Determining emotions from photographs. Picture method for determining empathy in younger schoolchildren

Instructions. I have a very interesting game for you. You know that all people are sometimes happy, sometimes surprised or angry. Now I will show you some photographs that depict a person with some kind of emotion on his face (for example, joy, grief, fear, surprise, contempt, disgust, shame, interest, anger). Here's a list of these emotions. Try to determine what emotion is reflected in each photo.

The experimenter shows 9 photographs one by one and writes down the child’s answer on the form next to the photo number.

Form for registering answers

622 Application

The number of correct answers is taken into account, which is used to judge the developed ability to determine the sign of an emotion by facial expression.

Determining emotions by pantomime

Instructions. And now I will show you pictures that also depict a person with some kind of experiences. Try to determine what emotion the person has in each picture.

The subject is shown 8 pictures in turn and writes down his answers on the form.

Form for registering answers

The number of correct answers is taken into account and the formed ability to determine the sign of emotion by pantomime is judged by them.

Studying the perception of the expressive side of the drawing

The technique is taken from the article: Repina T. A. Preschoolers’ perception of the expressive side of a drawing and its influence on children’s attitude towards the hero of the book // Questions of psychology. - 1960. - No. 5.

Preparation of the study. Select 10-14 reproductions of paintings in which the emotional content is conveyed by showing facial expressions and gestures, the poses of the characters, the relationships of the characters with each other or their relationship to surrounding objects.

Conducting research. The experiment is carried out individually with children 3-6 years old. The child is shown pictures sequentially and asked to talk about them. If he finds it difficult to describe, they ask leading questions (prepare in advance) to find out how he understands the plot of the image and the emotional states of the characters.

Data processing. The number of correct answers is counted when the children correctly understood the plot and the emotional state of the characters. Counting is carried out for each picture. The results are presented in a table by age: 3-4 years, 4-5 years, 5-6 years, 6-7 years.

Find out which emotional states depicted in the pictures are correctly perceived by children and at what age. How they perceive facial expressions of joy and anger, expressions of sadness and sadness, what emotional experience they associate with the bright colors of the drawing, how they understand the emotional content conveyed through the hero’s posture and gestures.

Studying the emotional manifestations of children when acting out story scenes

The technique is taken from the book: Emotional development of a preschooler / Ed. A. D. Koshelevoy. - M., 1985. - P. 100-102.

Preparation of the study. Select situations from the lives of children that are close and understandable to them, for example:

Appendix 623

1. A sick mother lies in bed, the eldest daughter (preparatory group) brings her brother (nursery group).

2. During lunch in a group, a boy accidentally spills soup, all the children jump up and laugh; the boy is scared, the teacher sternly explains that he needs to be careful and that there is absolutely nothing to laugh about here.

3. The boy lost his mittens, and his hands became very cold during a walk, but he does not want to show others that he is very cold.

4. The girl was not accepted into the game, she went to the corner of the room, hung her head low and was silent, about to cry.

5. A boy (girl) is happy for his friend (girlfriend), whose drawing turned out to be the best in the group.

Prepare 2-3 children to dramatize these stories. Conducting research. The study is conducted with children aged 4-7 years. First episode. Children prepared in advance act out a skit in front of the group, then the experimenter asks the children how the characters in this skit feel. Second series. The experimenter describes the situation and offers to depict it.

I situation - show the sad, suffering face of the mother, the capricious crying boy and the sympathetic face of the girl.

II situation - show the stern face of the teacher, the laughing and then embarrassed children, the frightened face of the boy.

III situation - how the boy does not want to show that he is cold.

IV situation - show the girl's resentment.

Vsituation - show genuine joy for another. If children do not expressively or incorrectly portray the feelings and emotions of the characters, the experimenter again describes the situations and tells in detail what each of the characters is experiencing.

Data processing. They analyze how children embody the emotional states of characters in sketches. They draw a conclusion about the expressiveness and richness of expressive and facial means of communication and about the development of the ability to empathize with other people. The data is presented in a table (Table 6).

