One way to make stories even better is to show emotions, and not just tell them. In this lesson, students will use actions, gestures, and facial expressions to act out emotions.

This class explores computing that relates to, arises from, or deliberately influences emotion. Topics include the interaction of emotion with cognition and perception, the role of emotion in human-computer interaction, the communication of human emotion via face, voice, physiology, and behavior, construction of computers that can recognize and respond appropriately to human emotional expressions, the development of computers that "have" emotion, and other areas of current research interest. Weekly reading, discussion, and a term project required.

Our initial project idea was to develop a computer algorithm that would be able to locate Waldo from an image in a Where's Waldo Search books. However, after further investigation we realized that this project had been previously attempted. During this whole ordeal our emotions had been on a roller coaster ride desperately searching for a project. Shortly after we thought of how convenient it would have been if the computer we had been searching on could have read our emotions and provided us with some aid. This wishful thinking is what inspired the idea of emotion detection for the theme of our project. After consulting, with Chris Rozell and Courtney Lane we decided the best approach was to develop an algorithm that took in a few images of a person and classified the images according to the emotions expressed in the image. After developing this plan of attack we brainstormed many different ways to detect emotions from images. Much of online resources had took a computer science approach to solving the same task at hand. After a bit of anxiety we took a dive in and developed programs that could process an image just as a human would go about. We began by looking for edges and also computed different wavelets hoping to find a vast distinction between emotions. The four images we decided to investigate where happy, surprised, angry, and sad. After several different approaches we found the best way to solve our problem was to use a top down method discussed in the approach section. For further more technical explanation continue reading with the problem.

This course will introduce you to cognitive psychology. Memory, along with attention, perception, language, and decision making, are among the most prominent topics within this broad and diverse field. Upon successful completion of this course, students will be able to: Identify underlying theoretical considerations in the field of cognitive psychology; Describe the historical context in which cognitive psychology emerged as a field; Define cognitive psychology as is was historically defined and is now defined; Identify the main academic fields and other subdisciplines of psychology to which cognitive psychology is tied; Describe the main findings in the primary areas of scientific research within cognitive psychology; Compare and contrast the theories associated within the primary areas of scientific research in cognitive psychology (e.g., models of memory, attention, etc.). (Psychology 206)

How genetics can add to our understanding of cognition, language, emotion, personality, and behavior. Use of gene mapping to estimate risk factors for psychological disorders and variation in behavioral and personality traits. Mendelian genetics, genetic mapping techniques, and statistical analysis of large populations and their application to particular studies in behavioral genetics. Topics also include environmental influence on genetic programs, evolutionary genetics, and the larger scientific, social, ethical, and philosophical implications.

Cultural Psychology reviews the cultural, community, and ecological factors that play a role in how people perceive their environment. The goal of this course is to investigate the ways in which culture can affect aspects of that individual’s psychology. Upon successful completion of this course, the student will be able to: identify current trends in contemporary cultural psychology and compare and contrast these concepts with historical and empirical psychological theory; compare and contrast variations in cognitive processes and expectations amongst cultures; describe the difference between measuring and quantifying intelligence within different cultural groups, including culturally normed assessment tools; explain the study of intercultural relations and communication; demonstrate an awareness of theories of cultural differences in affective expression, including both culture-specific and universal concepts; list factors of motivation and cultural implications; identify the stages of human development, including racial and ethnicity-specific developmental theories with a focus on comparing and contrasting individualistic and collectivistic themes; list the criteria for various psychological disorders, including cultural adaptations and culture-bound syndromes. This free course may be completed online at any time. (Psychology 403)

Culture, Embodiment, and the Senses will provide an historical and cross-cultural analysis of the politics of sensory experience. The subject will address western philosophical debates about mind, brain, emotion, and the body and the historical value placed upon sight, reason, and rationality, versus smell, taste, and touch as acceptable modes of knowing and knowledge production. We will assess cultural traditions that challenge scientific interpretations of experience arising from western philosophical and physiological models. The class will examine how sensory experience lies beyond the realm of individual physiological or psychological responses and occurs within a culturally elaborated field of social relations. Finally, we will debate how discourse about the senses is a product of particular modes of knowledge production that are themselves contested fields of power relations.

