It is an honor to be able to engage Ezequiel Di Paolo’s and David Sander’s reflections on relational conceptions of emotional development. In this reply, I elaborate on the role of emotion in the o...

The goal of this review is to consider how culture impacts the socialization of emotion development in infancy, and infants’ and young children’s subsequent outcomes. First, we argue that parents’ socialization decisions are embedded within cultural structures, beliefs, and practices. Second, we identify five broad cultural frames (collectivism/individualism; power distance; children’s place in family and culture; ways children learn; and value of emotional experience and expression) that help to organize current and future research. For each frame, we discuss (...) the impact on parents’ socialization practices and infants’ subsequent outcomes relating to emotion-related experience, expression, and understanding. We also generate testable hypotheses to further our understanding of the relationships between the five frames and emotion development in infancy. (shrink)

Emotion development research centrally concerns capacities to produce emotions and to think about them. We distinguish these enterprises and consider a novel account of how they might be related. On one recent account, the capacity to have emotions of various kinds comes by way of the acquisition of emotion concepts. This account relies on a constructionist theory of emotions and an embodied theory of emotion concepts. We explicate these elements, then raise a challenge for the approach. It appears to (...) be incompatible with various familiar ways in which cognitions about one’s own emotions can come apart from episodes of emotion. (shrink)

In this article, I outline a relational-developmental conception of emotion that situates emotional activity within a broader conception of persons as holistic, relational beings. In this model, emotions consist of felt forms of engagement with the world. As felt aspects of ongoing action, uninhibited emotional experiences are not private states that are inaccessible to other people; instead, they are revealed directly through their bodily expressions. As multicomponent processes, emotional experiences exhibit both continuity and dramatic change in (...) class='Hi'>development. Building on these ideas, I describe an intersubjective methodology for studying developmental changes in the structure of emotional experience. I illustrate the approach with an analysis of developmental changes in the structure of anger from birth to adulthood. (shrink)

Concepts from functional theories of emotions are integrated with principles of skill development to produce a theory of emotional development. The theory provides tools for predicting both the sequences of emotional development and the ways emotions shape development. Emotions are characterised in terms of three component models: (a) the process of emotion generation from event appraisal, (b) a hierarchy of emotion categories organised around a handful of basic-emotion families, and (c) a characterisation of emotions (...) in terms of prototypic event scripts. The basic emotions and the positive vs. negative hedonic components of emotions function as constraints or organisers that shape behaviour whenever an emotion is activated. Through these patterning effects, emotions shape both short-term behavioural organisation and long-term development. The skill-development component of the theory explains how, as children grow, they construct and control increasingly complex skills—which affect many aspects of emotion, from appraisal to emotional self-control. These skills can be characterised in terms of a series of developmental tiers and levels; they are not fixed traits of the child but instead are affected by assessment conditions and emotional action tendencies. The developmental process gradually moves from basic, species-specific emotions to culture-specific, subordinate-category emotions and the complexities of adult emotional experiences. The theory provides a set of conceptual and methodological tools to predict and assess emotional development. It also indicates how emotional development fits with other aspects of systematic change in the organisation of behaviour. (shrink)

Frameworks of emotional development have tended to focus on how environmental factors shape children's emotion understanding. However, individual experiences of emotion represent a complex interplay between both external environmental inputs and internal somatovisceral signaling. Here, we discuss the importance of afferent signals and coordination between central and peripheral mechanisms in affective response processing. We propose that incorporating somatovisceral theories of emotions into frameworks of emotional development can inform how children understand emotions in themselves and others. We (...) highlight promising directions for future research on emotional development incorporating this perspective, namely afferent cardiac processing and interoception, immune activation, physiological synchrony, and social touch. (shrink)

The use of robots had already been proven to encourage the promotion of social interaction and skills lacking in children with Autism Spectrum Disorders, who typically have difficulties in recognizing facial expressions and emotions. The main goal of this research is to study the influence of a humanoid robot to develop socio-emotional skills in children with ASD. The children’s performance in game scenarios aiming to develop facial expressions recognition skills is presented. Along the sessions, children who performed the game (...) scenarios with the robot and the experimenter had a significantly better performance than the children who performed the game scenarios without the robot. The main conclusions of this research support that a humanoid robot is a useful tool to develop socio-emotional skills in the intervention of children with ASD, due to the engagement and positive learning outcome observed. (shrink)

In this volume an outstanding group of scientists consider emotional development from fetal life onwards. The book includes views from neuroscience, primatology, robotics, psychopathology, and prenatal development. The first book of its kind, this book will be of major interest to all those interested in emotion, from the fields of social, developmental, and clinical psychology, to psychiatry, and neuroscience.

