Basic and complex emotion recognition in children with autism: cross-cultural findings / S. FRIDENSON-HAYO in Molecular Autism, 7 (2016)  

Public ISBD [article]  inMolecular Autism > 7 (2016) . - 52p. Titre : Basic and complex emotion recognition in children with autism: cross-cultural findings Type de document : Texte imprimé et/ou numérique Auteurs : S. FRIDENSON-HAYO, Auteur ; Steve BERGGREN, Auteur ; A. LASSALLE, Auteur ; S. TAL, Auteur ; D. PIGAT, Auteur ; Sven BÖLTE, Auteur ; Simon BARON-COHEN, Auteur ; O. GOLAN, Auteur Article en page(s) : 52p. Langues : Anglais (eng) Mots-clés : Acoustic Stimulation  Auditory Perception  Autism Spectrum Disorder/physiopathology/psychology  Case-Control Studies  Child  Child, Preschool  Cross-Cultural Comparison  Emotions  Facial Expression  Female  Humans  Israel  Male  Photic Stimulation  Psychological Tests  Sweden  United Kingdom  Video Recording  Visual Perception  Autism spectrum condition  Basic emotions  Complex emotions  Cross-cultural research  Emotion recognition Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum conditions (ASC) have emotion recognition deficits when tested in different expression modalities (face, voice, body). However, these findings usually focus on basic emotions, using one or two expression modalities. In addition, cultural similarities and differences in emotion recognition patterns in children with ASC have not been explored before. The current study examined the similarities and differences in the recognition of basic and complex emotions by children with ASC and typically developing (TD) controls across three cultures: Israel, Britain, and Sweden. METHODS: Fifty-five children with high-functioning ASC, aged 5-9, were compared to 58 TD children. On each site, groups were matched on age, sex, and IQ. Children were tested using four tasks, examining recognition of basic and complex emotions from voice recordings, videos of facial and bodily expressions, and emotional video scenarios including all modalities in context. RESULTS: Compared to their TD peers, children with ASC showed emotion recognition deficits in both basic and complex emotions on all three modalities and their integration in context. Complex emotions were harder to recognize, compared to basic emotions for the entire sample. Cross-cultural agreement was found for all major findings, with minor deviations on the face and body tasks. CONCLUSIONS: Our findings highlight the multimodal nature of ER deficits in ASC, which exist for basic as well as complex emotions and are relatively stable cross-culturally. Cross-cultural research has the potential to reveal both autism-specific universal deficits and the role that specific cultures play in the way empathy operates in different countries. En ligne : http://dx.doi.org/10.1186/s13229-016-0113-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328 [article] Basic and complex emotion recognition in children with autism: cross-cultural findings [Texte imprimé et/ou numérique] / S. FRIDENSON-HAYO, Auteur ; Steve BERGGREN, Auteur ; A. LASSALLE, Auteur ; S. TAL, Auteur ; D. PIGAT, Auteur ; Sven BÖLTE, Auteur ; Simon BARON-COHEN, Auteur ; O. GOLAN, Auteur . - 52p. Langues : Anglais (eng) in Molecular Autism > 7 (2016) . - 52p. Mots-clés : Acoustic Stimulation  Auditory Perception  Autism Spectrum Disorder/physiopathology/psychology  Case-Control Studies  Child  Child, Preschool  Cross-Cultural Comparison  Emotions  Facial Expression  Female  Humans  Israel  Male  Photic Stimulation  Psychological Tests  Sweden  United Kingdom  Video Recording  Visual Perception  Autism spectrum condition  Basic emotions  Complex emotions  Cross-cultural research  Emotion recognition Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum conditions (ASC) have emotion recognition deficits when tested in different expression modalities (face, voice, body). However, these findings usually focus on basic emotions, using one or two expression modalities. In addition, cultural similarities and differences in emotion recognition patterns in children with ASC have not been explored before. The current study examined the similarities and differences in the recognition of basic and complex emotions by children with ASC and typically developing (TD) controls across three cultures: Israel, Britain, and Sweden. METHODS: Fifty-five children with high-functioning ASC, aged 5-9, were compared to 58 TD children. On each site, groups were matched on age, sex, and IQ. Children were tested using four tasks, examining recognition of basic and complex emotions from voice recordings, videos of facial and bodily expressions, and emotional video scenarios including all modalities in context. RESULTS: Compared to their TD peers, children with ASC showed emotion recognition deficits in both basic and complex emotions on all three modalities and their integration in context. Complex emotions were harder to recognize, compared to basic emotions for the entire sample. Cross-cultural agreement was found for all major findings, with minor deviations on the face and body tasks. CONCLUSIONS: Our findings highlight the multimodal nature of ER deficits in ASC, which exist for basic as well as complex emotions and are relatively stable cross-culturally. Cross-cultural research has the potential to reveal both autism-specific universal deficits and the role that specific cultures play in the way empathy operates in different countries. En ligne : http://dx.doi.org/10.1186/s13229-016-0113-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328