Instructions. I have a very interesting game for you. You know that all people are sometimes happy, sometimes surprised or angry. Now I will show you some photographs that depict a person with some kind of emotion on his face (for example, joy, grief, fear, surprise, contempt, disgust, shame, interest, anger). Here's a list of these emotions. Try to determine what emotion is reflected in each photo.

The experimenter shows 9 photographs one by one and writes down the child’s answer on the form next to the photo number.

Form for registering answers

622 Application

The number of correct answers is taken into account, which is used to judge the developed ability to determine the sign of an emotion by facial expression.

Determining emotions by pantomime

Instructions. And now I will show you pictures that also depict a person with some kind of experiences. Try to determine what emotion the person has in each picture.

The subject is shown 8 pictures in turn and writes down his answers on the form.

Form for registering answers

The number of correct answers is taken into account and the formed ability to determine the sign of emotion by pantomime is judged by them.

Studying the perception of the expressive side of the drawing

The technique is taken from the article: Repina T. A. Preschoolers’ perception of the expressive side of a drawing and its influence on children’s attitude towards the hero of the book // Questions of psychology. - 1960. - No. 5.

Preparation of the study. Select 10-14 reproductions of paintings in which the emotional content is conveyed by showing facial expressions and gestures, the poses of the characters, the relationships of the characters with each other or their relationship to surrounding objects.

Conducting research. The experiment is carried out individually with children 3-6 years old. The child is shown pictures sequentially and asked to talk about them. If he finds it difficult to describe, they ask leading questions (prepare in advance) to find out how he understands the plot of the image and the emotional states of the characters.

Data processing. The number of correct answers is counted when the children correctly understood the plot and the emotional state of the characters. Counting is carried out for each picture. The results are presented in a table by age: 3-4 years, 4-5 years, 5-6 years, 6-7 years.

Find out which emotional states depicted in the pictures are correctly perceived by children and at what age. How they perceive facial expressions of joy and anger, expressions of sadness and sadness, what emotional experience they associate with the bright colors of the drawing, how they understand the emotional content conveyed through the hero’s posture and gestures.

Studying the emotional manifestations of children when acting out story scenes

The technique is taken from the book: Emotional development of a preschooler / Ed. A. D. Koshelevoy. - M., 1985. - P. 100-102.

Preparation of the study. Select situations from the lives of children that are close and understandable to them, for example:

Appendix 623

1. A sick mother lies in bed, the eldest daughter (preparatory group) brings her brother (nursery group).

2. During lunch in a group, a boy accidentally spills soup, all the children jump up and laugh; the boy is scared, the teacher sternly explains that he needs to be careful and that there is absolutely nothing to laugh about here.

3. The boy lost his mittens, and his hands became very cold during a walk, but he does not want to show others that he is very cold.

4. The girl was not accepted into the game, she went to the corner of the room, hung her head low and was silent, about to cry.

5. A boy (girl) is happy for his friend (girlfriend), whose drawing turned out to be the best in the group.

Prepare 2-3 children to dramatize these stories. Conducting research. The study is conducted with children aged 4-7 years. First episode. Children prepared in advance act out a skit in front of the group, then the experimenter asks the children how the characters in this skit feel. Second series. The experimenter describes the situation and offers to depict it.

I situation - show the sad, suffering face of the mother, the capricious crying boy and the sympathetic face of the girl.

II situation - show the stern face of the teacher, the laughing and then embarrassed children, the frightened face of the boy.

III situation - how the boy does not want to show that he is cold.

IV situation - show the girl's resentment.

Vsituation - show genuine joy for another. If children do not expressively or incorrectly portray the feelings and emotions of the characters, the experimenter again describes the situations and tells in detail what each of the characters is experiencing.

Data processing. They analyze how children embody the emotional states of characters in sketches. They draw a conclusion about the expressiveness and richness of expressive and facial means of communication and about the development of the ability to empathize with other people. The data is presented in a table (Table 6).