The present study aimed to examine the longitudinal promotive and protective role of process quality in regular early childhood education and care (ECEC) centers in the context of early cumulative family risks on children’s social–emotional development from early to middle childhood. The sample consisted of 293 (T1;Mage = 2.81), 239 (T2;Mage = 3.76), and 189 (T3;Mage = 9.69) children from 25 childcare centers in Switzerland. Fourteen familial risk factors were subsumed to a family risk score at T1. Parents (...) and teachers reported on children’s conduct problems (CP), emotional problems (EP), and prosocial behavior (PB) at T2 and T3. Childcare process quality was assessed at T2 using external observations of teaching and interaction, provisions for learning, and key professional tasks. Results showed that early family risks were positively associated with CP and EP and negatively associated with PB in the long term. High-quality teaching and interaction as well as caregivers’ professional behavior in terms of systematic observation, documentation, and planning of children’s individual learning processes and needs protected children from the undesirable long-term effects of early family risks on conduct problems, emotional problems, and prosocial behavior from early to middle childhood. The results indicate that a high process quality in ECEC might serve as an essential contextual protective factor in the development of resilience in children at risk. (shrink)

Toddlerhood is characterized by rapid development in several domains, such as language, socio-emotional behavior and emerging math skills all of which are important precursors of school readiness. However, little is known about how these skills develop over time and how they may be interrelated. The current study investigates young children’s development at two time points, with about 7 months in between, assessing their language, socio-emotional and math language and numeracy skills with teacher ratings. The sample includes (...) 577 children from 18 until 36 months of age of 86 childcare classrooms. The results of the autoregressive path analyses showed moderate to strong stability of language, socio-emotional and math language and numeracy skills, although the magnitude of associations was smaller for the latter. The cross-lagged path analyses highlighted the importance of language and socio-emotional skills for development in the other domains. Differential relations were found for the autoregressive and cross-lagged paths depending on gender and age. Language skills appeared a stronger predictor of boys’ socio-emotional and math language and numeracy skill development compared to girls. Girls’ socio-emotional skills predicted growth in math. For boys, socio-emotional and math language and numeracy skills appeared to be unrelated. Language skills showed stronger relations with the development of math language and numeracy skills for younger children as compared to older children. Also, for older children math language and numeracy skills negatively predicted growth in their socio-emotional skills. The findings provide more insights in how language, math language and numeracy skills and socio-emotional skills co-develop in the early years and as such have important implications for interventions aimed to support children’s development. (shrink)

Emotional action and communication are integral to the development of morality, here conceptualized as our concerns for the well-being of other people and the ability to act on those concerns. Focusing on the second year of life, this article suggests a number of ways in which young children’s emotions and caregivers’ emotional communication contribute to early forms of helping, empathy, and learning about prohibitions. We argue for distinguishing between moral issues and other normative issues also in the (...) study of early moral development, for considering a wider range of emotional phenomena than the “moral emotions” most commonly studied, and for paying more attention to how specific characteristics of early emotional interactions facilitate children’s development of a concern for others. (shrink)

In recent decades, considerable progress has been made in our understanding of emotional development. Yet no single current theory can fully encompass all of the empirical findings. Herein I propose that aspects of several theoretical approaches can be incorporated into a novel view that is informed by the dynamical systems perspective.

This is a book for teachers and parents as well who seek to develop such self-directed, “can-do” children.

