Electromyographic responses to emotional facial expressions in 6–7year olds: A feasibility study

Deschamps, Peter; Schutte, Iris; Kenemans, J. Leon; Matthys, Walter; Schutter, Dennis J.L.G.

doi:10.1016/j.ijpsycho.2012.05.004

Cited by 19 publications

(15 citation statements)

References 37 publications

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“…Film clips with dynamic emotional facial expressions, created at our laboratory, were used in the present study [23]. In these film clips, each with a total duration of 6400 ms, five different children (two boys and three girls) expressed anger, sadness, fear and happiness as illustrated in Figure 1.…”

Section: Methodsmentioning

confidence: 99%

“…Based on previous research of our group [23], facial EMG composite scores were calculated on basis of the absolute mimicry response to all four emotional presentations. Since mimicry to happy facial expressions consists of both smiling activity (i.e., increase in zygomaticus muscle) and relaxation of frowning activity (i.e., decrease in corrugator muscle), to calculate the total mimicry response to happy facial expressions (HAPPY), we used the following formula: [happy mimicry = (% change in zygomaticus activation during happy stimulus presentation compared to neutral face baseline - % change in corrugator activation during happy stimulus presentation compared to neutral face baseline)/2].…”

Section: Methodsmentioning

confidence: 99%

“…Initially, we validated the composite scores within the healthy control group, as this group was not identical to the group used in our previous study [23]. Using one-sample t-tests, we checked whether the separate muscles of the composite scores changed significantly during presentation of the emotional film clips, compared to the activity during the neutral face baseline.…”

Section: Methodsmentioning

confidence: 99%

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Facial Mimicry in 6–7 Year Old Children with Disruptive Behavior Disorder and ADHD

et al. 2014

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BackgroundImpairments in facial mimicry are considered a proxy for deficits in affective empathy and have been demonstrated in 10 year old children and in adolescents with disruptive behavior disorder (DBD). However, it is not known whether these impairments are already present at an earlier age. Emotional deficits have also been shown in children with attention-deficit/hyperactivity disorder (ADHD).AimsTo examine facial mimicry in younger, 6–7 year old children with DBD and with ADHD.MethodsElectromyographic (EMG) activity in response to emotional facial expressions was recorded in 47 children with DBD, 18 children with ADHD and 35 healthy developing children.ResultsAll groups displayed significant facial mimicry to the emotional expressions of other children. No group differences between children with DBD, children with ADHD and healthy developing children were found. In addition, no differences in facial mimicry were found between the clinical group (i.e., all children with a diagnosis) and the typically developing group in an analysis with ADHD symptoms as a covariate, and no differences were found between the clinical children and the typically developing children with DBD symptoms as a covariate.ConclusionFacial mimicry in children with DBD and ADHD throughout the first primary school years was unimpaired, in line with studies on empathy using other paradigms.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Facial Mimicry in 6–7 Year Old Children with Disruptive Behavior Disorder and ADHD

et al. 2014

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“…Simultaneously, more focused designs could be used to further investigate the mechanisms on a micro level (see also Howe et al 2010 ). In case of the mechanism of emotional reactivity, experimental designs could be used to observe children’s emotional—and in turn behavioral—reactions to different emotional climates when interacting with their caregiver(s) (for an overview on experimental studies on cG × E, see Bakermans-Kranenburg and Van IJzendoorn 2015 ), for example, using facial electromyography ( f EMG; e.g., Deschamps et al 2012 ) or functional magnetic resonance imaging (fMRI, e.g., Canli et al 2001 ) to measure the strength of children’s reaction to emotional stimuli.…”

Section: Genes Postnatal Family Adversity and Externalizing Behaviomentioning

confidence: 99%

Underlying Mechanisms of Gene–Environment Interactions in Externalizing Behavior: A Systematic Review and Search for Theoretical Mechanisms

