Emotion Recognition in Children with Down Syndrome: Influence of Emotion Label and Expression Intensity
Some children with Down syndrome may experience difficulties in recognizing facial emotions, particularly fear, but it is not clear why, nor how such skills can best be facilitated. Using a photo-matching task, emotion recognition was tested in children with Down syndrome, children with nonspecific...
Gespeichert in:
| Veröffentlicht in: | American journal on intellectual and developmental disabilities 2017-03, Vol.122 (2), p.138-155 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 155 |
|---|---|
| container_issue | 2 |
| container_start_page | 138 |
| container_title | American journal on intellectual and developmental disabilities |
| container_volume | 122 |
| creator | Cebula, Katie R Wishart, Jennifer G Willis, Diane S Pitcairn, Tom K |
| description | Some children with Down syndrome may experience difficulties in recognizing facial emotions, particularly fear, but it is not clear why, nor how such skills can best be facilitated. Using a photo-matching task, emotion recognition was tested in children with Down syndrome, children with nonspecific intellectual disability and cognitively matched, typically developing children (all groups N = 21) under four conditions: veridical vs. exaggerated emotions and emotion-labelling vs. generic task instructions. In all groups, exaggerating emotions facilitated recognition accuracy and speed, with emotion labelling facilitating recognition accuracy. Overall accuracy and speed did not differ in the children with Down syndrome, although recognition of fear was poorer than in the typically developing children and unrelated to emotion label use. Implications for interventions are considered. |
| doi_str_mv | 10.1352/1944-7558-122.2.138 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1874448175</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1133400</ericid><sourcerecordid>1874448175</sourcerecordid><originalsourceid>FETCH-LOGICAL-c400t-603c92f7f9cf429de851667d0357d82789bb9adb825636e069becad646ebb03</originalsourceid><addsrcrecordid>eNpdkU9P3DAQxa2qqFDaT4BAlrhwCfhfHKc3tN22i1ZCgt6txJ6AUWIvdiK63x6nC3vg5PGb3zyN3iB0Qskl5SW7orUQRVWWqqCMXbIsqk_oaK9-3te0PERfU3oiRHJRyy_okClWVkyII_SwHMLogsd3YMKDd_9r5_Hi0fU2gscvbnzEP8OLx_dbb2MY4Ade-a6fwBvAocPvBuumhR433uLlv02ElGZx5UfwyY3bb-iga_oE39_eY3T_a_l38adY3_5eLa7XhRGEjIUk3NSsq7radILVFlRJpaws4WVlFatU3bZ1Y9u8v-QSiKxbMI2VQkLbEn6MLnaumxieJ0ijHlwy0PeNhzAlTVUlhFC0KjN6_gF9ClP0ebeZyoaMKJUpvqNMDClF6PQmuqGJW02Jnq-g54z1nLfOV9D5z-epszfvqR3A7mfeY8_A6Q6A6My-vbyhlPOcA38FBN-Lqw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1876462088</pqid></control><display><type>article</type><title>Emotion Recognition in Children with Down Syndrome: Influence of Emotion Label and Expression Intensity</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>Education Source (EBSCOhost)</source><source>MEDLINE</source><creator>Cebula, Katie R ; Wishart, Jennifer G ; Willis, Diane S ; Pitcairn, Tom K</creator><creatorcontrib>Cebula, Katie R ; Wishart, Jennifer G ; Willis, Diane S ; Pitcairn, Tom K</creatorcontrib><description>Some children with Down syndrome may experience difficulties in recognizing facial emotions, particularly fear, but it is not clear why, nor how such skills can best be facilitated. Using a photo-matching task, emotion recognition was tested in children with Down syndrome, children with nonspecific intellectual disability and cognitively matched, typically developing children (all groups N = 21) under four conditions: veridical vs. exaggerated emotions and emotion-labelling vs. generic task instructions. In all groups, exaggerating emotions facilitated recognition accuracy and speed, with emotion labelling facilitating recognition accuracy. Overall accuracy and speed did not differ in the children with Down syndrome, although recognition of fear was poorer than in the typically developing children and unrelated to emotion label use. Implications for interventions are considered.