이 논문은 현대인이 앓고 있는 감정 과잉의 문제에 대한 해결책을 전통적 감정 담론, 특히 풍부한 감수성을 계발하도록 하면서도 감정의 적절한 표출을 위한 조절을 강조했던 선진 시기의 유가 철학에서 참고해보고자 하는 시도이다. 이러한 연구는 덕 윤리로서 유가 윤리가 인격 수양으로 표현되는 덕 획득의 구조 내에서 감정을 어떻게 다루었는지를 체계 적으로 재구성하는 작업이다. 이러한 작업은 당연히 덕 윤리의 일반적 체계 속에서 감정이 어떤 위상을 가지고 있는지, 어떻게 교육(계발)될 수 있는지 혹은 감정의 특성을 고려할 때 교육(계발)이라는 것 자체가 가능한지, 그리고 여러 덕들의 획득 (...) 방식과 어떤 유사성이 나 차이점이 있는지를 먼저 검토하는 것으로 이루어졌다. 그리고 이것을 바탕으로 선진 유 가가 자아 수양의 방식으로 활용한, 대표적인 양식인 예를 중심으로 규칙, 감정과 습관화 라는 큰 틀에서 유가의 감정 수양 방식, 즉 감정의 습관화 방식을 재구성하였다. 이러한 검토는 감정 조절(혹은 감정 교육이나 수양)이 얼마나 복잡한 문제이고 다양한 요소들을 함께 고려하는 문제임을 알 게 해 줄 것이며 유가의 인격 수양 이론을 다시 검토하는 계기 를 제공할 것이다. (shrink)

Trait emotional intelligence (“trait EI”) concerns our perceptions of our emotional abilities, that is, how good we believe we are in terms of understanding, regulating, and expressing emotions in order to adapt to our environment and maintain well-being. In this article, we present succinct summaries of selected findings from research on (a) the location of trait EI in personality factor space, (b) the biological underpinnings of the construct, (c) indicative applications in the areas of clinical, health, social, educational, (...) organizational, and developmental psychology, and (d) trait EI training. Findings to date suggest that individual differences in trait EI are a consistent predictor of human behavior across the life span. (shrink)

In The Face of Emotions, which was Carroll Izard’s first major attempt at elaborating his differential emotions theory (DET), he stated that the book “presents a theoretical framework for the study of emotions and their role in personality and interpersonal processes.” Yet, over the years, his contribution to personality theory has generally been overshadowed by the attention focused on his views on facial expressions and the structure of emotions. This article will begin with a brief overview of the DET perspective (...) on personality development. Then, it will examine how the DET framework can be used to organize recent findings from three lines of research on adult personality. It will conclude with suggestions for future research as well as some personal recollections. (shrink)

A full understanding of emotion necessitates the bridging of disciplinary perspectives and methodological approaches. This special section uses emotional development as a foil to illustrate how suc...

Emotion regulation plays a vital role in individuals’ well-being and successful functioning. In this study, we attempted to develop a computerized adaptive testing to efficiently evaluate ER, namely the CAT-ER. The initial CAT-ER item bank comprised 154 items from six commonly used ER scales, which were completed by 887 participants recruited in China. We conducted unidimensionality testing, item response theory model comparison and selection, and IRT item analysis including local independence, item fit, differential item functioning, and item discrimination. Sixty-three items (...) with good psychometric properties were retained in the final CAT-ER. Then, two CAT simulation studies were implemented to assess the CAT-ER, which revealed that the CAT-ER developed in this study performed reasonably well, considering that it greatly lessened the test items and time without losing measurement accuracy. (shrink)

A project manager’s emotional intelligence (EI) is essential to project success. However, the mechanism in this cause and effect remains a black box in extant literature. China is now the world’s largest construction market, and figuring out the mechanism of construction project manager’s (CPM’s) EI on project success is meaningful for developing the global construction market. This study conducted an in-depth interview with 24 CPMs with more than 5-year experience in construction project management. The grounded theory was employed to (...) profile the application of CPM’s EI and to build the multilevel mechanism that explains the influence of CPM’s EI on project success. The mechanism framework conforms to the existed input–process–output (IPO) theory. It consists of a team-level mechanism (including the positive team atmosphere, shared vision, and team cohesion) and an individual-level mechanism (i.e., organizational citizenship behavior directed at the organization, perceived supervisor support, trust in leader, and subordinate’s psychological and emotional health). This study further proposed that the effect of this mechanism does not work immediately but develops with time passing. Implications for further research and project management practice are discussed in the end. (shrink)

ABSTRACTPrevious research on the development of emotion recognition in music has focused on classical, rather than popular music. Such research does not consider the impact of lyrics on judgements...

