590AC_WK3_Lec_2_Modeling_Emotion_Generation_Part1(2).ppt

590AC_WK3_Lec_2_Modeling_Emotion_Generation_Part1(2).ppt -...

Info icon This preview shows pages 1–14. Sign up to view the full content.

CMPSCI 590AC 3-2 1 590AC 3-2 Week 3: Lecture 2 Modeling Emotion Generation …via Cognitive Appraisal July 27, 2016
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

CMPSCI 590AC 3-2 2 Readings Hudlicka, forthcoming. Chapter 11, Modeling Emotion Generation via Cognitive Appraisal (On B’board) Sections: 11.0 – 11.4, 11.6, 11.8
Image of page 2
Reminder Homework #4: Due 8-1 (8 am) CMPSCI 590AC 3-2 3
Image of page 3

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

CMPSCI 590AC 3-2 Outline Outline Theoretical perspectives & cognitive Theoretical perspectives & cognitive appraisal appraisal Overview of emotion generation via appraisal Computational tasks in appraisal Theories of cognitive appraisal Building models of cognitive appraisal 4
Image of page 4
CMPSCI 590AC 3-2 Recall… Definition of Emotions Evaluative judgments of the: World Others Self … in light of agent’s goals & beliefs motivating & coordinating adaptive behavior 5
Image of page 5

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

CMPSCI 590AC 3-2 Dominant Theoretical Perspectives Discrete / Categorical (Tomkins, Izard, Ekman, Panskepp…) Dimensional (Wundt, Osgood, Lang, Russell, Thayer, Watson, Tellegen, Mehrabian…) Componential (focus on cognitive appraisal) (Scherer, Roseman, Reisenzein, Smith, Ellsworth, Frijda, Ortony…) 6
Image of page 6
CMPSCI 590AC 3-2 Discrete / Categorical A small number of ‘hardwired’ basic emotions Joy, fear, anger, sadness, disgust, surprise.. Characterized by distinct patterns of: Triggering stimuli Cognitive processing Behavioral tendencies Expression (Cohn, 2006) 7
Image of page 7

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

CMPSCI 590AC 3-2 Dimensional Emotions defined in terms of 2 or 3 dimensions 2D: Pleasure & Arousal 3D: Pleasure & Arousal & Dominance 4th dimension recently proposed: Unpredictability (Fontaine, Scherer et al., 2007) (Breazeal, 2003 adapted from Russell, 1997) 8
Image of page 8
CMPSCI 590AC 3-2 Dimensional from de Groot & Broekens, 2003 – adapted from Mehrabian, 1995 9
Image of page 9

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

CMPSCI 590AC 3-2 2 or 3 Dimensions? 2D - cannot distinguish between emotions sharing same P & A values Negative valence, positive arousal Anger? Fear? Need 3rd dim. to distinguish --> dominance Anger: - val., + arousal, + dominance + dominance Fear: - val., + arousal, - dominance - dominance 10
Image of page 10
CMPSCI 590AC 3-2 Componential Emotions characterized by synchronized activity across multiple modalities Cognitive, Physiological, Expressive, Behavioral, Subjective Cognitive modality & appraisal characterized by appraisal variables (dimensions) 11
Image of page 11

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

CMPSCI 590AC 3-2 Discrete / Categorical P=x A=y D=z = A P D + - + + Dimensional OCC (appraisal) Evaluative criteria Desirability Praiseworthiness Attractiveness … etc. Novelty =x Valence =y Goal Congr.=z Agency =w Etc. = Componential (appraisal) Appraisal Variables EMOTION GENERATION MODELS EMOTION GENERATION MODELS Domain Domain Stimuli Stimuli Emotions Emotions 12
Image of page 12
CMPSCI 590AC 3-2 Modeling Emotion Generation Emphasis on cognitive modality - cognitive appraisal (other modalities ignored / minimized) Appraisal theories (componential perspective) provide best theoretical support Emotions defined in terms of abstract (domain-independent) features: Vectors of appraisal variables Vectors of OCC evaluation criteria Identifying values of these features may be non trivial 13
Image of page 13

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

Image of page 14
This is the end of the preview. Sign up to access the rest of the document.
  • Summer '16
  • Eva Hudlicka

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern