Emoji (the popular digital pictograms) are sometimes seen as a new kind of artificial and universally usable and consistent writing code. In spite of their assumed universality, there is some evidence that the sense of an emoji, specifically in regard to sentiment, may change from language to language and culture to culture. This paper investigates whether contextual emoji sentiment analysis is consistent across Arabic and European languages. To conduct this investigation, we, first, created the Arabic emoji sentiment lexicon (Arab-ESL). Then, we exploited an existing European emoji sentiment lexicon to compare the sentiment conveyed in each of the two families of language and culture (Arabic and European). The results show that the pairwise correlation between the two lexicons is consistent for emoji that represent, for instance, hearts, facial expressions, and body language. However, for a subset of emoji (those that represent objects, nature, symbols, and some human activities), there are large differences in the sentiment conveyed. More interestingly, an extremely high level of inconsistency has been shown with food emoji.

In this paper we implement and compare 7 different data augmentation strategies for the task of automatic scoring of children’s ability to understand others’ thoughts, feelings, and desires (or “mindreading”). We recruit in-domain experts to re-annotate augmented samples and determine to what extent each strategy preserves the original rating. We also carry out multiple experiments to measure how much each augmentation strategy improves the performance of automatic scoring systems. To determine the capabilities of automatic systems to generalize to unseen data, we create UK-MIND-20 - a new corpus of children’s performance on tests of mindreading, consisting of 10,320 question-answer pairs. We obtain a new state-of-the-art performance on the MIND-CA corpus, improving macro-F1-score by 6 points. Results indicate that both the number of training examples and the quality of the augmentation strategies affect the performance of the systems. The task-specific augmentations generally outperform task-agnostic augmentations. Automatic augmentations based on vectors (GloVe, FastText) perform the worst. We find that systems trained on MIND-CA generalize well to UK-MIND-20. We demonstrate that data augmentation strategies also improve the performance on unseen data.

In this paper we present the first work on the automated scoring of mindreading ability in middle childhood and early adolescence. We create MIND-CA, a new corpus of 11,311 question-answer pairs in English from 1,066 children aged from 7 to 14. We perform machine learning experiments and carry out extensive quantitative and qualitative evaluation. We obtain promising results, demonstrating the applicability of state-of-the-art NLP solutions to a new domain and task.