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Détail de l'auteur
Auteur Maureen DENNIS |
Documents disponibles écrits par cet auteur (2)
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How High-Functioning Children with Autism Understand Real and Deceptive Emotion / Maureen DENNIS in Autism, 4-4 (December 2000)
[article]
Titre : How High-Functioning Children with Autism Understand Real and Deceptive Emotion Type de document : Texte imprimé et/ou numérique Auteurs : Maureen DENNIS, Auteur ; Linda LOCKYER, Auteur ; Anne L. LAZENBY, Auteur Article en page(s) : p.370-381 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism is associated with problems in understanding and expressing emotion. We compared the ability of eight high- functioning children with autism (i.e. those with IQ scores ? 70) and eight age- and gender-matched controls with similar oral language development, to understand the facial expression of real and deceptive emotion. Children with autism had limited understanding of socially derived emotion. Although they could relate emotions to standard facial expressions, they were less able than controls to indicate the real emotions story characters feel, the deceptive emotions they express in the face, or the social reasons prompting a deceptive facial expression. For high- function children with autism, facial expressions may function as lexical codes but not as forms of social communication that modify beliefs. En ligne : http://dx.doi.org/10.1177/1362361300004004003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208
in Autism > 4-4 (December 2000) . - p.370-381[article] How High-Functioning Children with Autism Understand Real and Deceptive Emotion [Texte imprimé et/ou numérique] / Maureen DENNIS, Auteur ; Linda LOCKYER, Auteur ; Anne L. LAZENBY, Auteur . - p.370-381.
Langues : Anglais (eng)
in Autism > 4-4 (December 2000) . - p.370-381
Index. décimale : PER Périodiques Résumé : Autism is associated with problems in understanding and expressing emotion. We compared the ability of eight high- functioning children with autism (i.e. those with IQ scores ? 70) and eight age- and gender-matched controls with similar oral language development, to understand the facial expression of real and deceptive emotion. Children with autism had limited understanding of socially derived emotion. Although they could relate emotions to standard facial expressions, they were less able than controls to indicate the real emotions story characters feel, the deceptive emotions they express in the face, or the social reasons prompting a deceptive facial expression. For high- function children with autism, facial expressions may function as lexical codes but not as forms of social communication that modify beliefs. En ligne : http://dx.doi.org/10.1177/1362361300004004003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 Performance monitoring in children following traumatic brain injury / Tisha J. ORNSTEIN in Journal of Child Psychology and Psychiatry, 50-4 (April 2009)
[article]
Titre : Performance monitoring in children following traumatic brain injury Type de document : Texte imprimé et/ou numérique Auteurs : Tisha J. ORNSTEIN, Auteur ; Shirley X. CHEN, Auteur ; Gordon D. LOGAN, Auteur ; Jeffrey E. MAX, Auteur ; Marcia BARNES, Auteur ; Maureen DENNIS, Auteur ; Linda EWING-COBBS, Auteur ; Gerri HANTEN, Auteur ; Harvey S. LEVIN, Auteur ; Russell SCHACHAR, Auteur Année de publication : 2009 Article en page(s) : p. 506-513 Langues : Anglais (eng) Mots-clés : Performance-monitoring traumatic-brain-injury children head-injury neuropsychology pediatrics Index. décimale : PER Périodiques Résumé : Background: Executive control deficits are common sequelae of childhood traumatic brain injury (TBI). The goal of the current study was to assess a specific executive control function, performance monitoring, in children following TBI.
Methods: Thirty-one children with mild–moderate TBI, 18 with severe TBI, and 37 control children without TBI, of comparable age and sex, performed the stop signal task, a speeded choice reaction time task. On occasion, they were presented with a signal to stop their responses. Performance monitoring was defined as the extent of slowing in go-task reaction time following failure to stop responses.
Results: The TBI group as a whole demonstrated less post-error slowing than did controls. This finding suggested impaired error monitoring performance. In addition, time since injury and socioeconomic status predicted less slowing after stopped responses.
Conclusions: We suggest that alterations in performance monitoring expressed as the inability to notice, regulate and adjust behavior to changing situations are an effect of TBI in children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01997.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=724
in Journal of Child Psychology and Psychiatry > 50-4 (April 2009) . - p. 506-513[article] Performance monitoring in children following traumatic brain injury [Texte imprimé et/ou numérique] / Tisha J. ORNSTEIN, Auteur ; Shirley X. CHEN, Auteur ; Gordon D. LOGAN, Auteur ; Jeffrey E. MAX, Auteur ; Marcia BARNES, Auteur ; Maureen DENNIS, Auteur ; Linda EWING-COBBS, Auteur ; Gerri HANTEN, Auteur ; Harvey S. LEVIN, Auteur ; Russell SCHACHAR, Auteur . - 2009 . - p. 506-513.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-4 (April 2009) . - p. 506-513
Mots-clés : Performance-monitoring traumatic-brain-injury children head-injury neuropsychology pediatrics Index. décimale : PER Périodiques Résumé : Background: Executive control deficits are common sequelae of childhood traumatic brain injury (TBI). The goal of the current study was to assess a specific executive control function, performance monitoring, in children following TBI.
Methods: Thirty-one children with mild–moderate TBI, 18 with severe TBI, and 37 control children without TBI, of comparable age and sex, performed the stop signal task, a speeded choice reaction time task. On occasion, they were presented with a signal to stop their responses. Performance monitoring was defined as the extent of slowing in go-task reaction time following failure to stop responses.
Results: The TBI group as a whole demonstrated less post-error slowing than did controls. This finding suggested impaired error monitoring performance. In addition, time since injury and socioeconomic status predicted less slowing after stopped responses.
Conclusions: We suggest that alterations in performance monitoring expressed as the inability to notice, regulate and adjust behavior to changing situations are an effect of TBI in children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01997.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=724