The interpretation of emotion from facial expressions for children with a visual sub‐type of dyslexia

Whiting, Paul R.; Robinson, Gregory

doi:10.1080/19404150109546682

Cited by 8 publications

(8 citation statements)

References 79 publications

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“…In addition to this, disgust was the only emotion for which children had significant differences in naming span on facial expressions subtest and it took children with LD longer to name this emotion. This result was similar to the previous findings (Holder & Kirkpatrick, 1991;Whiting & Robinson, 2002).…”

Section: Resultssupporting

confidence: 83%

Öğrenme Güçlüğü Olan Çocukların Duyguları Tanıma Becerileri

Tülü¹,

Ergül²

2016

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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ÖzBu araştırmada öğrenme güçlüğü olan ve normal gelişim gösteren çocukların (yüz ifadeleri, hareket/duruş, ses tonları ve sosyal hikayelerle aktarılan) duyguları tanıma becerileri ve isimlendirme süreleri karşılaştırılmıştır. Çalışma grubunu üçüncü, dördüncü, beşinci sınıfa devam eden 60 öğrenme güçlüğü olan ve 60 normal gelişim gösteren toplam 120 çocuk oluşturmuştur. Değerlendirmeler "Sözel Olmayan İpuçlarını Algılama Becerilerini (SOİAB) Değerlendirme Aracı" kullanılarak yapılmıştır. Çocuklardan, değerlendirme aracında yer alan 6 duyguyu (mutluluk, üzüntü, kızgınlık, korku, şaşkınlık ve tiksinme) isimlendirmeleri istenmiştir. Tek yönlü varyans analizi sonucunda, öğrenme güçlüğü olan çocukların duyguları tanımada normal gelişim gösteren akranlarından daha düşük performans gösterdikleri ve duyguları daha yavaş isimlendirdikleri belirlenmiştir. Mutluluk, yüz ifadeleri ve sosyal hikayeler alanlarında tüm çocuklar tarafından en doğru yanıtlanan duygu olmuştur. Korku duygusu yüz ifadeleri alanında en sık şaşkınlıkla karıştırılmıştır. Çocuklar korku duygusunu en kolay hareket/duruş alanında tanırken; kızgınlığı en kolay ses tonları alanında tanımışlardır. Elde edilen sonuçlar alanyazın çerçevesinde tartışılmış ve öneriler sunulmuştur.

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Section: Resultssupporting

confidence: 83%

Öğrenme Güçlüğü Olan Çocukların Duyguları Tanıma Becerileri

Tülü¹,

Ergül²

2016

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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“…Typical individuals who suffer from visual stress have also been shown to have impaired processing of facial expression: Robinson and Whiting [] and Whiting and Robinson [] found that typical individuals suffering from visual stress had impaired recognition of facial expressions compared to controls, which improved with the use of colored overlays. The benefits of colored overlays have also been documented for complex emotions.…”

Section: Introductionmentioning

confidence: 99%

Judging the Intensity of Emotional Expression in Faces: the Effects of Colored Tints on Individuals With Autism Spectrum Disorder

et al. 2015

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Individuals with autism spectrum disorder (ASD) often show atypical processing of facial expressions, which may result from visual stress. In the current study, children with ASD and matched controls judged which member of a pair of faces displayed the more intense emotion. Both faces showed anger, disgust, fear, happiness, sadness or surprise but to different degrees. Faces were presented on a monitor that was tinted either gray or with a color previously selected by the participant individually as improving the clarity of text. Judgments of emotional intensity improved significantly with the addition of the preferred colored tint in the ASD group but not in controls, a result consistent with a link between visual stress and impairments in processing facial expressions in individuals with ASD.

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“…Whiting and Robinson (2001) found significant differences in the ability to correctly interpret facial emotion and in time taken to identify emotions between a group of children with Irlen Syndrome and normally achieving controls. The Whiting and Robinson (2001) study, however, only compared children with Irlen Syndrome and normally achieving controls, and did not address the question of whether children with visual processing problems (Irlen Syndrome) differ in ability to interpret facial emotion from children with learning disabilities who have no visual processing problems, as found by Dimitrovski et al (1998).…”

mentioning

confidence: 89%

“…Not all recent studies, however, have reported positive results (Cotton & Evans, 1990;Martin, McKenzie, Lovegrove, & McNicol, 1993), which is to be expected, as reported improved print clarity will make word recognition easier, but is unlikely to lead to the development of word recognition skills without additional reading tuition (Robinson & Foreman, 1999a). Whiting and Robinson (2001) found significant differences in the ability to correctly interpret facial emotion and in time taken to identify emotions between a group of children with Irlen Syndrome and normally achieving controls. The Whiting and Robinson (2001) study, however, only compared children with Irlen Syndrome and normally achieving controls, and did not address the question of whether children with visual processing problems (Irlen Syndrome) differ in ability to interpret facial emotion from children with learning disabilities who have no visual processing problems, as found by Dimitrovski et al (1998).…”

mentioning

confidence: 98%

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The Interpretation of Emotion from Facial Expression for Children with Visual Processing Problems

Robinson

Whiting

2003

Australas. j. spec. educ.

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A significant proportion of people with learning difficulties have social problems, which are often considered to be the product of school failure. However, a number of studies have suggested that these social skill problems may relate to the inability to decode subtle visual cues of body language and facial expression. The majority of studies of facial expression, however, have viewed learning disability as a unitary condition, without taking account of specific sub‐types which may have more difficulty in processing visual cues, especially for facial emotion. This study investigated children aged 8 to 12 years who were divided into three learning disability sub‐groups: 1) a visual‐perceptual sub‐type called Irlen Syndrome (n=41); 2) a group with learning disabilities, but no indications of Irlen Syndrome (n=30); and 3) a normally achieving control group (n=31). The Irlen Syndrome sub‐group had significantly lower scores for interpreting emotion from facial expression than the two other groups. The learning disabled non‐lrlen sub‐group also had significantly lower scores than the control group, but with much smaller levels of significance than those between the Irlen and control groups.

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The interpretation of emotion from facial expressions for children with a visual sub‐type of dyslexia

Cited by 8 publications

References 79 publications

Öğrenme Güçlüğü Olan Çocukların Duyguları Tanıma Becerileri

Öğrenme Güçlüğü Olan Çocukların Duyguları Tanıma Becerileri

Judging the Intensity of Emotional Expression in Faces: the Effects of Colored Tints on Individuals With Autism Spectrum Disorder

The Interpretation of Emotion from Facial Expression for Children with Visual Processing Problems

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