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Characteristics of the Understanding and Expression of Emotional Prosody among Children with Autism Spectrum Disorder / Yasufumi YOSHIMATSU in Autism - Open Access, 6-4 ([01/07/2016])
[article]
Titre : Characteristics of the Understanding and Expression of Emotional Prosody among Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yasufumi YOSHIMATSU, Auteur ; Ayumi UMINO, Auteur ; Jesper DAMMEYER, Auteur Article en page(s) : 6 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Emotional prosody Emotional understanding Emotional expression Index. décimale : PER Périodiques Résumé : In verbal communication with others, children with Autism Spectrum Disorders (ASD) experience difficulties with understanding jokes, irony, and other pragmatic aspects of communication. Difficulties with the understanding and expression of prosody may be one reason. In this study an understanding of prosody test and an expression of prosody test were constructed and applied to a group of children with ASD (average 9.7 years of age) and three control groups of typical children (3, 4 and 5 years of age, respectively). Overall results showed that the ASD group had lower scores in both prosody tests compared to 5 year old controls but higher scores than the 3 year old controls. En ligne : https://dx.doi.org/10.4172/2165-7890.1000185 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 6-4 [01/07/2016] . - 6 p.[article] Characteristics of the Understanding and Expression of Emotional Prosody among Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Yasufumi YOSHIMATSU, Auteur ; Ayumi UMINO, Auteur ; Jesper DAMMEYER, Auteur . - 6 p.
Langues : Anglais (eng)
in Autism - Open Access > 6-4 [01/07/2016] . - 6 p.
Mots-clés : Autism spectrum disorder Emotional prosody Emotional understanding Emotional expression Index. décimale : PER Périodiques Résumé : In verbal communication with others, children with Autism Spectrum Disorders (ASD) experience difficulties with understanding jokes, irony, and other pragmatic aspects of communication. Difficulties with the understanding and expression of prosody may be one reason. In this study an understanding of prosody test and an expression of prosody test were constructed and applied to a group of children with ASD (average 9.7 years of age) and three control groups of typical children (3, 4 and 5 years of age, respectively). Overall results showed that the ASD group had lower scores in both prosody tests compared to 5 year old controls but higher scores than the 3 year old controls. En ligne : https://dx.doi.org/10.4172/2165-7890.1000185 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Face Processing in Children with Autism Spectrum Disorder: Independent or Interactive Processing of Facial Identity and Facial Expression? / Julia F. KREBS in Journal of Autism and Developmental Disorders, 41-6 (June 2011)
[article]
Titre : Face Processing in Children with Autism Spectrum Disorder: Independent or Interactive Processing of Facial Identity and Facial Expression? Type de document : Texte imprimé et/ou numérique Auteurs : Julia F. KREBS, Auteur ; Ajanta BISWAS, Auteur ; Olivier PASCALIS, Auteur ; Inge KAMP-BECKER, Auteur ; Helmut REMSCHMIDT, Auteur ; Gudrun SCHWARZER, Auteur Année de publication : 2011 Article en page(s) : p.796-804 Langues : Anglais (eng) Mots-clés : Autism Face processing Facial identity Emotional expression Index. décimale : PER Périodiques Résumé : The current study investigated if deficits in processing emotional expression affect facial identity processing and vice versa in children with autism spectrum disorder. Children with autism and IQ and age matched typically developing children classified faces either by emotional expression, thereby ignoring facial identity or by facial identity disregarding emotional expression. Typically developing children processed facial identity independently from facial expressions but processed facial expressions in interaction with identity. Children with autism processed both facial expression and identity independently of each other. They selectively directed their attention to one facial parameter despite variations in the other. Results indicate that there is no interaction in processing facial identity and emotional expression in autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-010-1098-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.796-804[article] Face Processing in Children with Autism Spectrum Disorder: Independent or Interactive Processing of Facial Identity and Facial Expression? [Texte imprimé et/ou numérique] / Julia F. KREBS, Auteur ; Ajanta BISWAS, Auteur ; Olivier PASCALIS, Auteur ; Inge KAMP-BECKER, Auteur ; Helmut REMSCHMIDT, Auteur ; Gudrun SCHWARZER, Auteur . - 2011 . - p.796-804.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.796-804