Enhanced social learning of threat in adults with autism / Lisa ESPINOSA in Molecular Autism, 11 (2020)  

Public ISBD [article]  inMolecular Autism > 11 (2020) . - 71 p. Titre : Enhanced social learning of threat in adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa ESPINOSA, Auteur ; Johan LUNDIN KLEBERG, Auteur ; Björn HOFVANDER, Auteur ; Steve BERGGREN, Auteur ; Sven BÖLTE, Auteur ; Andreas OLSSON, Auteur Article en page(s) : 71 p. Langues : Anglais (eng) Mots-clés : Anxiety  Attention  Autism  Eye tracking  Skin conductance  Social cognition  Social fear learning  Vicarious threat Index. décimale : PER Périodiques Résumé : BACKGROUND: Recent theories have linked autism to challenges in prediction learning and social cognition. It is unknown, however, how autism affects learning about threats from others "demonstrators" through observation, which contains predictive learning based on social information. The aims of this study are therefore to investigate social fear learning in individual with autism spectrum disorder (ASD) and to examine whether typically developing social cognition is necessary for successful observational learning. METHODS: Adults with ASD (n = 23) and neurotypical controls (n = 25) completed a social fear learning (SFL) procedure in which participants watched a "demonstrator" receiving electrical shocks in conjunction with a previously neutral conditioned stimulus (CS+), but never with a safe control stimulus (CS-). Skin conductance was used to measure autonomic responses of learned threat responses to the CS+ versus CS-. Visual attention was measured during learning using eye tracking. To establish a non-social learning baseline, each participant also underwent a test of Pavlovian conditioning. RESULTS: During learning, individuals with ASD attended less to the demonstrator's face, and when later tested, displayed stronger observational, but not Pavlovian, autonomic indices of learning (skin conductance) compared to controls. In controls, both higher levels of attention to the demonstrator's face and trait empathy predicted diminished expressions of learning during test. LIMITATIONS: The relatively small sample size of this study and the typical IQ range of the ASD group limit the generalizability of our findings to individuals with ASD in the average intellectual ability range. CONCLUSIONS: The enhanced social threat learning in individuals with ASD may be linked to difficulties using visual attention and mental state attributions to downregulate their emotion. En ligne : http://dx.doi.org/10.1186/s13229-020-00375-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Enhanced social learning of threat in adults with autism [Texte imprimé et/ou numérique] / Lisa ESPINOSA, Auteur ; Johan LUNDIN KLEBERG, Auteur ; Björn HOFVANDER, Auteur ; Steve BERGGREN, Auteur ; Sven BÖLTE, Auteur ; Andreas OLSSON, Auteur . - 71 p. Langues : Anglais (eng) in Molecular Autism > 11 (2020) . - 71 p. Mots-clés : Anxiety  Attention  Autism  Eye tracking  Skin conductance  Social cognition  Social fear learning  Vicarious threat Index. décimale : PER Périodiques Résumé : BACKGROUND: Recent theories have linked autism to challenges in prediction learning and social cognition. It is unknown, however, how autism affects learning about threats from others "demonstrators" through observation, which contains predictive learning based on social information. The aims of this study are therefore to investigate social fear learning in individual with autism spectrum disorder (ASD) and to examine whether typically developing social cognition is necessary for successful observational learning. METHODS: Adults with ASD (n = 23) and neurotypical controls (n = 25) completed a social fear learning (SFL) procedure in which participants watched a "demonstrator" receiving electrical shocks in conjunction with a previously neutral conditioned stimulus (CS+), but never with a safe control stimulus (CS-). Skin conductance was used to measure autonomic responses of learned threat responses to the CS+ versus CS-. Visual attention was measured during learning using eye tracking. To establish a non-social learning baseline, each participant also underwent a test of Pavlovian conditioning. RESULTS: During learning, individuals with ASD attended less to the demonstrator's face, and when later tested, displayed stronger observational, but not Pavlovian, autonomic indices of learning (skin conductance) compared to controls. In controls, both higher levels of attention to the demonstrator's face and trait empathy predicted diminished expressions of learning during test. LIMITATIONS: The relatively small sample size of this study and the typical IQ range of the ASD group limit the generalizability of our findings to individuals with ASD in the average intellectual ability range. CONCLUSIONS: The enhanced social threat learning in individuals with ASD may be linked to difficulties using visual attention and mental state attributions to downregulate their emotion. En ligne : http://dx.doi.org/10.1186/s13229-020-00375-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

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