Emotion Recognition as a Real Strength in Williams Syndrome: Evidence From a Dynamic Non-verbal Task

Ibernon, Laure; Touchet, Claire; Pochon, Régis

doi:10.3389/fpsyg.2018.00463

Cited by 8 publications

(2 citation statements)

References 43 publications

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“…However, recent studies that examined the developmental trajectory of facial expression recognition in children with WS and TD children would provide another perspective on facial emotion recognition in children with WS. Ibernon et al (2018) revealed that correct awareness of facial expression in children with WS improved as their non‐verbal developmental age matured when tested by non‐verbal tasks, while Martínez‐Castilla et al (2015) revealed correct awareness of facial expression in children with WS did not improve as their chronological or mental age matures when tested by verbal tasks. Importantly, the developmental trajectory of non‐verbal tasks of facial expression recognition, not verbal tasks, was the same as TD children (Ibernon et al, 2018).…”

Section: Development Of Emotion Understanding In Atypically Developin...mentioning

confidence: 99%

“…Ibernon et al (2018) revealed that correct awareness of facial expression in children with WS improved as their non‐verbal developmental age matured when tested by non‐verbal tasks, while Martínez‐Castilla et al (2015) revealed correct awareness of facial expression in children with WS did not improve as their chronological or mental age matures when tested by verbal tasks. Importantly, the developmental trajectory of non‐verbal tasks of facial expression recognition, not verbal tasks, was the same as TD children (Ibernon et al, 2018). Although it remains difficult to conclude, there may be different developmental processes or mechanisms for facial expression recognition in TD children and those with ASD and WS, especially when assessing by verbal task.…”

Section: Development Of Emotion Understanding In Atypically Developin...mentioning

confidence: 99%

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Development of emotion comprehension in children with autism spectrum disorder and Williams syndrome

Ikeda,

Hakuno,

Asada

et al. 2023

Autism Research

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Although research has shed light on the development of emotion comprehension in typically developing children, little is known about emotion comprehension in children who are developing atypically. Thus, this study examined the developmental trajectory of emotion understanding in non‐clinical (NC) children and children with autism spectrum disorder (ASD) and Williams syndrome (WS) using a Test of Emotion Comprehension. In the test, we measured children's understanding of (I) recognition of emotions based on facial expressions, (II) external causes of emotions, (III) desire‐based emotions, (IV) belief‐based emotions, (V) the influence of a reminder on a present emotional state, (VI) regulating an experienced emotion, (VII) hiding an emotional state, (VIII) mixed emotions, and (IX) moral emotions. A Bayesian modeling approach was applied to compare the developmental trajectories of emotion understanding across the syndrome groups. The results revealed that NC children and children with WS followed significantly different developmental trajectories in specific aspects of emotion understanding, while children with ASD followed a very similar path to NC children. Children with ASD and NC children gradually developed an understanding of each component of emotion comprehension as they matured. However, the understanding of some components, such as desire‐based emotions, hiding an emotional state, and moral emotions, in children with WS was affected by their Autism Spectrum Quotient scores. This is one of the first cross‐syndrome studies to assess the development of emotion comprehension in children with ASD and WS, providing important insights for understanding the nature of disability and advancing the development of intervention programs.

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Section: Development Of Emotion Understanding In Atypically Developin...mentioning

confidence: 99%

Section: Development Of Emotion Understanding In Atypically Developin...mentioning

confidence: 99%

Development of emotion comprehension in children with autism spectrum disorder and Williams syndrome

Ikeda,

Hakuno,

Asada

et al. 2023

Autism Research

View full text Add to dashboard Cite

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Emotion word comprehension in children aged 4–7 years

Declercq

Marlé

Pochon

2019

The Educational and Developmental Psychologist

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Despite its importance for furthering social relationships, the development of the emotional lexicon has seldom been studied. Recent research suggests that during childhood, emotion words are acquired less rapidly than concrete words, but more rapidly than abstract words. The present study directly compared the comprehension of emotion words with the comprehension of concrete and abstract words in children aged 4–7 years. Children were shown 48 sets of four pictures and for each set had to point to the picture corresponding to a word that had just been pronounced. Words referred to concrete (16), abstract (16), or emotional (16) concepts. Results showed that concrete words were better understood than either emotion or abstract words, and emotion words were better understood than abstract ones. This finding emphasises the importance of the emotional lexicon in lexical development, and suggests that emotion word comprehension should be enhanced through regular training. This would increase children’s emotional knowledge, improve their communication skills, and promote their socialisation.

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Cross-cultural analysis of attention disengagement times supports the dissociation of faces and patterns in the infant brain

Pyykkö

Ashorn

et al. 2019

Sci Rep

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Infants are slower to disengage from faces than non-face patterns when distracted by novel competing stimuli. While this perceptual predilection for faces is well documented, its universality and mechanisms in relation to other aspects of attention are poorly understood. We analysed attention disengagement times for faces and non-face patterns in a large sample of 6-to 9-month-old infants (N = 637), pooled from eye tracking studies in socioculturally diverse settings (Finland, Malawi, South Africa). Disengagement times were classified into distinct groups of quick and delayed/censored responses by unsupervised clustering. Delayed disengagement was frequent for faces (52.1% of trials), but almost negligible for patterns (3.9% of trials) in all populations. The magnitude of this attentional bias varied by individuals, whereas the impact of situational factors and facial expression was small. Individual variations in disengagement from faces were moderately stable within testing sessions and independent from variations in disengagement times for patterns. These results point to a fundamental dissociation of face and pattern processing in infants and demonstrate that the bias for faces can be robust against distractors and habituation. The results raise the possibility that attention to faces varies as an independent, early-emerging social trait in populations.

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Emotion Recognition as a Real Strength in Williams Syndrome: Evidence From a Dynamic Non-verbal Task

Cited by 8 publications

References 43 publications

Development of emotion comprehension in children with autism spectrum disorder and Williams syndrome

Development of emotion comprehension in children with autism spectrum disorder and Williams syndrome

Emotion word comprehension in children aged 4–7 years

Cross-cultural analysis of attention disengagement times supports the dissociation of faces and patterns in the infant brain

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