Mots-clés : Autism Face processing Facial identity Emotional expression Index. décimale : PER Périodiques Résumé : The current study investigated if deficits in processing emotional expression affect facial identity processing and vice versa in children with autism spectrum disorder. Children with autism and IQ and age matched typically developing children classified faces either by emotional expression, thereby ignoring facial identity or by facial identity disregarding emotional expression. Typically developing children processed facial identity independently from facial expressions but processed facial expressions in interaction with identity. Children with autism processed both facial expression and identity independently of each other. They selectively directed their attention to one facial parameter despite variations in the other. Results indicate that there is no interaction in processing facial identity and emotional expression in autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-010-1098-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Sleep restriction alters children's positive emotional responses, but effects are moderated by anxiety / Candice A. ALFANO in Journal of Child Psychology and Psychiatry, 61-10 (October 2020)
[article]
Titre : Sleep restriction alters children's positive emotional responses, but effects are moderated by anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Candice A. ALFANO, Auteur ; Joanne L. BOWER, Auteur ; Allison G. HARVEY, Auteur ; Deborah C. BEIDEL, Auteur ; Carla SHARP, Auteur ; Cara A. PALMER, Auteur Article en page(s) : p.1150-1159 Langues : Anglais (eng) Mots-clés : Sleep anxiety emotion emotional expression emotional regulation Index. décimale : PER Périodiques Résumé : BACKGROUND: An abundance of cross-sectional research links inadequate sleep with poor emotional health, but experimental studies in children are rare. Further, the impact of sleep loss is not uniform across individuals and pre-existing anxiety might potentiate the effects of poor sleep on children's emotional functioning. METHODS: A sample of 53 children (7-11 years, M = 9.0; 56% female) completed multimodal, assessments in the laboratory when rested and after two nights of sleep restriction (7 and 6 hr in bed, respectively). Sleep was monitored with polysomnography and actigraphy. Subjective reports of affect and arousal, psychophysiological reactivity and regulation, and objective emotional expression were examined during two emotional processing tasks, including one where children were asked to suppress their emotional responses. RESULTS: After sleep restriction, deleterious alterations were observed in children's affect, emotional arousal, facial expressions, and emotion regulation. These effects were primarily detected in response to positive emotional stimuli. The presence of anxiety symptoms moderated most alterations in emotional processing observed after sleep restriction. CONCLUSIONS: Results suggest inadequate sleep preferentially impacts positive compared to negative emotion in prepubertal children and that pre-existing anxiety symptoms amplify these effects. Implications for children's everyday socioemotional lives and long-term affective risk are highlighted. En ligne : http://dx.doi.org/10.1111/jcpp.13287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1150-1159[article] Sleep restriction alters children's positive emotional responses, but effects are moderated by anxiety [Texte imprimé et/ou numérique] / Candice A. ALFANO, Auteur ; Joanne L. BOWER, Auteur ; Allison G. HARVEY, Auteur ; Deborah C. BEIDEL, Auteur ; Carla SHARP, Auteur ; Cara A. PALMER, Auteur . - p.1150-1159.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1150-1159
Mots-clés : Sleep anxiety emotion emotional expression emotional regulation Index. décimale : PER Périodiques Résumé : BACKGROUND: An abundance of cross-sectional research links inadequate sleep with poor emotional health, but experimental studies in children are rare. Further, the impact of sleep loss is not uniform across individuals and pre-existing anxiety might potentiate the effects of poor sleep on children's emotional functioning. METHODS: A sample of 53 children (7-11 years, M = 9.0; 56% female) completed multimodal, assessments in the laboratory when rested and after two nights of sleep restriction (7 and 6 hr in bed, respectively). Sleep was monitored with polysomnography and actigraphy. Subjective reports of affect and arousal, psychophysiological reactivity and regulation, and objective emotional expression were examined during two emotional processing tasks, including one where children were asked to suppress their emotional responses. RESULTS: After sleep restriction, deleterious alterations were observed in children's affect, emotional arousal, facial expressions, and emotion regulation. These effects were primarily detected in response to positive emotional stimuli. The presence of anxiety symptoms moderated most alterations in emotional processing observed after sleep restriction. CONCLUSIONS: Results suggest inadequate sleep preferentially impacts positive compared to negative emotion in prepubertal children and that pre-existing anxiety symptoms amplify these effects. Implications for children's everyday socioemotional lives and long-term affective risk are highlighted. En ligne : http://dx.doi.org/10.1111/jcpp.13287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Socio emotional competence in young children with ASD during interaction with their typically developing peers / Tali GEV in Research in Autism Spectrum Disorders, 86 (August 2021)
