Decoding of Emotion through Facial Expression, Prosody and Verbal Content in Children and Adolescents with Asperger’s Syndrome

Lindner, Jennifer L.; Rosén, Lee A.

doi:10.1007/s10803-006-0105-2

Cited by 206 publications

(142 citation statements)

References 30 publications

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“…The difficulty of persons with autism in the facial identity and facial expression conditions is consistent with recent reports in the literature (see for review Adolphs, Sears, & Piven, 2001;Grelotti et al, 2002;Gross, 2004;Howard et al, 2000;Lindner & Rosen, 2006;Pelphrey, Adolphs, & Morris, 2004;Sasson, 2006;. In addition, scalp ERP recordings have revealed anomalies in temporal processing of faces in autism Dawson, Webb, & McPartland, 2005;.…”

Section: Discrimination Of Facial Identity and Facialsupporting

confidence: 88%

Fronto-limbic functioning in children and adolescents with and without autism

et al. 2008

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We used neuropsychological tasks to investigate integrity of brain circuits linking orbitofrontal cortex and amygdala (orbitofrontal-amygdala), and dorsolateral prefrontal cortex and hippocampus (dorsolateral prefrontal-hippocampus), in 138 individuals aged 7 -18 years, with and without autism. We predicted that performance on orbitofrontal-amygdala tasks would be poorer in the Autism group compared to the Non-Autism group regardless of intellectual level (verbal mental age -VMA) and that performance on dorsolateral prefrontal-hippocampus tasks would be associated primarily with intellectual level. Predicted differences between Autism and Non-Autism groups on orbitofrontalamygdala tasks were present but greater in individuals with higher VMA. On dorsolateral prefrontalhippocampus tasks, poorer performance by the Autism compared to the Non-Autism group was found at all VMA levels. Group differences suggest both brain circuits are impaired in autism, but performance on all tasks is also associated with intellectual level.Recent human studies using behavioral and neuroimaging techniques, as well as studies using animal models, have provided numerous clues to the underlying structural and functional brain changes associated with autistic spectrum disorders (hereafter, autism). Children and adults with autism have been shown to have developmental abnormalities and functional impairment of the frontal lobe, medial temporal structures, and cerebellum, as reflected in histopathology, structural and functional neuroimaging, electrophysiology, and neuropsychological studies (see for review, Bachevalier & Loveland, 2003). However, because autism is developmental in nature, it is unlikely to be based in focal abnormalities of any single neural structure or region, but instead is more likely to be distributed in neural networks. Consequently, developmental brain abnormalities in autism would be expected to affect brain circuits and the interaction of brain regions both during behavior and over the course of development. Two Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript brain regions have repeatedly been implicated in autism: the prefrontal and medial temporal regions. These two regions are heavily interconnected and form two neural networks that appear to be critical for the monitoring of social cognition, executive functions, and episodic memory (see for review Bachevalier & Loveland, 2006).Based on the characteristics of their anatomical connections, the prefrontal-temporal network...

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Section: Discrimination Of Facial Identity and Facialsupporting

confidence: 88%

Fronto-limbic functioning in children and adolescents with and without autism

et al. 2008

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“…Such difficulties have been found in a wide range of tasks, including matching and labelling facial expressions of emotion [e.g., Hobson, 1993;Tantam, Monaghan, Nicholson, & Stirling, 1989, respectively], matching gestures, postures, context and facial expressions on the basis of emotion [e.g., Hobson, Ouston, & Lee, 1988], interpreting emotional gestures [Hubert et al, 2007;Moore, Hobson, & Lee, 1997], and matching expressions of emotion to verbal and pictorial labels [e.g., Lindner & Rosen, 2006]. However, the impact of these emotion-processing deficits on overall cognitive functioning in ASD remains elusive.…”

Section: Introductionmentioning

confidence: 99%

Negative emotion does not enhance recall skills in adults with autistic spectrum disorders

et al. 2008

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Recent empirical findings suggest a significant influence of emotion on memory processes. Surprisingly, although emotion-processing difficulties appear to be a hallmark feature in autism spectrum disorders (ASD), their impact on higher-level cognitive functions, such as memory, has not been directly studied in this population. The aim of this study was to address this issue by assessing whether the emotional valence of visual scenes affects recall skills in highfunctioning individuals with ASD. To this purpose, their recall performance of neutral and emotional pictures was compared with that of typically developing adults (control group). Results revealed that while typically developing individuals showed enhanced recall skills for negative relative to positive and neutral pictures, individuals with ASD recalled the neutral pictures as well as the emotional ones. Findings of this study thus point to reduced influence of emotion on memory processes in ASD than in typically developing individuals, possibly owing to amygdala dysfunctions.

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“…The face, in particular, allows us to express in visual form our feelings and emotions, and plays an invaluable role in social interactions and communications [20]. For example, facial cues have been argued as the most important behavior to focus research on when developing rapport for those with Asperger's syndrome who have problems recognizing emotions [21].…”

Section: Categorizing Emotionsmentioning

confidence: 99%

Exploring Emotion Representation to Support Dialogue in Police Training on Child Interviewing

Margoudi¹,

Hart

Adams

et al. 2016

Serious Games

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Abstract. Police officers when dealing with interviewing children have to cope with a complex set of emotions from a vulnerable witness. Triggers for recognising those emotions and how to build rapport are often the basis of learning exercises. However, current training pulls together the full complexity of emotions during role-playing which can be over-whelming and reduce appropriate learning focus. Interestingly a serious game's interface can provide valuable training not because it represents full complex, multimedia interactions but because it can restrict emotional complexity and increase focus during the interactions on key factors for emotional recognition. The focus of this paper is to report on a specific aspect that was explored during the development of a serious game that aims to address the current police-training needs of child interviewing techniques, where the recognition of emotions plays an important role in understanding how to build rapport with children. The review of literature reveals that emotion recognition, through facial expressions, can contribute significantly to the perceived quality of communication. For this study an 'emotions map' was created and tested by 41 participants to be used in the development of a targeted interface design to support the different levels of emotion recognition. The emotions identified were validated with a 70% agreement across experts and nonexperts highlighting the innate role of emotion recognition. A discussion is made around the role of emotions and game-based systems to support their identification for work-based training. As part of the graphical development of the Child Interview Stimulator (CIS) we examined different levels of emotional recognition that can be used to support the in-game graphical representation of a child's response during a police interview.

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Decoding of Emotion through Facial Expression, Prosody and Verbal Content in Children and Adolescents with Asperger’s Syndrome

Cited by 206 publications

References 30 publications

Fronto-limbic functioning in children and adolescents with and without autism

Fronto-limbic functioning in children and adolescents with and without autism

Negative emotion does not enhance recall skills in adults with autistic spectrum disorders

Exploring Emotion Representation to Support Dialogue in Police Training on Child Interviewing

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