[article]
| Titre : |
Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children |
| Type de document : |
texte imprimé |
| Auteurs : |
Jia-Min BAI, Auteur ; Feng-Ming TSAO, Auteur |
| Article en page(s) : |
p.202714 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Emotional prosody Executive function Theory of Mind School-aged children Autism |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Emotional prosody conveys a speaker’s implicit intentions during daily communication. Impaired recognition of emotional prosody has been linked to poor social skills in school-aged autistic children. While executive function (EF) and the advanced Theory of Mind (ToM) are associated with social communication in autistic children, the role of emotional prosody recognition in these relationships remains unclear. Moreover, it is uncertain whether communication difficulties among autistic children stem from less efficient use of the same cognitive mechanisms, i.e., EF, and advanced ToM, as typically developing (TD) children or from fundamentally different perceptual processes in prosody recognition. This study comprehensively examined the emotional prosody recognition performance and its relationship with EF and advanced ToM in school-aged autistic children (n = 41) and TD (n = 42). Emotional prosody recognition, EF (including inhibition and cognitive flexibility), and advanced ToM were assessed using behavioral tasks. The results showed that autistic children performed significantly worse than their TD peers in recognizing emotions from monosyllabic words. Hierarchical linear regression analysis revealed that EF, but not advanced ToM, contributed to emotional prosody recognition in the autistic group. By contrast, neither EF nor advanced ToM predicted prosody recognition in the TD group. These findings suggest that the mechanisms underlying emotional prosody recognition differ between autistic children and TD children in middle childhood. These findings highlight the potential value of incorporating emotional prosody and EF training into intervention programs to improve communication among autistic children. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202714 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 |
in Research in Autism > 128 (October 2025) . - p.202714
[article] Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children [texte imprimé] / Jia-Min BAI, Auteur ; Feng-Ming TSAO, Auteur . - p.202714. Langues : Anglais ( eng) in Research in Autism > 128 (October 2025) . - p.202714
| Mots-clés : |
Emotional prosody Executive function Theory of Mind School-aged children Autism |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Emotional prosody conveys a speaker’s implicit intentions during daily communication. Impaired recognition of emotional prosody has been linked to poor social skills in school-aged autistic children. While executive function (EF) and the advanced Theory of Mind (ToM) are associated with social communication in autistic children, the role of emotional prosody recognition in these relationships remains unclear. Moreover, it is uncertain whether communication difficulties among autistic children stem from less efficient use of the same cognitive mechanisms, i.e., EF, and advanced ToM, as typically developing (TD) children or from fundamentally different perceptual processes in prosody recognition. This study comprehensively examined the emotional prosody recognition performance and its relationship with EF and advanced ToM in school-aged autistic children (n = 41) and TD (n = 42). Emotional prosody recognition, EF (including inhibition and cognitive flexibility), and advanced ToM were assessed using behavioral tasks. The results showed that autistic children performed significantly worse than their TD peers in recognizing emotions from monosyllabic words. Hierarchical linear regression analysis revealed that EF, but not advanced ToM, contributed to emotional prosody recognition in the autistic group. By contrast, neither EF nor advanced ToM predicted prosody recognition in the TD group. These findings suggest that the mechanisms underlying emotional prosody recognition differ between autistic children and TD children in middle childhood. These findings highlight the potential value of incorporating emotional prosody and EF training into intervention programs to improve communication among autistic children. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202714 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 |
|  |
Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children in Research in Autism, 128 (October 2025)
