Brief Report: Accuracy and Response Time for the Recognition of Facial Emotions in a Large Sample of Children with Autism Spectrum Disorders / Elian FINK in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2363-2368 Titre : Brief Report: Accuracy and Response Time for the Recognition of Facial Emotions in a Large Sample of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elian FINK, Auteur ; Marc DE ROSNAY, Auteur ; Marlies WIERDA, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.2363-2368 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emotion recognition  Emotion processing  Social communication Index. décimale : PER Périodiques Résumé : The empirical literature has presented inconsistent evidence for deficits in the recognition of basic emotion expressions in children with autism spectrum disorders (ASD), which may be due to the focus on research with relatively small sample sizes. Additionally, it is proposed that although children with ASD may correctly identify emotion expression they rely on more deliberate, more time-consuming strategies in order to accurately recognize emotion expressions when compared to typically developing children. In the current study, we examine both emotion recognition accuracy and response time in a large sample of children, and explore the moderating influence of verbal ability on these findings. The sample consisted of 86 children with ASD (M age = 10.65) and 114 typically developing children (M age = 10.32) between 7 and 13 years of age. All children completed a pre-test (emotion word–word matching), and test phase consisting of basic emotion recognition, whereby they were required to match a target emotion expression to the correct emotion word; accuracy and response time were recorded. Verbal IQ was controlled for in the analyses. We found no evidence of a systematic deficit in emotion recognition accuracy or response time for children with ASD, controlling for verbal ability. However, when controlling for children’s accuracy in word–word matching, children with ASD had significantly lower emotion recognition accuracy when compared to typically developing children. The findings suggest that the social impairments observed in children with ASD are not the result of marked deficits in basic emotion recognition accuracy or longer response times. However, children with ASD may be relying on other perceptual skills (such as advanced word–word matching) to complete emotion recognition tasks at a similar level as typically developing children. En ligne : http://dx.doi.org/10.1007/s10803-014-2084-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Brief Report: Accuracy and Response Time for the Recognition of Facial Emotions in a Large Sample of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elian FINK, Auteur ; Marc DE ROSNAY, Auteur ; Marlies WIERDA, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur . - p.2363-2368. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2363-2368 Mots-clés : Autism spectrum disorder  Emotion recognition  Emotion processing  Social communication Index. décimale : PER Périodiques Résumé : The empirical literature has presented inconsistent evidence for deficits in the recognition of basic emotion expressions in children with autism spectrum disorders (ASD), which may be due to the focus on research with relatively small sample sizes. Additionally, it is proposed that although children with ASD may correctly identify emotion expression they rely on more deliberate, more time-consuming strategies in order to accurately recognize emotion expressions when compared to typically developing children. In the current study, we examine both emotion recognition accuracy and response time in a large sample of children, and explore the moderating influence of verbal ability on these findings. The sample consisted of 86 children with ASD (M age = 10.65) and 114 typically developing children (M age = 10.32) between 7 and 13 years of age. All children completed a pre-test (emotion word–word matching), and test phase consisting of basic emotion recognition, whereby they were required to match a target emotion expression to the correct emotion word; accuracy and response time were recorded. Verbal IQ was controlled for in the analyses. We found no evidence of a systematic deficit in emotion recognition accuracy or response time for children with ASD, controlling for verbal ability. However, when controlling for children’s accuracy in word–word matching, children with ASD had significantly lower emotion recognition accuracy when compared to typically developing children. The findings suggest that the social impairments observed in children with ASD are not the result of marked deficits in basic emotion recognition accuracy or longer response times. However, children with ASD may be relying on other perceptual skills (such as advanced word–word matching) to complete emotion recognition tasks at a similar level as typically developing children. En ligne : http://dx.doi.org/10.1007/s10803-014-2084-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Limitations in social anticipation are independent of imaginative and Theory of Mind abilities in children with autism but not in typically developing children / Douglas Jozef ANGUS in Autism, 19-5 (July 2015)  

