psychology and trauma theory, the paper also focuses on the major significance of the child’s early caregivers’ interactions that define the resilience and vulnerability factor. This knowledge is therefore critical in designing specific interventions based on the improvement of coping behaviors and emotional regulatory systems of children who have been exposed to trauma. Finally, we have the synthesis of new knowledge about the role of secure attachment relationships as its fundamental element in shaping adaptive traumatization and psychological development. The article also delves into the physiological processes involved in emotional regulation and the role of cortisol in disrupting attachment. Finally, the implications of these findings for therapeutic interventions and the challenges of addressing prolonged grief and traumatic responses in clinical settings are considered.

A Facial Expression Emotion Recognition Based Human-robot Interaction System

A facial expression emotion recognition based human-robot interaction(FEER-HRI) system is proposed, for which a four-layer system framework is designed. The FEERHRI system enables the robots not only to recognize human emotions, but also to generate facial expression for adapting to human emotions. A facial emotion recognition method based on2D-Gabor, uniform local binary pattern(LBP) operator, and multiclass extreme learning machine(ELM) classifier is presented,which is applied to real-time facial expression recognition for robots. Facial expressions of robots are represented by simple cartoon symbols and displayed by a LED screen equipped in the robots, which can be easily understood by human. Four scenarios,i.e., guiding, entertainment, home service and scene simulation are performed in the human-robot interaction experiment, in which smooth communication is realized by facial expression recognition of humans and facial expression generation of robots within 2 seconds. As a few prospective applications, the FEERHRI system can be applied in home service, smart home, safe driving, and so on.

Implications of The Gift of the Magi for Moral Education of Teenagers From the Perspective of Interaction Ritual Chains

Adolescence is a pivotal moment in shaping one’s character and holds great implications for one’s values and personal growth.The Gift of the Magi by O.Henry portrays how an ordinary young couple in difficult financial circumstances managed to show their love for each other,eulogizing truth,goodness,and beauty in humanity.We conducted a thorough examination of the significance of moral values conveyed in The Gift of the Magi for teenager education using the“situation-emotion-symbol”model that is based on Randall Collins’theory of interaction ritual chains in order to establish an interaction ritual chain model for moral education of teenagers.Our study reveals that situated cognition is useful in constructing the focus of attention for the moral education of teenagers;that shared emotion is the driving force for achieving moral education of teenagers;and that symbolic connections help teenagers put the virtues they’ve learned from The Gift of the Magi into action and provides effective measures that can significantly contribute to the cultivation and implementation of moral education among teenagers.

Impress of intergenerational emotional support on the depression in non-cohabiting parents

BACKGROUND Mental health is one of the important dimensions of health,while depression is an important indicator of mental health evaluation.AIM To investigate the association between intergenerational emotional support and depression of non-cohabiting parents(≥45 years old)in China.METHODS We used the fourth wave data from the China Health and Retirement Longitudinal Study(2015).The data was made up of ten main modules,the associated two datasets,and five constructed datasets.The first step is to select the corresponding module data according to the purpose of this study.Moreover,the data of the six modules are integrated by the unique ID code and we choose depression and non-cohabiting items as the selection conditions.4810 samples were selected,which mainly included data on intergenerational emotional support and the individual scores on depressive symptoms.RESULTS The average age of 4810 respondents was(60.56±14.613)years old.Females were accounted for more than half of the samples(52.6%).74.0%respondents from rural areas and approximately 63.3%of the participants had a chronic disease.The mean value of the CESD-10 score was 13.06(SD5.225).Both faces to face and phone contacts were protective factors on depression symptoms in the mid-aged and seniors in China(P<0.05).In terms of the frequency of face to face contact,the more frequently you met your parents,the lower your parents'depressive score was.Also,phone contact variable results are displayed as a positive correlation completely between inter-generational contacts from children and depressive symptoms in non-cohabiting parents in China.Children’s education level and income level were also reducing the risk of depression in noncohabiting parents.However,gender,children’s numerous,chronic disease and chronic disease number were the risk factors.CONCLUSION Intergenerational emotional support is associated with depressive symptoms in non-cohabiting parents in China.However,the relationship was also affected by other variables.

Empathizing with Emotional Robot Based on Cognition Reappraisal

This paper proposes a continuous cognitive emotional regulation model for robot in the case of external emotional stimulus from interactive person's expressions. It integrates a guiding cognitive reappraisal strategy into the HMM(Hidden Markov Model) emotional interactive model for empathizing between robot and person. The emotion is considered as a source in the 3D space(Arousal, Valence, and Stance). State transition and emotion intensity can be quantitatively analyzed in the continuous space. This cognition-emotion interactive model have been verified by the expression and behavior robot. Empathizing is the main distinguishing feature of our work, and it is realized by the emotional regulation which operated in a continuous 3D emotional space enabling a wide range of intermediate emotions. The experiment results provide evidence with acceptability, accuracy, richness, fluency, interestingness, friendliness and exaggeration that the robot with cognition and emotional control ability could be better accepted in the human-robot interaction(HRI).

