We investigated whether college students\' resting Respiratory Sinus Arrhythmia (RSA) would moderate the association between parental negative dominant and submissive emotion expression and their negative emotions.
Participants were 97 Chinese college students (28.87% male, Mage = 19.11, SD =.89). Participants reported their perceived maternal and paternal emotion expression, as well as their negative emotions. Resting RSA was assessed during a laboratory visit.
Parental negative dominant emotion expression was positively related to students\' negative emotions. Additionally, the association between paternal negative dominant emotion expression and negative emotions was stronger among students with low (versus high) levels of resting RSA. Nonetheless, no similar association was found in maternal negative emotion expression.
Our findings contribute important information regarding the different roles of maternal and paternal negative emotion expression in college students\' emotional outcomes, and signify the interaction between parental socialization and individual characteristics in human developmental process.

UNASSIGNED: Modern literary appreciation seems to be reading literary works phenomenally. In fact, appreciation is not a general reading, which has an important difference from general reading. It is the identification and appreciation of literary works and a complex spiritual activity for people to feel, understand, and imagine literary and artistic works. At the same time, literary appreciation is also a cognitive activity, an aesthetic activity, and a re-creation activity.
UNASSIGNED: In this paper, the machine learning algorithm was creatively used to classify the emotions of figures in modern literary works, to analyze the emotions of the figures that the writer wanted to depict in modern literary works.
UNASSIGNED: Experimental results verify the accuracy of the emotion classification method through experiments, which is helpful for us to better understand the emotion expression in modern literary works.

Differences in emotion experience and emotion expression between patients with schizophrenia and the healthy population have long been the focus of research and clinical attention. However, few empirical studies have addressed this topic using art-making as a tool of emotion expression. This study explores the differences in brain mechanism during the process of expressing anger between patients with schizophrenia and healthy participants using pictographic psychological techniques. We used functional near-infrared spectroscopy to fully detect changes in frontal cortex activity among participants in two groups-schizophrenia and healthy-during the process of experiencing and expressing anger. The results showed that there were no differences in the experience of anger between the two groups. In the process of anger expression, the dorsolateral prefrontal cortex, frontal pole, and other regions showed significant negative activation among patients with schizophrenia, which was significantly different from that of the healthy group. There were significant differences between patients with schizophrenia and the healthy group in the drawing features, drawing contents, and the ability to describe the contents of their drawings. Moreover, the effect size of the latter was greater than those of the former two. In terms of emotion expression, the drawing data and brain activation data were significantly correlated in each group; however, the correlation patterns differed between groups.

A large number of computer-based training programs have been developed as an intervention to help individuals with autism spectrum disorders (ASD) improve their facial emotion recognition ability, as well as social skills. However, it is unclear to what extent these facial emotion training programs can produce beneficial, long-lasting, and generalizable results. Using standard meta-analytic techniques, we investigated the effects of facial emotion training including generalization and maintenance restricted to randomized control trial studies comprising a total of 595 individuals with ASD. Our findings revealed that the intervention resulted in a robust improvement in emotion recognition for individuals receiving training compared with controls. However, while there was also some evidence for generalization of training effects, the small number of studies which conducted follow-ups and assessed social skills reported that improvements were not maintained and there was no evidence for general improvement in social skills. Overall, the analysis revealed a medium effect size in training improvement indicating that facial emotion training may be an effective method for enhancing emotion recognition skills in ASD although more studies are required to assess maintenance of effects and possible general improvements in social skills. LAY SUMMARY: Facial emotion training as an intervention may be a potential way to help improve emotion recognition in autism spectrum disorder (ASD), however robust empirical support for its efficacy has not been sufficiently established. Here, we conducted a meta-analysis of previous studies to summarize the effects of facial emotion training on ASD. Our results show that the training produces a robust improvement in subsequent emotion recognition, while maintenance and generalization effects still need further investigation. To date, no experimentally verified improvements in social skills have been reported.

There are strong cultural norms for how emotions are expressed, yet little is known about cultural variations in preschoolers\' outward displays and regulation of disappointment. Chinese, Japanese, and American preschoolers\' (N = 150) displays of emotion to an undesired gift were coded across both social and nonsocial contexts in a \"disappointing gift\" paradigm. Generalized estimating equations revealed that, regardless of culture, when children received a disappointing gift, they showed more positive expressions of emotion (\"fake smile\") in social contexts (in the presence of unfamiliar and familiar examiners) relative to when they were alone, suggesting that preschool-aged children are able to mask their disappointment with positive displays. However, children\'s emotion expressions varied across both cultures and contexts. American children were more positively and negatively expressive than Japanese children and were more negatively expressive than Chinese children. Chinese and Japanese preschoolers verbally reported more negative emotions but showed more neutral expressions than American preschoolers when receiving the disappointing gift. In addition, across different contexts of the task, there were subtle differences in how Chinese and Japanese children regulated their emotional expressions, with Chinese children showing similar levels of neutral expressions (e.g., \"poker face\") across different contexts in the task. Thus, our findings highlight the importance of understanding cultural meanings and practices underlying emotion development during early childhood.

A growing body of research explores emoji, which are visual symbols in computer mediated communication (CMC). In the 20 years since the first set of emoji was released, research on it has been on the increase, albeit in a variety of directions. We reviewed the extant body of research on emoji and noted the development, usage, function, and application of emoji. In this review article, we provide a systematic review of the extant body of work on emoji, reviewing how they have developed, how they are used differently, what functions they have and what research has been conducted on them in different domains. Furthermore, we summarize directions for future research on this topic.