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Auteur Daniel P. ASH |
Documents disponibles écrits par cet auteur (1)
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Can facial emotion recognition be rapidly improved in children with disruptive behavior? A targeted and preventative early intervention study / Laura M. HUNNIKIN in Development and Psychopathology, 34-1 (February 2022)
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Titre : Can facial emotion recognition be rapidly improved in children with disruptive behavior? A targeted and preventative early intervention study Type de document : Texte imprimé et/ou numérique Auteurs : Laura M. HUNNIKIN, Auteur ; Amy E. WELLS, Auteur ; Daniel P. ASH, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur Article en page(s) : p.85-93 Langues : Anglais (eng) Mots-clés : disruptive behavior early intervention emotion recognition eye gaze peer problems Index. décimale : PER Périodiques Résumé : An impairment in recognizing distress is implicated in the development and severity of antisocial behavior. It has been hypothesized that a lack of attention to the eyes plays a role, but supporting evidence is limited. We developed a computerized training to improve emotion recognition in children and examined the role of eye gaze before and after training. Children referred into an intervention program to prevent antisocial outcomes completed an emotion recognition task with concurrent eye tracking. Those with emotion recognition impairments (n = 54, mean age: 8.72 years, 78% male) completed the training, while others (n = 38, mean age: 8.95 years, 84% male) continued with their usual interventions. Emotion recognition and eye gaze were reassessed in all children 8 weeks later. Impaired negative emotion recognition was significantly related to severity of behavioral problems at pretest. Children who completed the training significantly improved in emotion recognition; eye gaze did not contribute to impairment or improvement in emotion recognition. This study confirms the role of emotion recognition in severity of disruptive behavior and shows that a targeted intervention can quickly improve emotion impairments. The training works by improving children's ability to appraise emotional stimuli rather than by influencing their visual attention. En ligne : http://dx.doi.org/10.1017/s0954579420001091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Development and Psychopathology > 34-1 (February 2022) . - p.85-93[article] Can facial emotion recognition be rapidly improved in children with disruptive behavior? A targeted and preventative early intervention study [Texte imprimé et/ou numérique] / Laura M. HUNNIKIN, Auteur ; Amy E. WELLS, Auteur ; Daniel P. ASH, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur . - p.85-93.
Langues : Anglais (eng)
in Development and Psychopathology > 34-1 (February 2022) . - p.85-93
Mots-clés : disruptive behavior early intervention emotion recognition eye gaze peer problems Index. décimale : PER Périodiques Résumé : An impairment in recognizing distress is implicated in the development and severity of antisocial behavior. It has been hypothesized that a lack of attention to the eyes plays a role, but supporting evidence is limited. We developed a computerized training to improve emotion recognition in children and examined the role of eye gaze before and after training. Children referred into an intervention program to prevent antisocial outcomes completed an emotion recognition task with concurrent eye tracking. Those with emotion recognition impairments (n = 54, mean age: 8.72 years, 78% male) completed the training, while others (n = 38, mean age: 8.95 years, 84% male) continued with their usual interventions. Emotion recognition and eye gaze were reassessed in all children 8 weeks later. Impaired negative emotion recognition was significantly related to severity of behavioral problems at pretest. Children who completed the training significantly improved in emotion recognition; eye gaze did not contribute to impairment or improvement in emotion recognition. This study confirms the role of emotion recognition in severity of disruptive behavior and shows that a targeted intervention can quickly improve emotion impairments. The training works by improving children's ability to appraise emotional stimuli rather than by influencing their visual attention. En ligne : http://dx.doi.org/10.1017/s0954579420001091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474