Stimulus material: portrait pictures (photos) depicting children and adults who have a clearly expressed emotional state (joy, fear, anger, grief); story pictures depicting positive and negative actions of children and adults.
Order of conduct. Two series of experiments are carried out individually with children of preschool and primary school age.
First episode. The child is successively shown portrait pictures of children and adults and asked questions: Who is shown in the picture? What is he doing? How is he feeling? How did you figure this out? Describe what you see in the picture?
Second series. The child is shown sequentially plot pictures and asked questions: What are the children (adults) doing? How do they do this (friendly, quarrel, do not pay attention to each other, etc.)? How did you guess? Which one is good and which one is bad? How did you guess?
Processing and interpretation of results. Count the number of correct answers in different age groups separately for each series and for each picture. It is determined whether children can understand the emotional states of adults and peers, what signs they use to guide them, and who they understand better - an adult or a peer. The dependence of these indicators on the age of the children is determined.

Methodology “Determination of emotions from photographs”

Stimulus material: a set of 9 photographs depicting a person whose face reflects one or another emotion, and a list of emotions.
Order of conduct. Instructions: “I have a very interesting task. You know that all people are sometimes happy, sometimes surprised or angry. Now I will show you several photographs that depict a person in a certain emotional state (joy, grief, fear, surprise, contempt, disgust, shame, interest, anger). Here's a list of these emotions. Try to determine what emotion is reflected in each photograph.”
The experimenter shows 9 photographs one by one and writes down the child’s answer on the form next to the photo number (Table 3).

Table 3
Form for registering answers

Processing and interpretation of results. The number of correct answers is taken into account, which is used to judge the developed ability to determine a person’s emotion by facial expression. 50% or less correct answers indicate a very low level of ability to distinguish between emotions.

Methodology “Personal aggressiveness and conflict” (E.P. Ilyina, P.A. Kovaleva)

1. Scales of resentment and vindictiveness
Goal: to determine a person’s tendency to hostility, manifested through resentment and vindictiveness.
Stimulus material: questionnaire test, consisting of 20 statements proposed below.
Order of conduct. Instructions: “You are offered a series of statements. If you agree with them, put a plus sign (+) next to the corresponding statement number; if you disagree, put a minus sign (-). Proposed statements
1. I most often do not get credit for my deeds.
2. If someone treats me unfairly, then I silently wish the offender all sorts of misfortunes.
3. Situations almost always turn out more favorably for others than for me.
4. I believe that the slogan from the cartoon “A tooth for a tooth, a tail for a tail” is fair.
5. I often take offense at the comments of others, even if I understand that they are fair.
6. I often imagine the punishments that could befall my offenders.
7. I am offended by the lack of attention from others.
8. No insult should go unpunished.
9. I am always offended if I am not among those awarded for a cause in which I participated.
10. I don’t calm down until I take revenge on the offender.
11. I have a feeling that I am often treated unfairly,
12. I believe that kindness is better than revenge.
13. I am not offended by my friends’ jokes, even if they are very angry.
14. I like people who do not remember evil.
15. It doesn’t bother me if my name is not mentioned when praising people for overall work.
16. I believe that evil can be repaid with good, and I act in this way.
17. I feel sorry for people who are overly touchy.
18. I have a negative attitude towards vindictive people.
19. I don’t see anything offensive in what they tell me about my shortcomings.
20. Is it fair to say that if you are hit on one cheek, then you should turn the other one too?
Processing and interpretation of results. Touchiness scale: for each agreement with the statement on points 1,
3, 5, 7, 9, 11 and for each disagreement on points 13, 15, 17, 19 one point is awarded.
Vindictiveness scale: for each agreement with the statement on points 2, 4, 6, 8, 10 and for each disagreement on points 12, 14, 16, 18, 20, one point is awarded. Next, the sum of points for each scale is calculated.
The higher the sum of points, the more the subject is prone to touchiness and vindictiveness (range from 0 to 10 points), and according to their total amount - to hostility (range from 0 to 20 points),
2. Temper scale
Purpose: diagnostics of the level of emotional excitability using the self-assessment method.
Stimulus material: questionnaire test, consisting of 10 statements proposed below.
Order of conduct. Instructions: “Read the statements proposed to you, if you agree with them, put a plus sign (+), if you disagree, put a minus sign (~).”
Proposed statements
1. I get irritated easily, but calm down quickly.
2. If someone makes me angry, I don't pay attention to it.
3. I can hide my irritability.
4. I always react calmly to criticism, even if it seems unfair to me.
5. I really don’t like it when people make fun of me.
6. I never have angry outbursts.
7. I am outraged when people push me on the street or in public transport.
8. In a conflict situation, I behave calmly.
9. I don’t know how to restrain myself when I’m unfairly reproached.
10. It’s usually difficult to make me angry.
Processing and interpretation of results. If you agree on points 1, 3, 5, 7,9 and disagree on points 2, 4, 6, 8, 10, one point is awarded. The amount of points scored is calculated. If the respondent scores 8-10 points, he has high emotional excitability; if he scores 4 points or less, he has low emotional excitability. Scores from 5 to 7 characterize the average level of emotional excitability.