Public ISBD [article]  inAutism > 19-5 (July 2015) . - p.604-612 Titre : Limitations in social anticipation are independent of imaginative and Theory of Mind abilities in children with autism but not in typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Douglas Jozef ANGUS, Auteur ; Marc DE ROSNAY, Auteur ; Patty LUNENBURG, Auteur ; Mark MEERUM TERWOGT, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.604-612 Langues : Anglais (eng) Mots-clés : autism  children  imagination  pretence  social anticipation Index. décimale : PER Périodiques Résumé : Anticipating future interactions is characteristic of our everyday social experiences, yet has received limited empirical attention. Little is known about how children with autism spectrum disorder, known for their limitations in social interactive skills, engage in social anticipation. We asked children with autism spectrum disorder and their typically developing counterparts to consider an interaction with another person in the near future. Our results suggest that children with autism spectrum disorder and typically developing children performed similarly when anticipating the age, gender, and possible questions of another person, but children with autism spectrum disorder struggled more to anticipate what they would say in response to an anticipated interaction. Furthermore, such responses were robustly associated with imaginative capacities in typically developing children but not children with autism spectrum disorder. Our findings suggest that the cognitive mechanisms of social anticipation may differ between these groups. En ligne : http://dx.doi.org/10.1177/1362361314537911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] Limitations in social anticipation are independent of imaginative and Theory of Mind abilities in children with autism but not in typically developing children [Texte imprimé et/ou numérique] / Douglas Jozef ANGUS, Auteur ; Marc DE ROSNAY, Auteur ; Patty LUNENBURG, Auteur ; Mark MEERUM TERWOGT, Auteur ; Sander BEGEER, Auteur . - p.604-612. Langues : Anglais (eng) in Autism > 19-5 (July 2015) . - p.604-612 Mots-clés : autism  children  imagination  pretence  social anticipation Index. décimale : PER Périodiques Résumé : Anticipating future interactions is characteristic of our everyday social experiences, yet has received limited empirical attention. Little is known about how children with autism spectrum disorder, known for their limitations in social interactive skills, engage in social anticipation. We asked children with autism spectrum disorder and their typically developing counterparts to consider an interaction with another person in the near future. Our results suggest that children with autism spectrum disorder and typically developing children performed similarly when anticipating the age, gender, and possible questions of another person, but children with autism spectrum disorder struggled more to anticipate what they would say in response to an anticipated interaction. Furthermore, such responses were robustly associated with imaginative capacities in typically developing children but not children with autism spectrum disorder. Our findings suggest that the cognitive mechanisms of social anticipation may differ between these groups. En ligne : http://dx.doi.org/10.1177/1362361314537911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

Rethinking theory of mind in high-functioning autism spectrum disorder / Anke M. SCHEEREN in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.628-635 Titre : Rethinking theory of mind in high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anke M. SCHEEREN, Auteur ; Marc DE ROSNAY, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.628-635 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  advanced theory of mind  children and adolescents  high-functioning  social understanding Index. décimale : PER Périodiques Résumé : Background: The sociocommunicative problems in autism spectrum disorder (ASD) are traditionally linked to impairments in Theory of Mind (ToM), the ability to ascribe mental states to others. Although ToM impairments are consistently reported in young children with ASD, findings on more advanced ToM understanding in older individuals with high-functioning ASD (HFASD) are less straightforward. Therefore, we assessed the advanced ToM abilities of a large sample of school-aged children and adolescents with HFASD (n = 194; 6–20 years) and compared them to a typically developing (TD) comparison group (n = 60). Methods: Participants’ advanced ToM was assessed with five social stories containing second-order false beliefs, display rules, double bluff, faux pas, and sarcasm. Results: Participants with HFASD performed equally well on each of the ToM stories as their TD peers. Consistent age effects were noticed with adolescents outperforming the children. Furthermore, advanced ToM was positively associated with participants’ age, verbal abilities, and general reasoning abilities. Conclusions: Counter to what the ToM theory of ASD would predict, school-aged children and adolescents with HFASD seem to be able to master the theoretical principles of advanced mental state reasoning. However, they may still fail to apply these theoretical principles during everyday social interactions. En ligne : http://dx.doi.org/10.1111/jcpp.12007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Rethinking theory of mind in high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Anke M. SCHEEREN, Auteur ; Marc DE ROSNAY, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur . - p.628-635. