Children with autism spectrum disorder are skilled at reading emotion body language

Peterson, Candida C.; Slaughter, Virginia; Brownell, Celia A.

doi:10.1016/j.jecp.2015.04.012

Cited by 39 publications

(29 citation statements)

References 47 publications

(69 reference statements)

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“…The association was not significant for TD children. This result is generally consistent with those of earlier studies exploring the relation between intelligence and social cognition in ASD [ 21 – 28 ] and TD population [ 22 , 25 , 28 , 30 – 32 ]. Therefore, it conceptually replicates and extends earlier findings.…”

Section: Discussionsupporting

confidence: 93%

“…However, other earlier studies have tended to show significant and positive effects of age on social cognition measured from a single clinical or laboratory observation. For example, older age was associated with better performance on laboratory test measures including ToM [ 27 , 28 ], social analogical reasoning [ 69 ], RMET [ 26 ], and facial emotion recognition [ 21 ]. In addition to those one-to-one laboratory measures, the scores of Theory of Mind Inventory (ToMI), a parent report measure for theory of mind and social cognition, tend to improve with age [ 75 ].…”

Section: Discussionmentioning

confidence: 99%

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Different associations between intelligence and social cognition in children with and without autism spectrum disorders

et al. 2020

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Autism spectrum disorders (ASD) are characterized by impaired social cognition and communication. In addition to social impairment, individuals with ASD often have intellectual disability. Intelligence is known to influence the phenotypic presentation of ASD. Nevertheless, the relation between intelligence and social reciprocity in people with ASD remains unclear, especially in childhood. To elucidate this relation, we analyzed 56 typically developing children (35 male, 21 female, aged 60–91 months) and 46 children with ASD (35 male, 11 female, aged 60–98 months) from university and affiliated hospitals. Their cognitive function was evaluated using the Kaufman Assessment Battery for Children. Their social cognition was assessed using the Social Responsiveness Scale. We used linear regression models to ascertain whether the associations between intelligence and social cognition of typically developing children and children with ASD are significantly different. Among the children with ASD, scores on the Kaufman Assessment Battery for Children correlated significantly with social cognition, indicating that higher intelligence is associated with better social cognition. For typically developing children, however, no significant correlation was found. One explanation might be that children with ASD fully use general intelligence for successful learning in social cognition, although extensive use of intelligence might not be necessary for TD children. Alternatively, autistic impairment in social cognition can be compensated by intelligence despite a persistent deficit in social cognition. In either case, when using the SRS as a quantitative phenotype measure for ASD, the influence of intelligence must be considered.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Different associations between intelligence and social cognition in children with and without autism spectrum disorders

et al. 2020

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“…Deviant emotional processing seems also to play a role in ASD development, but here the evidence is less clear. Peterson et al [ 13 ] found that children with ASD up to 12 years of age experienced greater difficulty reading emotions from the eyes than TD. Kuusikko et al [ 14 ] described reduced capabilities to recognize emotions, especially anger.…”

Section: Introductionmentioning

confidence: 99%

The relation between face-emotion recognition and social function in adolescents with autism spectrum disorders: A case control study

et al. 2017

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An altered processing of emotions may contribute to a reduced ability for social interaction and communication in autism spectrum disorder, ASD. We investigated how face-emotion recognition in ASD is different from typically developing across adolescent age groups. Fifty adolescents diagnosed with ASD and 49 typically developing (age 12–21 years) were included. The ASD diagnosis was underpinned by parent-rated Social Communication Questionnaire. We used a cued GO/ NOGO task with pictures of facial expressions and recorded reaction time, intra-individual variability of reaction time and omissions/commissions. The Social Responsiveness Scale was used as a measure of social function. Analyses were conducted for the whole group and for young (< 16 years) and old (≥ 16 years) age groups. We found no significant differences in any task measures between the whole group of typically developing and ASD and no significant correlations with the Social Responsiveness Scale. However, there was a non-significant tendency for longer reaction time in the young group with ASD (p = 0.099). The Social Responsiveness Scale correlated positively with reaction time (r = 0.30, p = 0.032) and intra-individual variability in reaction time (r = 0.29, p = 0.037) in the young group and in contrast, negatively in the old group (r = -0.23, p = 0.13; r = -0.38, p = 0.011, respectively) giving significant age group interactions for both reaction time (p = 0.008) and intra-individual variability in reaction time (p = 0.001). Our findings suggest an age-dependent association between emotion recognition and severity of social problems indicating a delayed development of emotional understanding in ASD. It also points towards alterations in top-down attention control in the ASD group. This suggests novel disease-related features that should be investigated in more details in experimental settings.

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“…但是关于贝叶斯模型能否解释孤独症群体过于关注局部信息、忽视整体信息 [71] , 以及过度的感觉反应等需要进一步验证. 未来应开展多层次多水平的研究, 从临床诊断(如父母报告、量表、访谈) [72] 、行为研究(认知测验、眼动等)到脑功能脑结构、生物化学和基因组学 [73] [75] , 因而未来可以进一步探究该群体对动作的理解和加工能否成为他们获取和加工社会性信息的补偿路径.…”

Section: 贝叶斯模型unclassified

Mechanisms of impairments in visual social attention in autism spectrum disorders

Hou¹,

Li²,

Li³

et al. 2018

Sci. Sin.-Vitae

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Children with autism spectrum disorder are skilled at reading emotion body language

Cited by 39 publications

References 47 publications

Different associations between intelligence and social cognition in children with and without autism spectrum disorders

Different associations between intelligence and social cognition in children with and without autism spectrum disorders

The relation between face-emotion recognition and social function in adolescents with autism spectrum disorders: A case control study

Mechanisms of impairments in visual social attention in autism spectrum disorders

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