Empathic Responses of Behavioral-Synchronization in Human-Agent Interaction

Artificial entities,such as virtual agents,have become more pervasive.Their long-term presence among humans requires the virtual agent’s ability to express appropriate emotions to elicit the necessary empathy from the users.Affective empathy involves behavioral mimicry,a synchronized co-movement between dyadic pairs.However,the characteristics of such synchrony between humans and virtual agents remain unclear in empathic interactions.Our study evaluates the participant’s behavioral synchronization when a virtual agent exhibits an emotional expression congruent with the emotional context through facial expressions,behavioral gestures,and voice.Participants viewed an emotion-eliciting video stimulus(negative or positive)with a virtual agent.The participants then conversed with the virtual agent about the video,such as how the participant felt about the content.The virtual agent expressed emotions congruent with the video or neutral emotion during the dialog.The participants’facial expressions,such as the facial expressive intensity and facial muscle movement,were measured during the dialog using a camera.The results showed the participants’significant behavioral synchronization(i.e.,cosine similarity≥.05)in both the negative and positive emotion conditions,evident in the participant’s facial mimicry with the virtual agent.Additionally,the participants’facial expressions,both movement and intensity,were significantly stronger in the emotional virtual agent than in the neutral virtual agent.In particular,we found that the facial muscle intensity of AU45(Blink)is an effective index to assess the participant’s synchronization that differs by the individual’s empathic capability(low,mid,high).Based on the results,we suggest an appraisal criterion to provide empirical conditions to validate empathic interaction based on the facial expression measures.

Study of the affective interaction in college English teaching

Affect plays a significant role in college English teaching and learning, in which teachers, learners, tasks and contexts or environments interact with each other, developing a system of affective interaction. In the system, the teacher is a facilitator and mediator and the learner is the subject of English learning. In a harmonious and friendly classroom environment, with the knowledge transmission blending in well with the cultivation of affect, attitudes and values, students＇ cognitive and emotional development can be promoted. The experimental results of the present study indicated that students in the affective college English classroom did significantly better （p〈 .05） in cognition than before. Furthermore, the analyses of the two surveys showed that attention to affective interaction in college English teaching helped students enhance their interest in college English learning, cross-cultural awareness, self-confidence, interpersonal intelligence, and so forth. Therefore, our conclusion is that attention to affective interaction in college English classroom teaching is conducive to students＇ personal growth and a more holistic development.

Discussion on the Expression of emotional appeal of consumer in Food Packaging Design

As the rapid development of modem society and the commodity economy, goods of each enterprise must through the competition to sales of commodities in the market have a foothold. Now the product packaging design requires not only simple packaging. but need to highlight the design sense, using a different visual language to convey product information to consumers, will also promise to consumers is conveyed. To the consumer＇s emotional experience as the main design starting point, only the value of the product itself into the purchase value of consumers, so as to reflect the role and value of the design. Now we are facing the problem is how to promote the sale of products through the design of product packaging, so that consumers have a strong desire to buy.

Efficient Interaction in English Classroom

Lack of communicative competence will result in failure to efficiently interact with others and also weaken linguistic competence. This paper shows the importance of interaction through analyzing Klashen's input hypothesis,emotional factors,later Wittgenstein's linguistic philosophy,selectivity and dynamics of languages. Different interaction activities are used in different teaching methods. A teacher needs to face all the challenges so as to find the most efficient way to teach in a language classroom.

Emoji Essence:Detecting User Emotional Response on Visual Centre Field with Emoticons

User experience is understood in so many ways,like a one on one interaction(subjective views),online surveys and questionnaires.This is simply so get the user’s implicit response,this paper demonstrates the underlying user emotion on a particular interface such as the webpage visual content based on the context of familiarisation to convey users’emotion on the interface using emoji,we integrated physiological readings and eye movement behaviour to convey user emotion on the visual centre field of a web interface.The physiological reading is synchronised with the eye tracker to obtain correlating user interaction,and emoticons are used as a form of emotion conveyance on the interface.The eye movement prediction is obtained through a control system’s loop and is represented by different color display of gaze points(GT)that detects a particular user’s emotion on the webpage interface.These are interpreted by the emoticons.Result shows synchronised readings which correlates to area of interests(AOI)of the webpage and user emotion.These are prototypical instances of authentic user response execution for a computer interface and to easily identify user response without user subjective response for better and easy design decisions.