</description><identifier>ISSN: 1944-7515</identifier><identifier>EISSN: 1944-7558</identifier><identifier>DOI: 10.1352/1944-7558-122.2.138</identifier><identifier>PMID: 28257244</identifier><identifier>CODEN: AJMREA</identifier><language>eng</language><publisher>United States: American Association on Intellectual and Developmental Disabilities</publisher><subject>Accuracy ; Adolescent ; Age ; Arousal ; Attention ; Child ; Child, Preschool ; Children ; Comparative Analysis ; Developmental disabilities ; Discrimination (Psychology) ; Down Syndrome ; Down Syndrome - psychology ; Emotional Intelligence ; Emotional Response ; Emotions ; Error Patterns ; Facial Expression ; Fear ; Female ; Humans ; Intellectual disabilities ; Intellectual Disability ; Intellectual Disability - psychology ; Interpersonal Relationship ; Intervention ; Male ; Pattern Recognition, Visual ; Photography ; Pictorial Stimuli ; Psychological Patterns ; Reaction Time ; Recognition (Psychology) ; Reference Values ; Semantics ; Stimuli ; Studies ; Young Children</subject><ispartof>American journal on intellectual and developmental disabilities, 2017-03, Vol.122 (2), p.138-155</ispartof><rights>Copyright American Association of Intellectual & Developmental Disabilities Mar 2017</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c400t-603c92f7f9cf429de851667d0357d82789bb9adb825636e069becad646ebb03</citedby><cites>FETCH-LOGICAL-c400t-603c92f7f9cf429de851667d0357d82789bb9adb825636e069becad646ebb03</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,12827,27905,27906,30980</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1133400$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28257244$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Cebula, Katie R</creatorcontrib><creatorcontrib>Wishart, Jennifer G</creatorcontrib><creatorcontrib>Willis, Diane S</creatorcontrib><creatorcontrib>Pitcairn, Tom K</creatorcontrib><title>Emotion Recognition in Children with Down Syndrome: Influence of Emotion Label and Expression Intensity</title><title>American journal on intellectual and developmental disabilities</title><addtitle>Am J Intellect Dev Disabil</addtitle><description>Some children with Down syndrome may experience difficulties in recognizing facial emotions, particularly fear, but it is not clear why, nor how such skills can best be facilitated. Using a photo-matching task, emotion recognition was tested in children with Down syndrome, children with nonspecific intellectual disability and cognitively matched, typically developing children (all groups N = 21) under four conditions: veridical vs. exaggerated emotions and emotion-labelling vs. generic task instructions. In all groups, exaggerating emotions facilitated recognition accuracy and speed, with emotion labelling facilitating recognition accuracy. Overall accuracy and speed did not differ in the children with Down syndrome, although recognition of fear was poorer than in the typically developing children and unrelated to emotion label use. Implications for interventions are considered.</description><subject>Accuracy</subject><subject>Adolescent</subject><subject>Age</subject><subject>Arousal</subject><subject>Attention</subject><subject>Child</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Comparative Analysis</subject><subject>Developmental disabilities</subject><subject>Discrimination (Psychology)</subject><subject>Down Syndrome</subject><subject>Down Syndrome - psychology</subject><subject>Emotional Intelligence</subject><subject>Emotional Response</subject><subject>Emotions</subject><subject>Error Patterns</subject><subject>Facial Expression</subject><subject>Fear</subject><subject>Female</subject><subject>Humans</subject><subject>Intellectual disabilities</subject><subject>Intellectual Disability</subject><subject>Intellectual Disability - psychology</subject><subject>Interpersonal Relationship</subject><subject>Intervention</subject><subject>Male</subject><subject>Pattern Recognition, Visual</subject><subject>Photography</subject><subject>Pictorial Stimuli</subject><subject>Psychological Patterns</subject><subject>Reaction Time</subject><subject>Recognition (Psychology)</subject><subject>Reference Values</subject><subject>Semantics</subject><subject>Stimuli</subject><subject>Studies</subject><subject>Young Children</subject><issn>1944-7515</issn><issn>1944-7558</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNpdkU9P3DAQxa2qqFDaT4BAlrhwCfhfHKc3tN22i1ZCgt6txJ6AUWIvdiK63x6nC3vg5PGb3zyN3iB0Qskl5SW7orUQRVWWqqCMXbIsqk_oaK9-3te0PERfU3oiRHJRyy_okClWVkyII_SwHMLogsd3YMKDd_9r5_Hi0fU2gscvbnzEP8OLx_dbb2MY4Ade-a6fwBvAocPvBuumhR433uLlv02ElGZx5UfwyY3bb-iga_oE39_eY3T_a_l38adY3_5eLa7XhRGEjIUk3NSsq7radILVFlRJpaws4WVlFatU3bZ1Y9u8v-QSiKxbMI2VQkLbEn6MLnaumxieJ0ijHlwy0PeNhzAlTVUlhFC0KjN6_gF9ClP0ebeZyoaMKJUpvqNMDClF6PQmuqGJW02Jnq-g54z1nLfOV9D5z-epszfvqR3A7mfeY8_A6Q6A6My-vbyhlPOcA38FBN-Lqw</recordid><startdate>201703</startdate><enddate>201703</enddate><creator>Cebula, Katie