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.628-635 Mots-clés : Autism spectrum disorder  advanced theory of mind  children and adolescents  high-functioning  social understanding Index. décimale : PER Périodiques Résumé : Background: The sociocommunicative problems in autism spectrum disorder (ASD) are traditionally linked to impairments in Theory of Mind (ToM), the ability to ascribe mental states to others. Although ToM impairments are consistently reported in young children with ASD, findings on more advanced ToM understanding in older individuals with high-functioning ASD (HFASD) are less straightforward. Therefore, we assessed the advanced ToM abilities of a large sample of school-aged children and adolescents with HFASD (n = 194; 6–20 years) and compared them to a typically developing (TD) comparison group (n = 60). Methods: Participants’ advanced ToM was assessed with five social stories containing second-order false beliefs, display rules, double bluff, faux pas, and sarcasm. Results: Participants with HFASD performed equally well on each of the ToM stories as their TD peers. Consistent age effects were noticed with adolescents outperforming the children. Furthermore, advanced ToM was positively associated with participants’ age, verbal abilities, and general reasoning abilities. Conclusions: Counter to what the ToM theory of ASD would predict, school-aged children and adolescents with HFASD seem to be able to master the theoretical principles of advanced mental state reasoning. However, they may still fail to apply these theoretical principles during everyday social interactions. En ligne : http://dx.doi.org/10.1111/jcpp.12007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders / Sander BEGEER in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.301-310 Titre : Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Marc DE ROSNAY, Auteur ; Patty LUNENBURG, Auteur ; Hedy STEGGE, Auteur ; Mark Meerum TERWOGT, Auteur Article en page(s) : p.301-310 Langues : Anglais (eng) Mots-clés : autism  counterfactual  downward  emotion  regret  relief  upward Index. décimale : PER Périodiques Résumé : The understanding of emotions based on counterfactual reasoning was studied in children with high-functioning autism spectrum disorders (n = 71) and in typically developing children (n = 71), aged 6–12 years. Children were presented with eight stories about two protagonists who experienced the same positive or negative outcome, either due to their own action or by default. Relative to the comparison group, children with high-functioning autism spectrum disorder were poor at explaining emotions based on downward counterfactual reasoning (i.e. contentment and relief). There were no group differences in upward counterfactual reasoning (i.e. disappointment and regret). In the comparison group, second-order false-belief reasoning was related to children’s understanding of second-order counterfactual emotions (i.e. regret and relief), while children in the high-functioning autism spectrum disorder group relied more on their general intellectual skills. Results are discussed in terms of the different functions of counterfactual reasoning about emotion and the cognitive style of children with high-functioning autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312468798 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Marc DE ROSNAY, Auteur ; Patty LUNENBURG, Auteur ; Hedy STEGGE, Auteur ; Mark Meerum TERWOGT, Auteur . - p.301-310. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.301-310 Mots-clés : autism  counterfactual  downward  emotion  regret  relief  upward Index. décimale : PER Périodiques Résumé : The understanding of emotions based on counterfactual reasoning was studied in children with high-functioning autism spectrum disorders (n = 71) and in typically developing children (n = 71), aged 6–12 years. Children were presented with eight stories about two protagonists who experienced the same positive or negative outcome, either due to their own action or by default. Relative to the comparison group, children with high-functioning autism spectrum disorder were poor at explaining emotions based on downward counterfactual reasoning (i.e. contentment and relief). There were no group differences in upward counterfactual reasoning (i.e. disappointment and regret). In the comparison group, second-order false-belief reasoning was related to children’s understanding of second-order counterfactual emotions (i.e. regret and relief), while children in the high-functioning autism spectrum disorder group relied more on their general intellectual skills. Results are discussed in terms of the different functions of counterfactual reasoning about emotion and the cognitive style of children with high-functioning autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312468798 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

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