Does mothers’ postnatal depression influence the development of imitation? / Oliver PERRA in Journal of Child Psychology and Psychiatry, 56-11 (November 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1231-1238 Titre : Does mothers’ postnatal depression influence the development of imitation? Type de document : Texte imprimé et/ou numérique Auteurs : Oliver PERRA, Auteur ; Rebecca PHILLIPS, Auteur ; Rhiannon FYFIELD, Auteur ; Cerith S. WATERS, Auteur ; Dale F. HAY, Auteur Article en page(s) : p.1231-1238 Langues : Anglais (eng) Mots-clés : Learning  infancy  postnatal  maternal depression Index. décimale : PER Périodiques Résumé : Background Links between mothers’ postnatal depression (PND) and children's cognition have been identified in several samples, but the evidence is inconsistent. We hypothesized that PND may specifically interfere with infants’ imitation, an early learning ability that features in early mother–infant interaction and is linked to memory, causal understanding and joint attention. Methods A randomly controlled experiment on imitation was embedded into a longitudinal study of a representative sample of firstborn British infants, whose mothers were assessed for depression using the SCAN interview during pregnancy and at 6 months postpartum. At a mean of 12.8 months, 253 infants were presented with two imitation tasks that varied in difficulty, in counterbalanced order. Results The infants of mothers who experienced PND were significantly less likely than other infants in the sample to imitate the modelled actions, showing a 72% reduction in the likelihood of imitation. The association with PND was not explained by sociodemographic adversity, or a history of depression during pregnancy or prior to conception. Mothers’ references to infants’ internal states during mother–infant interaction at 6 months facilitated imitation at 12 months, but did not explain the link with PND. Conclusions The findings support the hypothesis that associations between PND and later cognitive outcomes may partly derive from effects of the mother's illness on infants’ early learning abilities. Support for infants’ learning should be considered as an age-appropriate, child-focused component of interventions designed to ameliorate the effects of PND. En ligne : http://dx.doi.org/10.1111/jcpp.12413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Does mothers’ postnatal depression influence the development of imitation? [Texte imprimé et/ou numérique] / Oliver PERRA, Auteur ; Rebecca PHILLIPS, Auteur ; Rhiannon FYFIELD, Auteur ; Cerith S. WATERS, Auteur ; Dale F. HAY, Auteur . - p.1231-1238. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1231-1238 Mots-clés : Learning  infancy  postnatal  maternal depression Index. décimale : PER Périodiques Résumé : Background Links between mothers’ postnatal depression (PND) and children's cognition have been identified in several samples, but the evidence is inconsistent. We hypothesized that PND may specifically interfere with infants’ imitation, an early learning ability that features in early mother–infant interaction and is linked to memory, causal understanding and joint attention. Methods A randomly controlled experiment on imitation was embedded into a longitudinal study of a representative sample of firstborn British infants, whose mothers were assessed for depression using the SCAN interview during pregnancy and at 6 months postpartum. At a mean of 12.8 months, 253 infants were presented with two imitation tasks that varied in difficulty, in counterbalanced order. Results The infants of mothers who experienced PND were significantly less likely than other infants in the sample to imitate the modelled actions, showing a 72% reduction in the likelihood of imitation. The association with PND was not explained by sociodemographic adversity, or a history of depression during pregnancy or prior to conception. Mothers’ references to infants’ internal states during mother–infant interaction at 6 months facilitated imitation at 12 months, but did not explain the link with PND. Conclusions The findings support the hypothesis that associations between PND and later cognitive outcomes may partly derive from effects of the mother's illness on infants’ early learning abilities. Support for infants’ learning should be considered as an age-appropriate, child-focused component of interventions designed to ameliorate the effects of PND. En ligne : http://dx.doi.org/10.1111/jcpp.12413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

