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Basic and complex emotion recognition in children with autism: cross-cultural findings / S. FRIDENSON-HAYO in Molecular Autism, 7 (2016)
[article]
Titre : Basic and complex emotion recognition in children with autism: cross-cultural findings Type de document : Texte imprimé et/ou numérique Auteurs : S. FRIDENSON-HAYO, Auteur ; Steve BERGGREN, Auteur ; A. LASSALLE, Auteur ; S. TAL, Auteur ; D. PIGAT, Auteur ; Sven BÖLTE, Auteur ; Simon BARON-COHEN, Auteur ; O. GOLAN, Auteur Article en page(s) : 52p. Langues : Anglais (eng) Mots-clés : Acoustic Stimulation Auditory Perception Autism Spectrum Disorder/physiopathology/psychology Case-Control Studies Child Child, Preschool Cross-Cultural Comparison Emotions Facial Expression Female Humans Israel Male Photic Stimulation Psychological Tests Sweden United Kingdom Video Recording Visual Perception Autism spectrum condition Basic emotions Complex emotions Cross-cultural research Emotion recognition Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum conditions (ASC) have emotion recognition deficits when tested in different expression modalities (face, voice, body). However, these findings usually focus on basic emotions, using one or two expression modalities. In addition, cultural similarities and differences in emotion recognition patterns in children with ASC have not been explored before. The current study examined the similarities and differences in the recognition of basic and complex emotions by children with ASC and typically developing (TD) controls across three cultures: Israel, Britain, and Sweden. METHODS: Fifty-five children with high-functioning ASC, aged 5-9, were compared to 58 TD children. On each site, groups were matched on age, sex, and IQ. Children were tested using four tasks, examining recognition of basic and complex emotions from voice recordings, videos of facial and bodily expressions, and emotional video scenarios including all modalities in context. RESULTS: Compared to their TD peers, children with ASC showed emotion recognition deficits in both basic and complex emotions on all three modalities and their integration in context. Complex emotions were harder to recognize, compared to basic emotions for the entire sample. Cross-cultural agreement was found for all major findings, with minor deviations on the face and body tasks. CONCLUSIONS: Our findings highlight the multimodal nature of ER deficits in ASC, which exist for basic as well as complex emotions and are relatively stable cross-culturally. Cross-cultural research has the potential to reveal both autism-specific universal deficits and the role that specific cultures play in the way empathy operates in different countries. En ligne : http://dx.doi.org/10.1186/s13229-016-0113-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328
in Molecular Autism > 7 (2016) . - 52p.[article] Basic and complex emotion recognition in children with autism: cross-cultural findings [Texte imprimé et/ou numérique] / S. FRIDENSON-HAYO, Auteur ; Steve BERGGREN, Auteur ; A. LASSALLE, Auteur ; S. TAL, Auteur ; D. PIGAT, Auteur ; Sven BÖLTE, Auteur ; Simon BARON-COHEN, Auteur ; O. GOLAN, Auteur . - 52p.
Langues : Anglais (eng)
in Molecular Autism > 7 (2016) . - 52p.
Mots-clés : Acoustic Stimulation Auditory Perception Autism Spectrum Disorder/physiopathology/psychology Case-Control Studies Child Child, Preschool Cross-Cultural Comparison Emotions Facial Expression Female Humans Israel Male Photic Stimulation Psychological Tests Sweden United Kingdom Video Recording Visual Perception Autism spectrum condition Basic emotions Complex emotions Cross-cultural research Emotion recognition Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum conditions (ASC) have emotion recognition deficits when tested in different expression modalities (face, voice, body). However, these findings usually focus on basic emotions, using one or two expression modalities. In addition, cultural similarities and differences in emotion recognition patterns in children with ASC have not been explored before. The current study examined the similarities and differences in the recognition of basic and complex emotions by children with ASC and typically developing (TD) controls across three cultures: Israel, Britain, and Sweden. METHODS: Fifty-five children with high-functioning ASC, aged 5-9, were compared to 58 TD children. On each site, groups were matched on age, sex, and IQ. Children were tested using four tasks, examining recognition of basic and complex emotions from voice recordings, videos of facial and bodily expressions, and emotional video scenarios including all modalities in context. RESULTS: Compared to their TD peers, children with ASC showed emotion recognition deficits in both basic and complex emotions on all three modalities and their integration in context. Complex emotions were harder to recognize, compared to basic emotions for the entire sample. Cross-cultural agreement was found for all major findings, with minor deviations on the face and body tasks. CONCLUSIONS: Our findings highlight the multimodal nature of ER deficits in ASC, which exist for basic as well as complex emotions and are relatively stable cross-culturally. Cross-cultural research has the potential to reveal both autism-specific universal deficits and the role that specific cultures play in the way empathy operates in different countries. En ligne : http://dx.doi.org/10.1186/s13229-016-0113-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328 Spanish validation of the “Reading the Mind in the Voice” task: A study of complex emotion recognition in adults with autism spectrum conditions / Sergio SANCHEZ-REALES in Research in Autism Spectrum Disorders, 67 (November 2019)
