Psychology Dissertation Length Sample


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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


A., Cohen, T., Raste, Y. & Pleem, W. (2011). The extreme brain theory


autism. Journal of Psychiatry and Psychology, 23, 123-145.


G. (2009). Social foundation involving action and thought: Trends in the


of cognitive sciences, 7(7), 250-255.


G., Peters, T., & Smith, O. (2005). Preferences involved in online social


Theory behind problematic use of the internet and


O., Caplan, T., & Jordan, W. (2012). Differential activation of the social brain


a fearful face processing, Visual Cognition, 23(2), 1001-1004.


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these individuals in order to synthesize into an effective cohesive emotion.


psychological well-being. Research and Communication, 32, 432-434.

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