Picture method for determining empathy in primary schoolchildren

Stimulus material: a set of pictures depicting various life situations.
Order of conduct. The child is shown several pictures in which the artist depicted various situations from the lives of children and adults. Show the first picture and indicate the silhouette in the lower right corner. Instructions: “Look, you are here. Tell me, please, what will you do in this situation?” The child’s answer is recorded in the survey protocol (Table 4) under the picture number. The “Note” column records emotional manifestations when answering questions.

Table 4
Interview protocol

School Anxiety Test (F. Phillips)

Stimulus material: a test consisting of 58 questions that can be read to schoolchildren, or can be offered in written form.
Order of conduct. Instructions: “Now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully. Don’t think too long about the answers. When answering a question, write down its number and answer: put a plus sign (N-) if you agree with it, or a minus sign (-) if you disagree.”
Questions
1. Is it difficult for you to stay on the same level with the whole class?
2. Do you get nervous when the teacher says he is going to test how much you know about the material?
3. Do you find it difficult to work in class the way the teacher wants you to?
4. Do you sometimes dream that the teacher is furious because you don’t know the lesson?
5. Has it ever happened that someone from your class hit you?
6. Do you often want the teacher to take his time when explaining new material until you understand what he is saying?
7. Do you worry a lot when answering or completing a task?
8. Does it ever happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?
9. Do your knees shake when you are called to answer?
10. Do your classmates often laugh at you when you play different games?
11. Does it happen that you are given a lower grade than you expected?
12. Are you worried about whether they will keep you for a second year?
13. Do you try to avoid games that involve choices because you usually don't get chosen?
14. Does it happen at times that you tremble all over when you are called to answer?
15. Do you often get the feeling that none of your classmates want to do what you want?
16. Do you get very nervous before you start completing a task?
17. Is it difficult for you to get the grades that your parents expect from you?
18. Are you sometimes afraid that you will feel sick in class?
19. Will your classmates laugh at you if you make a mistake when answering?
20. Are you like your classmates?
21. After completing a task, do you worry about whether you did it well?
22. When you work in class, are you sure that you will remember everything well?
23. Do you sometimes dream that you are at school and cannot answer the teacher’s question?
24. Is it true that most guys treat you in a friendly manner?
25. Do you work more hard if you know that the results of your work will be compared in class with the results of your classmates?
26. Do you often wish you could worry less when asked?
27. Are you sometimes afraid to get into an argument?
28. Do you feel your heart start beating fast when the teacher says that he is going to test your readiness for the lesson?
29. When you get good grades, do any of your friends think that you want to curry favor?
30. Do you feel good with those of your classmates to whom the guys treat with special attention?
31. Does it happen that some guys in class say something that offends you?
32. Do you think those students who fail to cope with their studies lose the favor of others?
33. Can you say that most of your classmates don’t pay attention to you?
34. Are you often afraid of looking ridiculous?
35. Are you satisfied with the way your teachers treat you?
36. Does your mother help organize evenings like other mothers?
37. Have you ever worried about what others think of you?
38. Do you hope to study better in the future than before?
39. Do you think that you dress for school as well as your classmates?
40. When answering in class, do you often think about what others think about you at this time?
41. Do capable students have any special rights that other children in the class do not have?
42. Do some of your classmates get angry when you manage to be better than them?
43. Are you satisfied with the way your classmates treat you?
44. Do you feel good when you are left alone with the teacher?
45. Do your classmates sometimes make fun of your appearance and behavior?
46. ​​Do you think that you worry about your school affairs more than other guys?
47. If you can’t answer when asked, do you feel like you’re about to cry?
48. When you lie in bed in the evening, do you sometimes think with anxiety about what will happen at school tomorrow?
49. When working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?
50. Does your hand tremble slightly when you are working on a task?
51. Do you feel like you get nervous when the teacher is about to give the class an assignment?
52. Does having your knowledge tested at school scare you?1
53. When the teacher is about to give the class a task, do you feel afraid that you won’t be able to cope with it?
54. Have you sometimes dreamed that your classmates can do something that you cannot?
55. When the teacher explains the material, do you think that your classmates understand it better than you?
56. On the way to school, do you worry that the teacher might give the class a test?
57. When you complete a task, do you usually feel that you are doing it poorly?
58. Does your hand tremble slightly when the teacher asks you to do a task on the board in front of the whole class?
Processing and interpretation of results. When processing the results, questions are identified whose answers do not coincide with the test key.