This study examines the relationship between emotional education and effective money management, with a particular focus on its impact on human development. It is proposed that the identification and proper management of emotions enables individuals to make more informed financial decisions and to create new economic opportunities. A review of the literature and an empirical analysis demonstrate that digital platforms can be effective in promoting educational content that addresses both emotional and financial backwardness in Mexico. The findings (...) highlight the necessity of integrating emotional education into financial education programs to enhance the general well-being of the population. Furthermore, the “Puntoencomún” platform is presented as an innovative model to promote a positive vision of work and the development of emotional and financial skills. (shrink)

This comment addresses opportunities for understanding the social functions of emotion by taking a developmental perspective. I agree that understanding emotions and their development will meaningf...

Humans rely heavily on their prosocial relationships. We propose that the experience and display of prosocial emotions evolved to regulate such relationships through inhibiting individual selfishness in service of others. Two emotions in particular serve to meet two central requirements for upholding prosociality: gratitude motivates maintenance of ongoing prosocial interactions, and guilt motivates repair of ruptured prosocial interactions. We further propose, and review developmental evidence, that nascent forms of these two emotions serve their respective functions from early in ontogeny. The (...) remarkably early emergence of these prosocial emotions allows even very young children to participate in and benefit from prosociality. We discuss the implications of and challenges to this conclusion and identify pressing future directions for this work. (shrink)

Las habilidades socioemocionales es el conjunto de hábitos, pensamientos y emociones que facilitanlas relaciones interpersonales mediante la expresión adecuada de las emociones y la consideración de suimpacto en los demás. Respaldadas por la neurología, estas habilidades son cruciales para el aprendizaje yla contribución de los docentes a las nuevas generaciones. El ensayo tiene como objetivo reflexionar sobrelas habilidades socioemocionales de los futuros profesionales de la educación, explorando su influencia en laenseñanza y su contribución a la sociedad. Dada la situación de (...) la pandemia, se propone presentar el papelde la educación socioemocional en las actividades curriculares universitarias de formadores de docentes enChile, utilizando el método crítico-interpretativo y la fenomenología hermenéutica. La discusión se basa enla experiencia, el diálogo con grupos de alumnos y profesores, identificando puntos clave para la inclusión dehabilidades emocionales en la formación docente. El proceso involucró la participación activa del docente,quien asumió el rol inicial en la intervención mediante la entrega de instrucciones y guías para el desarrollode las habilidades socioemocionales sobre ética y educación en sus diversos contextos, realizada de maneravirtual en un centro de educación superior de Chile. La conclusión subraya la urgencia y necesidad de integrarla educación socioemocional en el currículo de formación de profesionales de la educación universitaria.Se destaca la coincidencia entre Goleman, Bisquerra y Morin, teóricos que han profundizado la temática,aunque se señala la persistencia de modelos educativos ortodoxos que excluyen las emociones, enfocándoseexcesivamente en las capacidades intelectuales y pasando por alto la necesidad de una formación emocionalintegral para afrontar los desafíos contemporáneos de la sociedad. (shrink)

Teachers’ social-emotional competence is considered important to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers’ occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (...) (TRUST), which is a theory-based situational judgment test measuring teachers’ knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers’ general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers’ occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool. (shrink)

People living in areas of intractable conflicts experience extreme negative emotions which ultimately lead to support of aggressive policies. Emotion regulation and particularly cognitive reapprais...