情感生产与传播:高校思政课教学情感互动机理

道德自我意识、情感公共性特征、情感互动性流等共同构成“反射式环绕”思政课教学情感互动结构。思政课教学中的师生共同塑造着教学情感的进程,表现为“交换-回报”“交互-承诺”“交往-依赖”的递进式节奏,思政课教学相关部门应通过营造思政课情感教学文化,提升师生“默会”认知能力;创建思政课情感体验空间,增加师生情感能量储备;运用思政课教学情感仪式,构建师生教学情感秩序等策略提升思政课教学情感互动效果,进而实现思政课教学高质量发展。

基于Gross理论的农村青年群体心理类APP交互设计研究

目的基于Gross理论解决农村青年大学生心理问题,以APP为载体与用户进行互动从而调节用户情绪。方法通过文献研究、问卷调查和用户访谈,对当代农村青年大学生心理问题进行深入分析和研究,进而从Gross情绪调节理论的角度,对农村青年大学生在不同情境下的情绪状态进行深入挖掘,从而进行需求分析,逐步转化为对应的功能点,并基于Gross理论和APP交互设计构建模型来输出设计方案。最后,运用李克特五分量表进行方案的可用性评估,并采用积极情绪与消极情绪量表(PANAS)进行用户积极情绪变化的验证。结论将Gross情绪调节理论引入心理类APP的交互设计中,创造出一款情绪调节的APP。经过用户测试,能够有效改善用户的情绪问题,帮助他们更好地管理情绪,同时也为其他同类APP的设计提供了参考和借鉴。另外,在研究过程中,验证了Gross理论的有效性和设计策略的合理性,为今后的进一步推广和理论应用提供了借鉴。

父母回应幼儿消极情绪的方式与幼儿问题行为的关系研究

采用《儿童消极情绪回应问卷》《长处与困难问卷》对220位幼儿的父母分别进行调查,探究父母回应幼儿消极情绪的方式与幼儿问题行为的关系,并进一步比较父母回应方式的单独效应与联合效应,为幼儿问题行为的家庭干预提供依据。研究结果显示:母亲/父亲的低支持性回应/高非支持性回应在不同程度上增加幼儿的问题行为,父亲的影响范围更广;父母的支持性回应一致低/非支持性回应一致高在不同程度上增加幼儿的问题行为,父母回应方式的联合效应与单独效应存在差异,部分支持加法模型。父母回应幼儿消极情绪的方式直接影响幼儿的问题行为,且存在累积效应,父母应给予一致的支持性回应来减少幼儿的问题行为。

多模态融合下宠-主情感交流产品交互设计研究

针对宠-主交流产品情绪识别方式缺失或单一,宠-主情绪状态难以及时掌握把控,进而造成宠-主情感交流障碍的问题,提出多模态计算框架下的宠-主情感交流产品双向交互设计原则,实现对宠-主情绪精准识别,交互反馈,以促进宠-主情感交流。在现有人类情绪识别的音频分析与计算机视觉跨模态融合基础上,针对猫咪意象需求的模糊性与主人情感需求的多样性,联结宠-主情感与其对应需求,提出多模态视域下宠物情绪识别新方法和宠-主情感交流产品双向交互设计模型。面向宠-主情感交流的多模态情感交互模型,通过情绪识别、需求确定、交互反馈,可以提升宠物产品智能化,准确把握宠-主情绪,促进宠-主沟通的良性循环。

SPOC论坛交互行为模式挖掘与学习成效分析

论坛是正式学习的辅助工具之一,可用来促进各成员之间的学习交流,学习者在论坛中表现与其学习成效强相关,然而在具体教学实践中存在交互缺失、交互参与度不高等现象。以“教育技术学研究方法”混合课堂中的SPOC论坛数据为研究对象,对其交互行为模式进行挖掘,并通过量化研究探究其对学习成效的影响。首先,采用文献分析法对国内外研究现状进行分析与总结。其次,采用社会网络分析法对SPOC论坛中参与交互的学习者进行特征刻画,并结合机器学习方法对学习者的交互模式进行聚类分析,将学习者分为活跃者、追随者和沉默者,并将该三类学习者在论坛中的交互特征与其学习成绩进行量化建模分析。最后,采用语义分析法对学习者的情感进行建模,并将不同类型学习者的情感与其学习成绩进行相关性分析。研究表明,在混合课堂中,不同类型学习者的交互频次与其学习成效间无相关性影响,而SPOC论坛中情绪词语出现的频次与其课程成绩间存在显著相关性,进而提出三条针对性的学习策略,旨在为提升混合式课堂学习质量提供借鉴。