The key to questions is “+” - Yes, “-” - No.

results

1) The number of discrepancies (“+” - Yes, “-” - No) for each factor (absolute number of discrepancies, as a percentage:<50%; >50%; > 75%):
a) the total number of mismatches for the entire test. If it is more than 50% of the total number of test questions, we can talk about increased anxiety in the child, if more than 75% - about high anxiety;
b) the number of matches for each of the eight anxiety factors identified in the test is multiplied by the coefficient (As). The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain disturbing factors and their number.
For each respondent.
2) Presentation of this data in the form of individual diagrams.
Number of discrepancies for each dimension for the entire class: absolute value -<50%; > 50%; > 75%.
3) Presentation of this data in the form of a diagram.
4) The number of students who have discrepancies on a certain factor<50% и >75% (for all factors).
5) Presentation of comparative results during repeated measurements.
6) Complete information about each student (based on test results).

1. General anxiety at school is the emotional state of a child associated with various forms of his inclusion in school life.
2. The experience of social stress is the child’s emotional state, against the background of which his social contacts develop (primarily with peers).
3. Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving high results, etc.
4. Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one’s capabilities.
5. Fear of a test situation - a negative attitude and the experience of anxiety before a test (especially public) of knowledge, achievements, and capabilities.
6. Fear of not meeting the expectations of others - focus on the importance of others in assessing one's results, actions and thoughts. Anxiety about grades.
7. Low physiological resistance to stress - features of the psychophysiological organization that reduce the child’s adaptability to stressful situations, increasing the likelihood of an inadequate, destructive response to a disturbing environmental factor.
8. Problems and fears in relationships with teachers are a general negative emotional background of relationships with adults at school, reducing the success of a child’s education.

Essay competition “Whoever laughs gets smarter”

Goal: identifying the behavioral characteristics of children. This target is disguised. Children need to be told about their behavior briefly and with humor. Not everyone will succeed, but it's worth a try. Firstly, it is interesting and fun, and secondly, hidden or unconscious character traits can come to light.
Order of conduct. Before the competition begins, the teacher quotes excerpts from third-graders’ essays, for example: “To see what kind of teeth the cat had, I tried to open its mouth. The teeth are good. My hand still hasn’t healed.” Prizes are awarded for the best essay, which children evaluate in terms of the truthfulness of what was said, humor, and originality of the situation described.
You can specify a specific situation. Victory is not awarded if children find inaccuracies.
Processing the results. By conducting this competition, the teacher receives information about: 1) how the child evaluates his actions; 2) how his classmates evaluate him; 3) whether there are differences in self-esteem and assessments of others.
At the same time, data on strengths and weaknesses is accumulated, and children who require behavior correction are identified.

Today, more and more aspects of our lives are subject to automation and mathematical processing, one of which is the main part of our memory - photographs that depict us, our friends, memorable moments and much more. Not so long ago, Microsoft already took the first and rather interesting step in photo processing - an algorithm was developed that made it possible to determine the age of captured people (). But time does not stand still, and today we will talk about a new algorithm proposed by Microsoft - recognizing emotions from photos.