This study developed an emotional vulnerability scale and examined its reliability and validity with a sample of university students. In health psychology, a measurement of emotional pain can contribute to the prevention and improvement of physical and mental health problems in daily life. We collected data from 361 Japanese university students. From preliminary interviews with 20 participants, 42 semantic units were extracted. For scale development, a questionnaire survey was conducted using the 42 extracted categories, and exploratory and (...) confirmatory factor analyses were performed. Four factors emerged, which were both reliable and valid: “vulnerability toward criticism or denial,” “vulnerability toward worsening relationships,” “vulnerability toward interpersonal discord,” and “vulnerability toward procrastination and emotional avoidance.” This scale can be useful to understand vulnerability in everyday situations and grasp the vulnerable conditions experienced by individuals. This can help prevent stress responses and mental health problems, which are valuable contributions to health psychology. (shrink)

Wars and armed conflicts have a devastating impact at the economic, social, and individual level. Millions of children and adolescents are forced to bear their disastrous consequences, also in terms of mental health. Their effects are even more complicated when intertwined with those of other disasters such as the current COVID-19 pandemic. To help them face such adverse events, lay adults can be supported by psychoeducational interventions involving simple tools to assist children and adolescents emotionally. Hence, we planned and implemented (...) two public communication campaigns concerning wars to support adult carers such as parents, teachers, educators, psychologists, first responders, and others interested in young people’s wellbeing. We developed psychoeducational materials to help children and adolescents cope with negative emotions related to indirect and direct exposure to wars. This study had the objective to identify the content for two pamphlets, testing their comprehensibility, usability, and utility, and monitoring their dissemination. First, based on classifications of coping strategies and on a previous campaign about COVID-19 pandemic, we decided to include in the psychoeducational materials basic information on news about wars and common reactions to wars, respectively; on emotions that might be experienced; and on coping strategies for dealing with negative emotions. For the first pamphlet, we identified the strategies involving 141 adults. They completed an online survey with open-ended questions concerning ways to help children and adolescents cope with negative emotions associated with the Russia-Ukraine war. For the second pamphlet, we selected the contents based on Psychological First Aid manuals. Through content analyses, we chose 24 strategies. Second, data gathered with 108 adults who had consulted the psychoeducational materials supported their comprehensibility, usability, and utility. Third, we monitored the visibility of the campaigns after the release of the pamphlets, using Google Analytics™ data from the HEMOT® website through which we disseminated them. To conclude, our findings supported the comprehensibility, the usability, and the utility of the two pamphlets, to be disseminated as psychoeducational materials in the early phase of a disaster. (shrink)

We present evidence from a pre-registered experiment indicating that a philosophical argument––a type of rational appeal––can persuade people to make charitable donations. The rational appeal we used follows Singer’s well-known “shallow pond” argument (1972), while incorporating an evolutionary debunking argument (Paxton, Ungar, & Greene 2012) against favoring nearby victims over distant ones. The effectiveness of this rational appeal did not differ significantly from that of a well-tested emotional appeal involving an image of a single child in need (Small, Loewenstein, (...) and Slovic 2007). This is a surprising result, given evidence that emotions are the primary drivers of moral action, a view that has been very influential in the work of development organizations. We did not find support for our pre-registered hypothesis that combining our rational and emotional appeals would have a significantly stronger effect than either appeal in isolation. However, our finding that both kinds of appeal can increase charitable donations is cause for optimism, especially concerning the potential efficacy of well-designed rational appeals. We consider the significance of these findings for moral psychology, ethics, and the work of organizations aiming to alleviate severe poverty. (shrink)

Systems theory holds that emotional responses derive from the continuous, mutual interaction between multiple neurobiological and behavioral systems associated with emotion as they are contextually embedded. Developmental systems theory portrays these systems as becoming progressively integrated as they mature. From this perspective, regulatory processes are incorporated into emotion throughout the course of emotional development. This article examines the implications of developmental systems theory in understanding the association between emotion and emotion regulation, enlisting the functionalist orientation of contemporary (...) emotions theory, a broad portrayal of emotion regulatory influences, and attention to the role of context in the management of emotion. (shrink)

