Emotion recognition across visual and auditory modalities in autism spectrum disorder: A systematic review and meta-analysis

Leung, Florence Y N; Sin, Jacqueline; Dawson, Caitlin; Ong, Jia Hoong; Zhao, Chen; Veić, Anamarija; Liu, Fang

doi:10.1016/j.dr.2021.101000

Cited by 33 publications

(34 citation statements)

References 234 publications

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“…One explanation for this result could be that the tasks assessing social–emotional skills in the IDS-2 mainly measure explicit knowledge, such as naming socially competent behavior in hypothetical social situations, rather than actual behavior in real-life situations. Since we did not observe any group differences in the cognitive functions of the IDS-2 either, it might be that autistic participants could compensate for difficulties in social–emotional skills with higher-level analytical strategies ( Harms et al 2010 ; Leung et al 2022 ). This would be in line with studies reporting that intelligence is positively associated with social–emotional skills ( Jones et al 2011 ), especially in autistic individuals ( Dyck et al 2006 ; Salomone et al 2019 ; Trevisan and Birmingham 2016 ).…”

Section: Discussionmentioning

confidence: 58%

“…Impairments in social communication and interaction, such as difficulties in social–emotional reciprocity and nonverbal communicative behaviors, as well as in developing, maintaining, and understanding relationships constitute a core diagnostic characteristic of ASD ( American Psychiatric Association 2013 ; World Health Organization 2018 ). These impairments are reflected in less accurate emotion recognition in human faces, with increased response times ( Leung et al 2022 ; Yeung 2022 ), more maladaptive emotion regulation strategies ( Cai et al 2018 ), including more reliance on others to regulate their emotions ( Cibralic et al 2019 ), and fewer socially competent behaviors (e.g., Meyer et al 2009 ) compared to non-autistic individuals.…”

Section: Introductionmentioning

confidence: 99%

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Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales–2

et al. 2022

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Autistic individuals often show impairments in cognitive and developmental domains beyond the core symptoms of lower social communication skills and restricted repetitive behaviors. Consequently, the assessment of cognitive and developmental functions constitutes an essential part of the diagnostic evaluation. Yet, evidence on differential validity from intelligence and developmental tests, which are commonly used with autistic individuals, varies widely. In the current study, we investigated the cognitive (i.e., intelligence, executive functions) and developmental (i.e., psychomotor skills, social–emotional skills, basic skills, motivation and attitude, participation during testing) functions of autistic and non-autistic children and adolescents using the Intelligence and Development Scales–2 (IDS-2). We compared 43 autistic (Mage = 12.30 years) with 43 non-autistic (Mage = 12.51 years) participants who were matched for age, sex, and maternal education. Autistic participants showed significantly lower mean values in psychomotor skills, language skills, and the evaluation of participation during testing of the developmental functions compared to the control sample. Our findings highlight that autistic individuals show impairments particularly in motor and language skills using the IDS-2, which therefore merit consideration in autism treatment in addition to the core symptoms and the individuals’ intellectual functioning. Moreover, our findings indicate that particularly motor skills might be rather neglected in autism diagnosis and may be worthy of receiving more attention. Nonsignificant group differences in social–emotional skills could have been due to compensatory effects of average cognitive abilities in our autistic sample.

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Section: Discussionmentioning

confidence: 58%

Section: Introductionmentioning

confidence: 99%

Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales–2

et al. 2022

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“…Although affective prosody needs to be carried by temporally longer auditory pieces, listeners can identify the vocal emotion within an immediate exposure (100 ms), and the identification accuracy of vocal emotion will increase with longer exposure duration if beyond this threshold (Nordström & Laukka, 2019). As indicated by a recent metaanalysis (Leung et al, 2022), extant affective prosody perception experiments among autism patients mostly restricted the presentation time to around 300-3000 ms, which has already exceeded the need for affective prosody identification. As a result, other compensatory strategies for prosody judgement could hardly be eliminated, thus leading to highly heterogeneous findings.…”

