New Emotion Recognition Test
Development Using Emoticons for
Adolescents Showing Poor Social Skills
Conventional scales on emotional interpretation depend on images
involving the use of real faces in order to express simple and complex
emotions. However, individuals who are suffering from poor social skills and
high-functioning autism may need to deal with difficulty in processing
minute variations in features. The use of artificial, standardized faces have
been revealed to help individuals who are dealing with High-Functioning
Autism (HFA), as well as Asperger’s Disorder (AD), especially with
interpreting emotions (Boyle, 2009). As such, the use of an emotional
interpretation scale using standardized facial features is required to account
for this clinical population.
It has been documented accordingly that individuals who are dealing with
High Functioning Autism, as well as Asperger’s Disorder encounter difficulty
in identifying emotions out of facial expressions (Baron, et al, 2011).
Concurrent research suggests that individuals who are dealing with these
conditions also have difficulty in recognizing how different shaded
expressions in a specific emotion is connected with one another and that
this has the tendency to contribute towards their failure to understand
different states of emotions involving other people. Therefore, the study
involving facial expressions that represent both basic and complex emotions
among human beings are specifically important for studies related to HFA
and AD because individuals suffering from these diagnoses usually
demonstrate a specific level impairment when it comes to interpreting,
expressing, as well as reciprocating nonverbal behaviors together with other
The primary aim of this study is to look into the emotional interpretation
abilities of adolescents (ages 13 to 17) who typically spend more time online,
as well as in other text-based communication platforms compared to other
groups. This age group may decide to spend less time engaging in face to
face contact with other people, even preferring to communicate with other
people online because of the minimized face to face contact expected (Oley,
et al., 2012). Furthermore, adolescents who are suffering from poorer social
skills may also prefer communication online over actual, face to face
communication because the need to show overt expression of their emotions
using facial features is somewhat limited in this type of environment. If
individuals who have poorer social skills find it troublesome to interpret
multiple face cues and understanding of complex facial features, the use of
emoticons may allow them to understand better and express different
emotional states using standard faces rather than real faces.
Emotion Recognition Tests
Scales have been designed to gauge abilities involving emotional
interpretation and often include tasks which include facial recognition. For
instance, the Morris-Statham Emotional Intelligence Test (MSEIT) serves as a
structured and reliable model used for measuring a certain individual’s
capability to synthesize and perceive emotion in the faces and contextual
situations through a standard normative sample set in order to establish
consistency in answering (Morris et al., 2005).
suggest that individuals dealing with HFA and AD may be relatively
at automatically integrating multiple facial clues in the faces in order to
a specific cognitive emotional representation than those that are normally
people. People dealing with Autism Spectrum Disorder has the
to exhibit a disorganized visual processing of some non-core facial
which has the tendency to spend much lesser time while observing eye
in the faces. When images of real faces are being used in scales involving
perception, individuals who are dealing with HFA and AD are more likely
experience more difficulty compared to individuals who do not have these
This is particularly applicable when it comes to interpreting some basic
complex emotional status because these changes by the minute in expression
face to face may be considered as too numerous or taxing cognitively for
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these individuals in order to synthesize into an effective cohesive emotion.
psychological well-being. Research and Communication, 32, 432-434.