Explaining Emotions

O'Rorke, Paul; Ortony, Andrew

doi:10.1207/s15516709cog1802_3

Cited by 57 publications

(25 citation statements)

References 33 publications

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“…Recently, though, preand postmodern challenges to the dominant paradigm of enlightenment rationality have made it possible for emotions to be given more than passing attention in the conceptual schemes of disciplines like sociology where they had long been rejected, and even (a little) in the critical study of law (Bandes, 1999;Henderson, 1987;West-Newman, 2001a, 2001b. Scholars in many disciplines now offer empirical evidence and conceptual analyses showing that reason and emotion work always in combination (Barbalet, 1998;Damasio, 1996;O'Rorke andOrtony, 1994, Reddy, 2001).…”

Section: Anger Reason and Lawmentioning

confidence: 99%

Anger, Ethnicity, and Claiming Rights

West-Newman

2004

Ethnicities

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Political anger in New Zealand is anger in a postcolonial society.The emotions that circulate around perceptions of injustice and inequality, and which are framed through constructions of ethnic difference, significantly colour social and political life. In New Zealand, historical processes of colonization and settlement have created conjunctions of ethnic identity which shape the law and may ultimately determine when and how human rights legislation is used in this society. The search for justice in relations between Maori and Pakeha in New Zealand involves anger, played out in a variety of social, political and legal contexts. Members of the two principal ethnic groups become angry about many of the same things but in ways whose difference reflects the differences of ethnic identity.

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Section: Anger Reason and Lawmentioning

confidence: 99%

Anger, Ethnicity, and Claiming Rights

West-Newman

2004

Ethnicities

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“…In total, twenty-two classes of eliciting conditions are identi®ed, including joy; distress; happy for; gloat; resent; sorry for; reproach, and angry at. Among the emotions with the simplest speci®cation is the well-being emotion distress (written in PROLOG-style form close to actual code, see also O'Rorke and Ortony [1994]). distress(L1,L2,F, d; Sit) if wants(L1,F,d Des … F †; Sit) and holds(non-F,Sit) An agent L1 may experience distress over some state of a airs (or``¯uent'') F in a situation Sit if L1 wants a¯uent that does not hold in Sit.…”

Section: Appraisalmentioning

confidence: 99%

Scripting affective communication with life-like characters in web-based interaction systems

Prendinger

Descamps

Ishizuka

2002

Applied Artificial Intelligence

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In this paper, we discuss scripting tools that aim at facilitating the design of Web-based interactions with animated characters capable of affective communication. Speci cally, two systems are developed. The SCREAM system is a scripting tool that enables authors to create emotionally and socially appropriate responses of animated characters. Content authors may design the mental make-up of a character by declaring a variety of parameters and behaviors relevant to affective communication and obtain quanti ed emotional reactions that can be input to an animation engine. While the default operations of a character' s`m ind' ' are based on psychological and sociological research, authors may easily modify and extend its rule set. In order to facilitate high-level scripting and connectivity with other Web-based animated agent systems, the tool is written in a lightweight JAVA-based PROL OG system and JAVA. Connectivity is demonstrated by interfacing SCREAM with our second system, MPML , an XML -style markup language that allows to control and coordinate the multi-modal appearance of synthetic characters. Affective communication with animated characters is illustrated by the implementation of a Web-based casino scenario.

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“…In the emotion domain, abductive inference is needed to construct the explanation of Mary's relief (Table 7) and many other explanations of emotion elicitation (see O'Rorke and Ortony 1992;1994). In general, in the emotion domain, abductive hypothesis formation generates inferences about the mental states (beliefs, desires, expectations, etc. )…”

Section: Abductive Hypothesis Formationmentioning

confidence: 99%

“…1990). More complete accounts of the case study of emotion elicitation are given in (O'Rorke and Ortony 1992;1994). A fuller account of the acquisition of qualitative decision rules is given in O' Rorke, El Fattah, and Elliott (1993a,b).…”

Section: Related Work Limitations and Future Workmentioning

confidence: 99%

ABDUCTION and EXPLANATION‐BASED LEARNING: CASE STUDIES IN DIVERSE DOMAINS

O'Rorke

1994

Computational Intelligence

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This paper presents a knowledge-based learning method and reports on case studies in different domains. The method integrates abduction and explanation-based learning. Abduction provides an improved method for constructing explanation$. The improvement enlarges the set of examples that can be explained so that one can learn from additional examples using traditional explanation-based macro learning. Abduction also provides a form of knowledge level learning. Descriptions of case studies show how to set up abduction engines for tasks in particular domains. The case studies involve over a hundred examples taken from diverse domains requiring logical, physical, and psychological knowledge and reasoning. The case studies are relevant to a wide range of practical tasks including natural language understanding and plan recognition; qualitative physical reasoning and postdiction; diagnosis and signal interpretation; and decision making under uncertainty. The descriptions of the case studies include an example, its explanation, and discussions of what is learned by macro-learning and by abductive inference. The paper discusses how to provide and represent the domain knowledge and meta-knowledge needed for abduction and search control. The main conclusion is that abductive inference is important for learning. Abduction and macro-learning are complementary and synergistic.

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Explaining Emotions

Cited by 57 publications

References 33 publications

Anger, Ethnicity, and Claiming Rights

Anger, Ethnicity, and Claiming Rights

Scripting affective communication with life-like characters in web-based interaction systems

ABDUCTION and EXPLANATION‐BASED LEARNING: CASE STUDIES IN DIVERSE DOMAINS

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