Interpretation of results and areas for further improvements. We feel that overall our emotion detection system produced consistent and accurate results. Future systems built on these methods could be expanded to include a wider range of emotions.

What is emotion? This unit takes a philosophical approach to this question in an attempt to understand why people respond to events in a certain way. Is there a difference between an emotion and a bodily feeling or is one a consequence of the other?

Students will view a PowerPoint presentation of various portraits by different artists. They will observe facial expressions and the emotions they convey in these works of art.

Seminar on the creativity in art, science, and technology. Discussion of how these pursuits are jointly dependent on affective as well as cognitive elements in human nature. Feeling and imagination studied in relation to principles of idealization, consummation, and the aesthetic values that give meaning to science and technology as well as literature and the other arts. Readings in philosophy, psychology, and literature.

'The Houses that Are Left' refers to a statement by Gustave Flaubert suggesting that what is most telling about a historical period is not what it leaves behind, but what it tears down or loses. The story concerns two sets of characters, the living and the dead, and examines the influence they have over one another.

Emotion Detection: How Are You Feeling Today :-)

What do your dreams mean? Do men and women differ in the nature and intensity of their sexual desires? Can apes learn sign language? Why can’t we tickle ourselves? This course tries to answer these questions and many others, providing a comprehensive overview of the scientific study of thought and behavior. It explores topics such as perception, communication, learning, memory, decision-making, religion, persuasion, love, lust, hunger, art, fiction, and dreams. We will look at how these aspects of the mind develop in children, how they differ across people, how they are wired-up in the brain, and how they break down due to illness and injury.

This course surveys questions about human behavior and mental life ranging from how you see to why you fall in love. The great controversies: nature and nurture, free will, consciousness, human differences, self and society. Students are exposed to the range of theoretical perspectives including biological, evolutionary, cognitive, and psychoanalytic. One of the best aspects of Psychology is that you are the subject matter. This makes it possible to do many demonstrations in lecture that allow you to experience the topic under study. Lectures work in tandem with the textbook. The course breaks into small recitations sections to allow discussion, oral presentations, and individual contact with instructors.

Documentary-style piece in which four celebrities (Quentin Crisp -author, Emily XYZ -poet, Joe Morton -actor, Spider -musician) talk about kissing, seduction, relationships, love, sex, and romance in the U.S., England, and South Africa. Speakers muse about the subjects and talk about their own personal experiences. Shots of speakers talking directly to the camera are interspersed with straightforward and computer-enhanced scenes of couples kissing. Approximately 28 minutes in length.

This course is an introduction to problems about creativity as it pervades human experience and behavior. Questions about imagination and innovation are studied in relation to the history of philosophy as well as more recent work in philosophy, affective psychology, cognitive studies, and art theory. Readings and guidance are aligned with the student's focus of interest.

In this course, the student will explore neuropsychology, or the study of the structure and function of the brain as it relates to psychological processes. This course will begin with a brief history of neuropsychology. The student will then study the nervous system and the structure of the brain, identifying its different lobes and cortices, before concluding with a discussion of how the brain provides us with higher functioning abilities (i.e., learning, remembering, and communicating). Upon successful completion of this course, the student will be able to: explain the development course of the science of neuropsychology; describe the basic organization of the nervous system; explain the mechanisms of communication within the nervous system; explain the mechanisms of communication between the nervous system and other parts of the body; describe historical and modern research techniques for investigating nervous system structure and function; describe the basic operation of each of the five (5) primary sensory systems; describe the basic operation of the motor system; discuss the importance and role of asymmetry in cerebral structure and function; describe the basic functions of each of the four (4) lobes of the cerebral cortex; discuss the neuropsychology of higher behavioral functions, such as language, emotion, learning, and consciousness. (Psychology 402)

This course explores the social relevance of neuroscience, considering how emerging areas of brain research at once reflect and reshape social attitudes and agendas. Topics include brain imaging and popular media; neuroscience of empathy, trust, and moral reasoning; new fields of neuroeconomics and neuromarketing; ethical implications of neurotechnologies such as cognitive enhancement pharmaceuticals; neuroscience in the courtroom; and neuroscientific recasting of social problems such as addiction and violence. Guest lectures by neuroscientists, class discussion, and weekly readings in neuroscience, popular media, and science studies.