Recognition of Immaturity and Emotional Expressions in Blended Faces by Children with Autism and Other Developmental Disabilities

Gross, Thomas F.

doi:10.1007/s10803-007-0391-3

Cited by 28 publications

(20 citation statements)

References 84 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…FER tasks have also revealed differences in ASD consistent with more feature-based than configural processing. Some studies have failed to find an inversion effect for faces in ASD (Tantam et al 1989;Gross 2008), in that those with ASD, in contrast to a control group, identified emotions from inverted faces as well as they did from upright faces. In addition, impaired FER in ASD at low, but not high, spatial frequencies (Katsyri et al 2008) has been documented.…”

Section: Task Demandsmentioning

confidence: 99%

“…Many studies show that high-functioning individuals with ASD look less at the eye region of emotionally expressive faces than controls (e.g., Pelphrey et al 2002;Corden et al 2008) or do not use information from the upper aspects of the face as effectively during emotion identification (Baron-Cohen et al 1997;Gross 2008;Spezio et al 2007a and b). Some studies also find that individuals with ASD rely more on information from the lower portions of the face (i.e., mouth) in FER (Neumann et al 2006;Spezio et al 2007a).…”

Section: Eye-tracking Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Facial Emotion Recognition in Autism Spectrum Disorders: A Review of Behavioral and Neuroimaging Studies

Harms

Martin²,

Wallace³

2010

Neuropsychol Rev

851

691

View full text Add to dashboard Cite

Behavioral studies of facial emotion recognition (FER) in autism spectrum disorders (ASD) have yielded mixed results. Here we address demographic and experiment-related factors that may account for these inconsistent findings. We also discuss the possibility that compensatory mechanisms might enable some individuals with ASD to perform well on certain types of FER tasks in spite of atypical processing of the stimuli, and difficulties with real-life emotion recognition. Evidence for such mechanisms comes in part from eye-tracking, electrophysiological, and brain imaging studies, which often show abnormal eye gaze patterns, delayed event-related-potential components in response to face stimuli, and anomalous activity in emotion-processing circuitry in ASD, in spite of intact behavioral performance during FER tasks. We suggest that future studies of FER in ASD: 1) incorporate longitudinal (or cross-sectional) designs to examine the developmental trajectory of (or age-related changes in) FER in ASD and 2) employ behavioral and brain imaging paradigms that can identify and characterize compensatory mechanisms or atypical processing styles in these individuals.

show abstract

Section: Task Demandsmentioning

confidence: 99%

Section: Eye-tracking Studiesmentioning

confidence: 99%

Facial Emotion Recognition in Autism Spectrum Disorders: A Review of Behavioral and Neuroimaging Studies

Harms

Martin²,

Wallace³

2010

Neuropsychol Rev

851

691

View full text Add to dashboard Cite

show abstract

“…A mixed receptive-expressive language disorder seems to be a particular risk for these handicaps [6] . This contrasts with an often used study design, where language-impaired children serve as a control group (CG) for the face and emotion recognition skills of autistic children [8][9][10] . Some of these studies suggest that language development, facial identity, and affect recognition are interrelated [11][12][13] .…”

Section: Introductionmentioning

confidence: 98%

Recognition of Face Identity and Emotion in Expressive Specific Language Impairment

Merkenschlager

Amorosa

Kiefl

et al. 2012

Folia Phoniatr Logop

View full text Add to dashboard Cite

Objective: To study face and emotion recognition in children with mostly expressive specific language impairment (SLI-E). Subjects and Methods: A test movie to study perception and recognition of faces and mimic-gestural expression was applied to 24 children diagnosed as suffering from SLI-E and an age-matched control group of normally developing children. Results: Compared to a normal control group, the SLI-E children scored significantly worse in both the face and expression recognition tasks with a preponderant effect on emotion recognition. The performance of the SLI-E group could not be explained by reduced attention during the test session. Conclusion: We conclude that SLI-E is associated with a deficiency in decoding non-verbal emotional facial and gestural information, which might lead to profound and persistent problems in social interaction and development.

show abstract

“…For this reason, the development of social training in ASC has been limited [14-16]. Yet, emotion processing skills in ASC progress over time [17,18], suggesting that individuals with ASC have a certain learning potential [19], possibly based on the development of compensatory strategies [20-22]. Previous studies suggest that using stimuli with relatively reduced complexity, like cartoons, to teach emotions to children and adolescents with ASC is a beneficial therapeutic option.…”

Section: Introductionmentioning

confidence: 99%

Facing the challenge of teaching emotions to individuals with low- and high-functioning autism using a new Serious game: a pilot study

et al. 2014

View full text Add to dashboard Cite

BackgroundIt is widely accepted that emotion processing difficulties are involved in Autism Spectrum Conditions (ASC). An increasing number of studies have focused on the development of training programs and have shown promising results. However, most of these programs are appropriate for individuals with high-functioning ASC (HFA) but exclude individuals with low-functioning ASC (LFA). We have developed a computer-based game called JeStiMulE based on logical skills to teach emotions to individuals with ASC, independently of their age, intellectual, verbal and academic level.The aim of the present study was to verify the usability of JeStiMulE (which is its adaptability, effectiveness and efficiency) on a heterogeneous ASC group. We hypothesized that after JeStiMulE training, a performance improvement would be found in emotion recognition tasks.MethodsA heterogeneous group of thirty-three children and adolescents with ASC received two one-hour JeStiMulE sessions per week over four weeks. In order to verify the usability of JeStiMulE, game data were collected for each participant. Furthermore, all participants were presented before and after training with five emotion recognition tasks, two including pictures of game avatars (faces and gestures) and three including pictures of real-life characters (faces, gestures and social scenes).ResultsDescriptive data showed suitable adaptability, effectiveness and efficiency of JeStiMulE. Results revealed a significant main effect of Session on avatars (ANOVA: F (1,32) = 98.48, P < .001) and on pictures of real-life characters (ANOVA: F (1,32) = 49.09, P < .001). A significant Session × Task × Emotion interaction was also found for avatars (ANOVA: F (6,192) = 2.84, P = .01). This triple interaction was close to significance for pictures of real-life characters (ANOVA: F (12,384) = 1.73, P = .057). Post-hoc analyses revealed that 30 out of 35 conditions found a significant increase after training.ConclusionsJeStiMulE appears to be a promising tool to teach emotion recognition not only to individuals with HFA but also those with LFA. JeStiMulE is thus based on ASC-specific skills, offering a model of logical processing of social information to compensate for difficulties with intuitive social processing.Trial registrationComité de Protection des Personnes Sud Méditerranée V (CPP): reference number 11.046 (https://cpp-sud-mediterranee-v.fr/).

show abstract

Recognition of Immaturity and Emotional Expressions in Blended Faces by Children with Autism and Other Developmental Disabilities

Cited by 28 publications

References 84 publications

Facial Emotion Recognition in Autism Spectrum Disorders: A Review of Behavioral and Neuroimaging Studies

Facial Emotion Recognition in Autism Spectrum Disorders: A Review of Behavioral and Neuroimaging Studies

Recognition of Face Identity and Emotion in Expressive Specific Language Impairment

Facing the challenge of teaching emotions to individuals with low- and high-functioning autism using a new Serious game: a pilot study

Contact Info

Product

Resources

About