突发事件下的封闭空间情绪传播模型研究

为避免突发事件中复杂情绪在封闭空间内无序发酵引发衍生灾害,探索封闭空间的情绪传播规律,基于情绪自发传播模型SISa,考虑封闭空间个体情绪的差异性、群体极化现象、特殊情绪交互方式以及危急情景下的动态感染率,分别改进主体情绪状态、情绪转移路径、交互模式与感染率,提出1种适用于封闭空间的情绪传播模型SE 4Sa,并以武汉地铁2号线为例完成数值仿真与敏感性分析。研究结果表明:情绪自发转移过程对限制负面情绪累积起到关键作用,且情绪极化现象使系统危险性大幅增长;缩减个体情绪感知域使系统稳定时间缩短90.6%、高唤醒负面情绪占比下降27.4%;突发事件下的动态感染率更符合封闭空间情绪传播特性。研究结果可为突发事件下封闭空间的群体行为和群体情绪规律研究提供理论支持。

数字时代的社会交往与情感变革

社会交往是个体情感建设的基础。数字时代以数字网络为媒介的社交体现了虚拟与现实、自我与社会以及经济理性与情感意义融合的特征,进而催生了情感的数字化、人工化、商品化等新趋势。这意味着数字时代的社交和情感既存在多样性、创造性的机遇,也要面对情感关系浅层化和社交极化等新挑战。为了应对这些机遇和挑战,个体、平台及国家应通过提升素养、创新技术、承担社会责任以及完善相关政策等措施,推动健康有序的社会交往和情感建设。

感知平台卖家亲组织非伦理行为对消费者参与价值共创的影响——互动地位感知视角

基于社会相互依赖理论与应对理论,探索互动地位感知与感知平台卖家亲组织非伦理行为(Unethical Pro-organizational Behavior,UPB)对消费者参与价值共创的交互作用机制。研究结果为:互动地位感知与感知平台卖家UPB对消费者参与价值共创存在交互效应;当明确消费者互动类型时,感知平台卖家UPB与互动地位感知的交互作用消失;关系型互动→共情在平等地位感知与感知平台卖家UPB正面性交互影响消费者参与价值共创之间发挥的顺序中介效应更为显著,而交易型互动→厌恶在支配地位感知与感知平台卖家UPB负面性交互影响消费者参与价值共创之间发挥的顺序中介效应更为显著。研究结果可以帮助平台型电商组织的管理者明确互动过程中消费者对平台卖家UPB的认知、态度与行为反应,进而为平台型电商组织的治理提供一定的经验借鉴与理论指导。

互动仪式链视域下数字阅读的情感认同与效能提升研究

互动、分享是数字阅读的必要元素,其仪式化过程呈现出时空分散、媒介多元、符号丰富的显著特点。论文通过对“剧本体验”等社交阅读新实践的分析,提出数字阅读互动仪式链的情境营造、仪式形成、情感认同三步骤构建模型,并从营造阅读情境,建构互动仪式;强化情感共享,推进集体兴奋;激发情感能量,创造价值符号三方面实现数字阅读增值。

互动达标模式干预对缺血性心肌病患者负性情绪和健康行为的影响

目的:探究互动达标模式干预对缺血性心肌病患者负性情绪和健康行为的影响。方法:将2020年5月-2022年7月某院收治的120例缺血性心肌病患者随机分为两组。对照组60例予以常规临床干预,干预组60例在对照组基础上予以互动达标模式干预。比较两组干预前后的负性情绪、健康行为、自护能力,评价两组的治疗依从性及生活质量。结果:干预后,干预组的焦虑自评量表(SAS)、抑郁自评量表(SDS)评分均低于对照组(t=-7.231,-9.451;P<0.05);干预后,干预组的健康促进生活量表(HPLP-Ⅱ)中人际关系、健康责任、压力管理、营养、体育运动、精神成长评分均高于对照组(t=9.801,8.168,8.590,10.423,8.449,8.765;P<0.05);干预后,干预组的自我护理能力量表(ESCA)中护理技能、自护责任感、自护知识、自我概念评分均高于对照组(t=7.819,8.116,10.147,13.442;P<0.05);干预组的治疗依从率高于对照组(χ^(2)=6.536,P<0.05);干预后,干预组的生活质量量表(WHOQOL-BREF)各维度评分均高于对照组(t=9.086,9.056,6.451,9.755;P<0.05)。结论:互动达标模式干预对缺血性心肌病患者的干预效果显著,能有效缓解患者的负性情绪,改善其健康行为,提升其自护能力及治疗依从性,有助于提高患者的生活质量。