Financial market and economic growth and development trends can be regarded as an extremely complex system, and the in-depth study and prediction of this complex system has always been the focus of attention of economists and other scholars. Emotion recognition algorithm is a pattern recognition technology that integrates a number of emerging science and technology, and has good non-linear system fitting capabilities. However, using emotion recognition algorithm models to analyze and predict financial market and economic growth and development (...) trends can yield more accurate prediction results. This article first gives a detailed introduction to the existing financial development and economic growth status and development trend forecasting problems, and then gives a brief overview of the concept of emotion recognition algorithms. Then, it describes the emotion recognition methods, including statistical emotion recognition methods, mixed emotion recognition methods, and emotion recognition methods based on knowledge technology, and conducts in-depth research on the three algorithm models of statistical emotion recognition methods, they are the support vector machine algorithm model, the artificial neural network algorithm model, and the long and short-term memory network algorithm model. Finally, these three algorithm models are applied to the financial market and economic growth and development trend prediction experiments. Experimental results show that the average absolute error of the three algorithms is below 25, which verifies that the emotion recognition algorithm has good operability and feasibility for the prediction of financial market and economic growth and development trends. (shrink)

A central thesis held by neo-Aristotelian virtue theories is that virtues require robust dispositions to have appropriate emotions. This thesis is challenged by a particular form of situationism, which suggests that human beings cannot develop this kind of emotional disposition because our integral emotions are too easily influenced by morally and epistemically irrelevant incidental affect. If the challenge stands, it implies that human beings cannot be virtuous. In response to the challenge, I propose an agential solution that’s grounded in (...) the affective sciences. Drawing from empirical evidence, I argue that agents can develop ameliorative abilities such as emotion differentiation to guard against the influence of incidental affect, thereby developing more robust emotional dispositions. My arguments thus defend the psychological plausibility of this key component of virtue. (shrink)

The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection (...) in learning as essential and often emotional. However, the emotional experiences embedded in teacher reflections are often ignored, even discounted, in the discussion of teachers’ professional development. Investigating this phenomenon of emotions in teacher reflections, analysed by drawing on lifeworld theory, revealed how emotional experiences can be a resource in teachers’ professional development. To acknowledge teachers’ emotional experiences means recognizing that the teacher’s subjective and lived body is involved in the reflective and learning process of becoming professional. (shrink)

The psychology of emotions illuminates the questions of intentional capacities raised by Barresi & Moore (B&M). Complex emotions require the development of a sense of self and are based on social comparisons between mainly imagined objects. The fourth level in B&M's framework requires something like a constructive agent rather than a mental agent.

The Musical Emotion Discrimination Task (MEDT) is a short, non-adaptive test of the ability to discriminate emotions in music. Test-takers hear two performances of the same melody, both played by the same performer but each trying to communicate a different basic emotion, and are asked to determine which one is “happier”, for example. The goal of the current study was to construct a new version of the MEDT using a larger set of shorter, more diverse music clips and an adaptive (...) framework to expand the ability range for which the test can deliver measurements. The first study analysed responses from a large sample of participants (N = 624) to determine how musical features contributed to item difficulty, which resulted in a quantitative model of musical emotion discrimination ability rooted in Item Response Theory (IRT). This model informed the construction of the adaptive MEDT. A second study contributed preliminary evidence for the validity and reliability of the adaptive MEDT, and demonstrated that the new version of the test is suitable for a wider range of abilities. This paper therefore presents the first adaptive musical emotion discrimination test, a new resource for investigating emotion processing which is freely available for research use. (shrink)

Although it is a welcome and timely idea, the behavioural constellation of deprivation needs to explain how the development of personal control, trust, and perception of future risk is mediated through relationships with parents. Further, prioritising the present over the future may not be the essence of this constellation; perhapsnotquite being, either in the presentorin the future, is a better depiction.

Human emotional expressions can communicate the emotional state of the expresser, but they can also communicate appeals to perceivers. For example, sadness expressions such as crying request perceivers to aid and support, and anger expressions such as shouting urge perceivers to back off. Some contemporary artificial intelligence (AI) systems can mimic human emotional expressions in a (more or less) realistic way, and they are progressively being integrated into our daily lives. How should we respond to them? Do (...) we have reasons to reply to the appeals made by AI emotional expressions? In this paper, we examine the conditions under which AI emotional expressions could give us prudential or even moral reasons to change our behavior. We argue that these conditions do not depend on whether the emotional expression is genuine or not, but rather on the presence of features some of which can be implemented in emotive AI given our current level of technological development. We extract recommendations and warnings for the development of emotive AI. (shrink)