[article]
Titre : Spanish validation of the “Reading the Mind in the Voice” task: A study of complex emotion recognition in adults with autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Sergio SANCHEZ-REALES, Auteur ; Carmen CABALLERO-PELAEZ, Auteur ; Javier PRADO-ABRIL, Auteur ; Félix INCHAUSTI, Auteur ; María LADO-CODESIDO, Auteur ; Alejandro GARCIA-CABALLERO, Auteur ; Guillermo LAHERA, Auteur Article en page(s) : p.101421 Langues : Anglais (eng) Mots-clés : Autism spectrum Asperger syndrome Complex emotions Emotion recognition Emotional prosody Theory of mind Index. décimale : PER Périodiques Résumé : Background Social cognition includes a range of cognitive processes that help individuals understand how others think and feel. Recent proposals outline the relevance of this cognitive domain in a broad set of clinical pictures, as well as its diagnostic and prognostic value. In this study, we present the Spanish validation of the Reading the Mind in the Voice (RMV-SV) task, (Rutherford et al., 2002), an instrument for the recognition of mental states and complex emotions through prosody. Method A group of adults diagnosed with autism spectrum disorders (ASD, n?=?45) were compared to a control group from the general population (n?=?51) in several emotion-recognition tasks. Results The ASD group performed worse than controls overall on complex emotion and mental state recognition from voices (?2?=?.322; p?.01), statistically significant differences were found on 18/33 specific emotions. A positive correlation was found between verbal and nonverbal IQ and emotion recognition task scores. Using RMV-SV scores, 87.5% of the participants were correctly allocated to their original condition group. Conclusions The results confirmed the alteration of the recognition of mental states and complex emotions by prosody among adults diagnosed with ASD. The RMV-SV showed suitable validity and reliability indexes, so the adapted task could facilitate the evaluation of complex emotion recognition through prosody in Spanish. En ligne : https://doi.org/10.1016/j.rasd.2019.101421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101421[article] Spanish validation of the “Reading the Mind in the Voice” task: A study of complex emotion recognition in adults with autism spectrum conditions [Texte imprimé et/ou numérique] / Sergio SANCHEZ-REALES, Auteur ; Carmen CABALLERO-PELAEZ, Auteur ; Javier PRADO-ABRIL, Auteur ; Félix INCHAUSTI, Auteur ; María LADO-CODESIDO, Auteur ; Alejandro GARCIA-CABALLERO, Auteur ; Guillermo LAHERA, Auteur . - p.101421.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101421
Mots-clés : Autism spectrum Asperger syndrome Complex emotions Emotion recognition Emotional prosody Theory of mind Index. décimale : PER Périodiques Résumé : Background Social cognition includes a range of cognitive processes that help individuals understand how others think and feel. Recent proposals outline the relevance of this cognitive domain in a broad set of clinical pictures, as well as its diagnostic and prognostic value. In this study, we present the Spanish validation of the Reading the Mind in the Voice (RMV-SV) task, (Rutherford et al., 2002), an instrument for the recognition of mental states and complex emotions through prosody. Method A group of adults diagnosed with autism spectrum disorders (ASD, n?=?45) were compared to a control group from the general population (n?=?51) in several emotion-recognition tasks. Results The ASD group performed worse than controls overall on complex emotion and mental state recognition from voices (?2?=?.322; p?.01), statistically significant differences were found on 18/33 specific emotions. A positive correlation was found between verbal and nonverbal IQ and emotion recognition task scores. Using RMV-SV scores, 87.5% of the participants were correctly allocated to their original condition group. Conclusions The results confirmed the alteration of the recognition of mental states and complex emotions by prosody among adults diagnosed with ASD. The RMV-SV showed suitable validity and reliability indexes, so the adapted task could facilitate the evaluation of complex emotion recognition through prosody in Spanish. En ligne : https://doi.org/10.1016/j.rasd.2019.101421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405