Subconsciously, we all know how to determine whether a person in a photo is laughing or sad, but is it possible to measure these feelings? It turns out it is possible! And let's immediately see what this measurement is.

First, go to the project page https://www.projectoxford.ai/demo/emotion#detection.

And we immediately see an example of how the algorithm works. Let's try to figure out what it is, and then we'll conduct some experiments.

So, on the left there is an analyzed image in which faces are selected. It immediately becomes clear that the algorithm can identify all faces in photographs and analyze each one.

On the right (and when you hover over the frames on faces) there is an area containing a bunch of incomprehensible text (the specified text is the result of the algorithm in a special format), let's break it down.

In the first line there is the inscription “detection result” - “analysis results”.

"FaceRectangle": (

"Left": 488,

"Top": 263,

"Width": 148,

"Height": 148

"Scores": (

"Anger": 9.075572e-13,

"Contempt": 7.048959e-9,

"Disgust": 1.02152783e-11,

"Fear": 1.778957e-14,

"Happiness": 0.9999999,

"Neutral": 1.31694478e-7,

"Sadness": 6.04054263e-12,

"Surprise": 3.92249462e-11

What does all this mean?

In the “FaceRectangle” fragment, the coordinates of the corners of the frame of each of the faces are indicated, so that it is clear which person’s emotions we will look at.

The “Scores” fragment presents the results themselves. Because The algorithm is currently provided in trial mode; the results have not been processed into a “human” form and are presented in “raw form”. But don’t be scared - everything is very simple! There is a list of eight emotions:

Anger - Anger

Contempt - Contempt

Disgust - Disgust

Fear- Fear

Happiness - Happiness

Neutral - Neutral

Sadness - Sadness

Surprise - surprise

And the contribution of each emotion to the general emotional state of a person in the photo is indicated from 0 to 1 - the higher the number, the more significant the emotion is.

In the example considered, we see that the first person in the photo has the most pronounced emotion - happiness. Don’t be alarmed by incomprehensible values ​​like “3.92249462e-11” - this is a mathematical form of writing a number, where “e-11” indicates how many places to the left the decimal point should be moved, i.e. in the example the number “0.0000000000392249462” will be obtained, which is incredibly small.

Now you can fantasize about using an emotion recognition algorithm from photos. For example, I see a photo album on a social network that, depending on the user’s chosen status (sadness, joy or boredom), automatically rearranges photos to suit the mood. Or another example, you are going to look at pictures on the Internet, the camera of your device takes a picture of you and, according to the specified algorithm, your mood is determined, and then images that correspond to your emotional state are offered for viewing, for example, if you are sad, the images will be colorful and positive.

I'm sure the algorithm will find many uses. Moreover, Microsoft has provided an API for accessing the algorithm, which means that anyone can use it and provide processing results in a variety of ways.

Well, finally, I dabbled a little with automatic recognition of emotions and want to show what came out of it.

The first photo I checked was, of course, the famous Terminator - Mr. Deadpan. And the algorithm supported me - 0.89 neutrality.

Why not try something fun? And who is the best at making faces and having fun is Musk’s first thought. And unanimously - a face full of “happiness”.

Since the movies are on, we should try the Hobbit. Here I myself cannot determine the whole range of emotions on the face and the algorithm agrees with me. However, at that moment I didn’t notice an interesting thing - if you hover the cursor over the frame in the photo, a window with the results appears, a nice little thing, especially when there are a lot of faces.

And again Jim Carrey, well, it seems to me that he has very vivid emotions - and we look at surprise. It seems I was not mistaken.

In the photo there is a young man whose emotional state we defined as angry.

Let’s complicate the task and give the algorithm pre-prepared photos of emotions. Faces, of course, are not entirely natural for clearly conveying the state, but everything was determined with very high accuracy.

Well, let's cheat a little. Not a photo, but a portrait drawn by an artist from our website () and I think this is also a good result!

Of course, I couldn’t resist and tried to recognize the feelings of Cheburashka and was left with nothing - the algorithm refused to process the cartoon character.

Summing up the review of the emotion recognition algorithm from photos implemented by Microsoft, I would like to note the very good results of its work and a large number of accurate recognitions. Just a great result for a demo start! We will wait for new interesting solutions.