Section: Research Limitationsmentioning

confidence: 99%

Progress and Trends of Affective Prosody Research over 25 Years: A Bibliometrics-Based Visualization Analysis (1997–2021)

Tang¹,

Fan²,

Ding³

2023

Preprint

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Affective prosody is an indispensable cognitive cue that moderates social activities, and has become a prevailing research topic in psychology-related disciplines. The present study conducts the first bibliometrics-based visualization analysis concerning affective prosody to evaluate the influential cases, including countries/regions, institutions, publication venues, academic articles, and disciplinary contributions, and the diachronic changes of publication trends and research hotspots. With the combination of statistical results and a qualitative literature inspection, limitations of extant studies and promising research directions were also proposed. The present study extracted the bibliographic data of 1,624 articles retrieved from the Web of Science Core Collection, which were published over the past 25 years (1997-2021). Statistical results revealed four leading powers (the U.S., Germany, England, and Canada) and four emerging fronts (China, France, Netherlands, and Switzerland), and identified three primary research themes in this field, including clinical implication, measurable index, and modality-specific issues. Literature inspection demonstrated current limitations in individual characteristics control and experiment-related influential factors, and proposed two prosperous research directions. Findings of the present study could facilitate academic retrieval of affective prosody research, help concerned researchers identify thematic hotspots and seek appropriate collaboration, and provide convenience for research policy and management in this field.

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“…In recent years, underlying mechanisms and moderators of this association came into the focus of research (48,49).…”

Section: Emotion Knowledge and Psychopathologymentioning

confidence: 99%

The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds: Psychometric Properties and Validity

Voltmer

Salisch

2022

Front. Psychiatry

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Children with an advanced knowledge of emotions are generally more socially competent, less likely to suffer from psychopathology, and more likely to succeed in school, both socially and academically. The assessment of children's emotion knowledge has thus gained importance in recent decades - both in psychiatric practice and in developmental and educational psychology. However, there is still a lack of appropriate instruments for assessing children's emotion knowledge in a performance test reliably, and for a broad age range. The Adaptive Test of Emotion Knowledge (ATEM 3–9) is a newly developed measure which encompasses seven components of emotion knowledge in 3–9-year-olds. The ATEM 3–9 is an adaptive test which uses skip and dropout rules to adjust for children's varying levels of knowledge. In addition to German, the ATEM has been translated into English and Hebrew. The German norming sample of the ATEM 3–9 comprises N = 882 (54% female, 21% bilingual) children between the ages of 3 and 9 years, who were divided into seven age groups. Test items, which are ordered according to the item response theory, showed a good fit to a seven-dimensional model reflecting the seven components. The internal consistencies of the dimensions are acceptable to good. Construct validity was examined by means of correlations with other measures of emotion knowledge, as well as measures on language skills and executive functions in a subsample. This resulted in medium size correlations in the expected directions. In addition, children with externalizing and internalizing disorders who were recruited in psychiatric in- and outpatient clinics showed deficits in various components of emotion knowledge when compared to their agemates in the norming sample. Overall, the ATEM 3–9 is well suited to measure individual components of emotion knowledge in children and to obtain a differentiated picture of the various aspects of emotion knowledge. The ATEM 3–9 thus supports the investigation of the development of social-emotional competencies in normative development (e.g., school readiness) and in social-emotional-learning interventions. Furthermore, it is suitable as an instrument for the differentiated assessment of (progress of) children's emotion knowledge in clinical child psychology and psychiatry.

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Emotion recognition across visual and auditory modalities in autism spectrum disorder: A systematic review and meta-analysis

Cited by 33 publications

References 234 publications

Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales–2

Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales–2

Progress and Trends of Affective Prosody Research over 25 Years: A Bibliometrics-Based Visualization Analysis (1997–2021)

The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds: Psychometric Properties and Validity

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