Facial Expression Recognition in Children with Cochlear Implants and Hearing Aids

Wang, Yifang; Su, Yanjie; Song, Yan

doi:10.3389/fpsyg.2016.01989

Cited by 15 publications

(13 citation statements)

References 22 publications

(38 reference statements)

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“…Study populations ranged from 2 months old to 18 years old participants. Ten studies included both preschool- and school-aged children ( 32 , 37 – 38 , 44 , 48 – 49 , 53 , 56 – 57 , 62 ). Twenty-eight studies explicitly included either preschoolers ( 5 , 27 – 29 , 30 – 31 , 33 – 36 , 39 – 40 ) or school-aged children ( 38 , 41 – 43 , 46 – 47 , 50 – 52 , 54 – 55 , 58 – 61 , 63 ).…”

Section: Resultsmentioning

confidence: 99%

Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review

Long¹,

Umat²,

Din³

2021

MJMS

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Background: Attaining socio-emotional competence is challenging for children with hearing impairment. There is wide recognition of children with cochlear implant (CI) indicating significant improvement in their speech and language abilities, however many factors may restrict their chance of having reciprocal social interactions. A significant improvement in speech and language does not automatically affirm the quality of social interactions. This present observation on social-emotional development addressed a more current representative population of children with hearing loss who have benefitted from cochlear implantation. Methods: The research conducted a systematic review of selected articles from Scopus and PubMed databases, retrieved through three search-process keywords, namely socio-emotional, children and CI. The inclusion criteria only included journal articles published in English with empirical data from the year 2010–2019. The initial search had identified 189 potential abstracts and after removal of duplicates, only 38 eligible studies met the inclusion criteria. Results: Among 38 studies reviewed, 19 studies showed comparable socio-emotional skills with peers in social interaction, empathy, emotion theory of mind and comprehension skills. Conversely, the other 19 studies presented underprivileged results in socio-emotional functioning mainly in identifying facial expression, regulating emotion and emotional cues in the auditory domain. Conclusion: This review concluded that the socio-emotional development among children with CI, both at preschool-age and school-age, was not justified due to the heterogeneity in studies across measurement and small sample size. Also, the conclusion recommended extensive crossreferencing, mixed-mode research design, detailed distinguishing of socio-emotional functioning and identification of diverse groups of the population with impaired hearing as an approach to provide empirical evidence on socio-emotional functioning among children with CI in the future.

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Section: Resultsmentioning

confidence: 99%

Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review

Long¹,

Umat²,

Din³

2021

MJMS

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“…Our first goal was to examine the levels and developmental trajectories of four empathic skills (affective empathy, attention to others' emotions, prosocial actions, and acknowledgment of others' emotions) in 1-to 5-year-old children with a CI and TH children by measuring these skills at four time points with a 12-month interval. Regarding the overall levels of empathic skills, we expected children with a CI to score similarly on affective empathy, higher on attention to emotions, and lower on prosocial actions and emotion acknowledgment than their TH peers (Dirks et al, 2017;Netten et al, 2015;Wang et al, 2019;Wang et al, 2016). Regarding the developmental trajectories of these skills, thus far there is no evidence that supports a different empathy development in children with hearing loss.…”

Section: The Present Studymentioning

confidence: 93%

“…Yet, parent reports and self-reports indicated that children with hearing loss showed fewer prosocial actions (Dirks et al, 2017;Netten et al, 2015) while looking more often at the person experiencing an emotion than TH children during an observational task (Netten et al, 2015). Preschoolers with a CI also exhibited difficulties in acknowledging others' emotion expressions (Wang et al, 2019;Wang et al, 2016).…”

mentioning

confidence: 99%

The Developmental Trajectory of Empathy and Its Association with Early Symptoms of Psychopathology in Children with and without Hearing Loss

Tsou

Wiefferink³

et al. 2021

Res Child Adolesc Psychopathol

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Empathy enables people to share, understand, and show concern for others’ emotions. However, this capacity may be more difficult to acquire for children with hearing loss, due to limited social access, and the effect of hearing on empathic maturation has been unexplored. This four-wave longitudinal study investigated the development of empathy in children with and without hearing loss, and how this development is associated with early symptoms of psychopathology. Seventy-one children with hearing loss and cochlear implants (CI), and 272 typically-hearing (TH) children, participated (aged 1–5 years at Time 1). Parents rated their children’s empathic skills (affective empathy, attention to others’ emotions, prosocial actions, and emotion acknowledgment) and psychopathological symptoms (internalizing and externalizing behaviors). Children with CI and TH children were rated similarly on most of the empathic skills. Yet, fewer prosocial actions were reported in children with CI than in TH children. In both groups, affective empathy decreased with age, while prosocial actions and emotion acknowledgment increased with age and stabilized when children entered primary schools. Attention to emotions increased with age in children with CI, yet remained stable in TH children. Moreover, higher levels of affective empathy, lower levels of emotion acknowledgment, and a larger increase in attention to emotions over time were associated with more psychopathological symptoms in both groups. These findings highlight the importance of social access from which children with CI can learn to process others’ emotions more adaptively. Notably, interventions for psychopathology that tackle empathic responses may be beneficial for both groups, alike.

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“…The word–picture matching task (Wang et al, 2016 ) measured EU at a semantics-morphology level. In the eight trials, one of the four emotion words (i.e., “高兴” happiness, “悲伤” sadness, “愤怒” anger, and “害怕” fear) was served as the stimulus.…”

Section: Methodsmentioning

confidence: 99%

Emotion Understanding Correlates With Parental Emotional Expressivity in Chinese Youths With Hearing Loss and Typical Hearing

Dong

Guan

et al. 2021

Front. Psychol.

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This study aimed at examining the differences between Chinese youths with hearing loss (HL) and with typical hearing (TH) in emotion understanding (EU), parental emotional expressivity, and the associations between EU and parental emotional expressivity. The participants were 282 youths with HL (14.58 ± 3.42 years old) and 350 youths with TH (11.69 ± 2.49 years old). EU was measured by four visual-mode tasks, of which two involve language comprehension while the others do not. Parents reported positive and negative emotional expressivity on the Self-Expressiveness in the Family Questionnaire. Covariates were controlled for including socioeconomic status, parent gender, youth gender, age, intelligence, and teacher-reported comprehension difficulties. Results showed that the four EU tasks were more challenging for the youths with HL than for the youths with TH. The interaction effect of the two groups × 4 tasks was not significant, suggesting that the differences between the two groups of youths in EU were generally similar across the four tasks. The parents of the youths with HL did not differ from the parents of the youths with TH in how often they displayed positive and negative emotional expressivity. Multigroup regression analyses revealed that negative emotional expressivity was negatively related to EU in the youths with HL but not in the youths with TH. However, these two regression coefficients were not significantly different. Positive emotional expressivity was not related to EU in either group. In conclusion, this study extends the knowledge about the EU of Chinese youths with HL and emotion-related socialization of the parents of these youths.

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Facial Expression Recognition in Children with Cochlear Implants and Hearing Aids

Cited by 15 publications

References 22 publications

Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review

Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review

The Developmental Trajectory of Empathy and Its Association with Early Symptoms of Psychopathology in Children with and without Hearing Loss

Emotion Understanding Correlates With Parental Emotional Expressivity in Chinese Youths With Hearing Loss and Typical Hearing

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