Weeland

Overbeek

Castro

et al. 2015

Clin Child Fam Psychol Rev

131

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Over the last decade, several candidate genes (i.e., MAOA, DRD4, DRD2, DAT1, 5-HTTLPR, and COMT) have been extensively studied as potential moderators of the detrimental effects of postnatal family adversity on child externalizing behaviors, such as aggression and conduct disorder. Many studies on such candidate gene by environment interactions (i.e., cG × E) have been published, and the first part of this paper offers a systematic review and integration of their findings (n = 53). The overview shows a set of heterogeneous findings. However, because of large differences between studies in terms of sample composition, conceptualizations, and power, it is difficult to determine if different findings indeed illustrate inconsistent cG × E findings or if findings are simply incomparable. In the second part of the paper, therefore, we argue that one way to help resolve this problem is the development of theory-driven a priori hypotheses on which biopsychosocial mechanisms might underlie cG × E. Such a theoretically based approach can help us specify our research strategies, create more comparable findings, and help us interpret different findings between studies. In accordance, we describe three possible explanatory mechanisms, based on extant literature on the concepts of (1) emotional reactivity, (2) reward sensitivity, and (3) punishment sensitivity. For each mechanism, we discuss the link between the putative mechanism and externalizing behaviors, the genetic polymorphism, and family adversity. Possible research strategies to test these mechanisms, and implications for interventions, are discussed.

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“…Second, by using an affective reactivity measure consisting of child self-reported happiness, anger, sadness, and fear. Both self-report and f EMG have been shown to be valid measures of emotional reactivity in school aged children [ 39 , 40 ]. However, although part of the same process, such motor and affective reactivity each may play a unique role in the translation of emotional arousal to behavior and are therefore not, or only weakly, related to each other [ 41 , 42 ].…”

Section: Introductionmentioning

confidence: 99%

5-HTTLPR Expression Outside the Skin: An Experimental Test of the Emotional Reactivity Hypothesis in Children

et al. 2015

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BackgroundThere is increasing evidence that variation in the promoter region of the serotonin transporter gene SLC6A4 (i.e., the 5-HTTLPR polymorphism) moderates the impact of environmental stressors on child psychopathology. Emotional reactivity −the intensity of an individual’s response to other’s emotions− has been put forward as a possible mechanism underlying these gene-by-environment interactions (i.e., G×E). Compared to children homozygous for the L-allele (LL-genotypes), children carrying an S-allele (SS/SL-genotypes), specifically when they have been frequently exposed to negative emotions in the family environment, might be more emotionally reactive and therefore more susceptible to affective environmental stressors. However, the association between 5-HTTLPR and emotional reactivity in children has not yet been empirically tested. Therefore, the goal of this study was to test this association in a large-scale experiment.MethodsChildren (N = 521, 52.5% boys, Mage = 9.72 years) were genotyped and randomly assigned to happy, angry or neutral dynamic facial expressions and vocalizations. Motor and affective emotional reactivity were assessed through children’s self-reported negative and positive affect (n = 460) and facial electromyography activity (i.e., fEMG: the zygomaticus or “smile” muscle and the corrugator or “frown” muscle, n = 403). Parents reported on their negative and positive parenting behaviors.ResultsChildren mimicked and experienced the emotion they were exposed to. However, neither motor reactivity nor affective reactivity to these emotions depended on children’s 5-HTTLPR genotype: SS/SL-genotypes did not manifest any stronger response to emotional stimuli than LL-genotypes. This finding remained the same when taking the broader family environment into account, controlling for kinship, age, gender and genetic ancestry, and when including a tri-allelic factor.ConclusionsWe found no evidence for an association between the 5-HTTLPR polymorphism and children’s emotional reactivity. This finding is important, in discounting one potential underlying endophenotype of G×E between the 5-HTTLPR and affective environmental stressors.

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Electromyographic responses to emotional facial expressions in 6–7year olds: A feasibility study

Cited by 19 publications

References 37 publications

Facial Mimicry in 6–7 Year Old Children with Disruptive Behavior Disorder and ADHD

Facial Mimicry in 6–7 Year Old Children with Disruptive Behavior Disorder and ADHD

Underlying Mechanisms of Gene–Environment Interactions in Externalizing Behavior: A Systematic Review and Search for Theoretical Mechanisms

5-HTTLPR Expression Outside the Skin: An Experimental Test of the Emotional Reactivity Hypothesis in Children

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