[article]
Titre : Socio emotional competence in young children with ASD during interaction with their typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Tali GEV, Auteur ; Hila AVITAL, Auteur ; Ruthie ROSENAN, Auteur ; Liron OLIVER ARONSON, Auteur ; Ofer GOLAN, Auteur Article en page(s) : 101818 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Social competence Emotional expression Emotion regulation Emotional understanding Index. décimale : PER Périodiques Résumé : Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101818[article] Socio emotional competence in young children with ASD during interaction with their typically developing peers [Texte imprimé et/ou numérique] / Tali GEV, Auteur ; Hila AVITAL, Auteur ; Ruthie ROSENAN, Auteur ; Liron OLIVER ARONSON, Auteur ; Ofer GOLAN, Auteur . - 101818.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101818
Mots-clés : Autism Spectrum Disorder Social competence Emotional expression Emotion regulation Emotional understanding Index. décimale : PER Périodiques Résumé : Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Implicit Social Learning in Relation to Autistic-Like Traits / Matthew HUDSON in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
[article]
Titre : Implicit Social Learning in Relation to Autistic-Like Traits Type de document : Texte imprimé et/ou numérique Auteurs : Matthew HUDSON, Auteur ; Tanja C. W. NIJBOER, Auteur ; Tjeerd JELLEMA, Auteur Année de publication : 2012 Article en page(s) : p.2534-2545 Langues : Anglais (eng) Mots-clés : Intention Gaze direction Autism spectrum Emotional expression Gaze cueing Implicit learning Index. décimale : PER Périodiques Résumé : We investigated if variation in autistic traits in the typically-developed population (using the Autism-spectrum Quotient, AQ) influenced implicit learning of social information. In the learning phase, participants repeatedly observed two identities whose gaze and expression conveyed either a pro- or antisocial disposition. These identities were then employed in a gaze-cueing paradigm. Participants made speeded responses to a peripheral target that was spatially pre-cued by a non-predictive gaze direction. The low AQ group (n = 50) showed a smaller gaze-cueing effect for the antisocial than for the prosocial identity. The high AQ group (n = 48) showed equivalent gaze-cueing for both identities. Others' intentions/dispositions can be learned implicitly and affect subsequent responses to their behavior. This ability is impaired with increasing levels of autistic traits. En ligne : http://dx.doi.org/10.1007/s10803-012-1510-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2534-2545[article] Implicit Social Learning in Relation to Autistic-Like Traits [Texte imprimé et/ou numérique] / Matthew HUDSON, Auteur ; Tanja C. W. NIJBOER, Auteur ; Tjeerd JELLEMA, Auteur . - 2012 . - p.2534-2545.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2534-2545
Mots-clés : Intention Gaze direction Autism spectrum Emotional expression Gaze cueing Implicit learning Index. décimale : PER Périodiques Résumé : We investigated if variation in autistic traits in the typically-developed population (using the Autism-spectrum Quotient, AQ) influenced implicit learning of social information. In the learning phase, participants repeatedly observed two identities whose gaze and expression conveyed either a pro- or antisocial disposition. These identities were then employed in a gaze-cueing paradigm. Participants made speeded responses to a peripheral target that was spatially pre-cued by a non-predictive gaze direction. The low AQ group (n = 50) showed a smaller gaze-cueing effect for the antisocial than for the prosocial identity. The high AQ group (n = 48) showed equivalent gaze-cueing for both identities. Others' intentions/dispositions can be learned implicitly and affect subsequent responses to their behavior. This ability is impaired with increasing levels of autistic traits. En ligne : http://dx.doi.org/10.1007/s10803-012-1510-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 Antisocial, Angry, and Unsympathetic: “Hard-to-manage” Preschoolers' Peer Problems and Possible Cognitive Influences / Claire HUGHES in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
PermalinkBook Reviews in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)
PermalinkChildren's Judgements about Pain at Age 8–10 Years: Do Extremely Low Birthweight (≤ 1000 g) Children Differ from Full Birthweight Peers? / Ruth ECKSTEIN GRUNAU in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)
PermalinkEmotion regulation in the context of frustration in children with high functioning autism and their typical peers / Laudan B. JAHROMI in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)
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