A multimodal approach to emotion recognition ability in autism spectrum disorders / Catherine R. G. JONES in Journal of Child Psychology and Psychiatry, 52-3 (March 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-3 (March 2011) . - p.275-285 Titre : A multimodal approach to emotion recognition ability in autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Catherine R. G. JONES, Auteur ; Andrew PICKLES, Auteur ; Milena FALCARO, Auteur ; Anita J.S. MARSDEN, Auteur ; Francesca HAPPE, Auteur ; Sophie K. SCOTT, Auteur ; Disa A. SAUTER, Auteur ; Jenifer TREGAY, Auteur ; Rebecca PHILLIPS, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Tony CHARMAN, Auteur Année de publication : 2011 Article en page(s) : p.275-285 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  emotion recognition  emotion processing  social communication  structural equation modelling Index. décimale : PER Périodiques Résumé : Background:  Autism spectrum disorders (ASD) are characterised by social and communication difficulties in day-to-day life, including problems in recognising emotions. However, experimental investigations of emotion recognition ability in ASD have been equivocal, hampered by small sample sizes, narrow IQ range and over-focus on the visual modality. Methods:  We tested 99 adolescents (mean age 15;6 years, mean IQ 85) with an ASD and 57 adolescents without an ASD (mean age 15;6 years, mean IQ 88) on a facial emotion recognition task and two vocal emotion recognition tasks (one verbal; one non-verbal). Recognition of happiness, sadness, fear, anger, surprise and disgust were tested. Using structural equation modelling, we conceptualised emotion recognition ability as a multimodal construct, measured by the three tasks. We examined how the mean levels of recognition of the six emotions differed by group (ASD vs. non-ASD) and IQ (≥ 80 vs. < 80). Results:  We found no evidence of a fundamental emotion recognition deficit in the ASD group and analysis of error patterns suggested that the ASD group were vulnerable to the same pattern of confusions between emotions as the non-ASD group. However, recognition ability was significantly impaired in the ASD group for surprise. IQ had a strong and significant effect on performance for the recognition of all six emotions, with higher IQ adolescents outperforming lower IQ adolescents. Conclusions:  The findings do not suggest a fundamental difficulty with the recognition of basic emotions in adolescents with ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02328.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] A multimodal approach to emotion recognition ability in autism spectrum disorders [Texte imprimé et/ou numérique] / Catherine R. G. JONES, Auteur ; Andrew PICKLES, Auteur ; Milena FALCARO, Auteur ; Anita J.S. MARSDEN, Auteur ; Francesca HAPPE, Auteur ; Sophie K. SCOTT, Auteur ; Disa A. SAUTER, Auteur ; Jenifer TREGAY, Auteur ; Rebecca PHILLIPS, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Tony CHARMAN, Auteur . - 2011 . - p.275-285. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-3 (March 2011) . - p.275-285 Mots-clés : Autism spectrum disorder  emotion recognition  emotion processing  social communication  structural equation modelling Index. décimale : PER Périodiques Résumé : Background:  Autism spectrum disorders (ASD) are characterised by social and communication difficulties in day-to-day life, including problems in recognising emotions. However, experimental investigations of emotion recognition ability in ASD have been equivocal, hampered by small sample sizes, narrow IQ range and over-focus on the visual modality. Methods:  We tested 99 adolescents (mean age 15;6 years, mean IQ 85) with an ASD and 57 adolescents without an ASD (mean age 15;6 years, mean IQ 88) on a facial emotion recognition task and two vocal emotion recognition tasks (one verbal; one non-verbal). Recognition of happiness, sadness, fear, anger, surprise and disgust were tested. Using structural equation modelling, we conceptualised emotion recognition ability as a multimodal construct, measured by the three tasks. We examined how the mean levels of recognition of the six emotions differed by group (ASD vs. non-ASD) and IQ (≥ 80 vs. < 80). Results:  We found no evidence of a fundamental emotion recognition deficit in the ASD group and analysis of error patterns suggested that the ASD group were vulnerable to the same pattern of confusions between emotions as the non-ASD group. However, recognition ability was significantly impaired in the ASD group for surprise. IQ had a strong and significant effect on performance for the recognition of all six emotions, with higher IQ adolescents outperforming lower IQ adolescents. Conclusions:  The findings do not suggest a fundamental difficulty with the recognition of basic emotions in adolescents with ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02328.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery / Julie M. WOLF in Autism Research, 1-6 (December 2008)  

Public ISBD [article]  inAutism Research > 1-6 (December 2008) . - p.329-340 Titre : Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery Type de document : Texte imprimé et/ou numérique Auteurs : Julie M. WOLF, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Rebecca PHILLIPS, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; James W. TANAKA, Auteur ; Cheryl KLAIMAN, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur Année de publication : 2008 Article en page(s) : p.329-340 Langues : Anglais (eng) Mots-clés : face-recognition object-recognition visual-perception assessment computer-based-assessment Index. décimale : PER Périodiques Résumé : Although it has been well established that individuals with autism exhibit difficulties in their face recognition abilities, it has been debated whether this deficit reflects a category-specific impairment of faces or a general perceptual bias toward the local-level information in a stimulus. In this study, the Let's Face It! Skills Battery [Tanaka & Schultz, 2008] of developmental face- and object-processing measures was administered to a large sample of children diagnosed with autism spectrum disorder (ASD) and typically developing children. The main finding was that when matched for age and IQ, individuals with ASD were selectively impaired in their ability to recognize faces across changes in orientation, expression and featural information. In a face discrimination task, ASD participants showed a preserved ability to discriminate featural and configural information in the mouth region of a face, but were compromised in their ability to discriminate featural and configural information in the eyes. On object-processing tasks, ASD participants demonstrated a normal ability to recognize automobiles across changes in orientation and a superior ability to discriminate featural and configural information in houses. These findings indicate that the face-processing deficits in ASD are not due to a local-processing bias, but reflect a category-specific impairment of faces characterized by a failure to form view-invariant face representations and discriminate information in the eye region of the face. En ligne : http://dx.doi.org/10.1002/aur.56 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934 [article] Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery [Texte imprimé et/ou numérique] / Julie M. WOLF, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Rebecca PHILLIPS, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; James W. TANAKA, Auteur ; Cheryl KLAIMAN, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur . - 2008 . - p.329-340. Langues : Anglais (eng) in Autism Research > 1-6 (December 2008) . - p.329-340 Mots-clés : face-recognition object-recognition visual-perception assessment computer-based-assessment Index. décimale : PER Périodiques Résumé : Although it has been well established that individuals with autism exhibit difficulties in their face recognition abilities, it has been debated whether this deficit reflects a category-specific impairment of faces or a general perceptual bias toward the local-level information in a stimulus. In this study, the Let's Face It! Skills Battery [Tanaka & Schultz, 2008] of developmental face- and object-processing measures was administered to a large sample of children diagnosed with autism spectrum disorder (ASD) and typically developing children. The main finding was that when matched for age and IQ, individuals with ASD were selectively impaired in their ability to recognize faces across changes in orientation, expression and featural information. In a face discrimination task, ASD participants showed a preserved ability to discriminate featural and configural information in the mouth region of a face, but were compromised in their ability to discriminate featural and configural information in the eyes. On object-processing tasks, ASD participants demonstrated a normal ability to recognize automobiles across changes in orientation and a superior ability to discriminate featural and configural information in houses. These findings indicate that the face-processing deficits in ASD are not due to a local-processing bias, but reflect a category-specific impairment of faces characterized by a failure to form view-invariant face representations and discriminate information in the eye region of the face. En ligne : http://dx.doi.org/10.1002/aur.56 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934

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