R</creator><creator>Wishart, Jennifer G</creator><creator>Willis, Diane S</creator><creator>Pitcairn, Tom K</creator><general>American Association on Intellectual and Developmental Disabilities</general><general>American Association of Intellectual & Developmental Disabilities</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>ASE</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FPQ</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>HEHIP</scope><scope>K6X</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2S</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>201703</creationdate><title>Emotion Recognition in Children with Down Syndrome: Influence of Emotion Label and Expression Intensity</title><author>Cebula, Katie R ; Wishart, Jennifer G ; Willis, Diane S ; Pitcairn, Tom K</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c400t-603c92f7f9cf429de851667d0357d82789bb9adb825636e069becad646ebb03</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Accuracy</topic><topic>Adolescent</topic><topic>Age</topic><topic>Arousal</topic><topic>Attention</topic><topic>Child</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Comparative Analysis</topic><topic>Developmental disabilities</topic><topic>Discrimination (Psychology)</topic><topic>Down Syndrome</topic><topic>Down Syndrome - psychology</topic><topic>Emotional Intelligence</topic><topic>Emotional Response</topic><topic>Emotions</topic><topic>Error Patterns</topic><topic>Facial Expression</topic><topic>Fear</topic><topic>Female</topic><topic>Humans</topic><topic>Intellectual disabilities</topic><topic>Intellectual Disability</topic><topic>Intellectual Disability - psychology</topic><topic>Interpersonal Relationship</topic><topic>Intervention</topic><topic>Male</topic><topic>Pattern Recognition, Visual</topic><topic>Photography</topic><topic>Pictorial Stimuli</topic><topic>Psychological Patterns</topic><topic>Reaction Time</topic><topic>Recognition (Psychology)</topic><topic>Reference Values</topic><topic>Semantics</topic><topic>Stimuli</topic><topic>Studies</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cebula, Katie R</creatorcontrib><creatorcontrib>Wishart, Jennifer G</creatorcontrib><creatorcontrib>Willis, Diane S</creatorcontrib><creatorcontrib>Pitcairn, Tom K</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Health & Medicine (ProQuest)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection (Proquest) (PQ_SDU_P3)</collection><collection>British Nursing Database</collection><collection>British Nursing Index</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection (Proquest) (PQ_SDU_P3)</collection><collection>ProQuest Central</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Sociology Collection</collection><collection>British Nursing Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>ProQuest Education Journals</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>PML(ProQuest Medical Library)</collection><collection>Psychology Database (ProQuest)</collection><collection>ProQuest sociology</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>American journal on intellectual and developmental disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cebula, Katie R</au><au>Wishart, Jennifer G</au><au>Willis, Diane S</au><au>Pitcairn, Tom K</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1133400</ericid><atitle>Emotion Recognition in Children with Down Syndrome: Influence of Emotion Label and Expression Intensity</atitle><jtitle>American journal on intellectual and developmental disabilities</jtitle><addtitle>Am J Intellect Dev Disabil</addtitle><date>2017-03</date><risdate>2017</risdate><volume>122</volume><issue>2</issue><spage>138</spage><epage>155</epage><pages>138-155</pages><issn>1944-7515</issn><eissn>1944-7558</eissn><coden>AJMREA</coden><abstract>Some children with Down syndrome may experience difficulties in recognizing facial emotions, particularly fear, but it is not clear why, nor how such skills can best be facilitated. Using a photo-matching task, emotion recognition was tested in children with Down syndrome, children with nonspecific intellectual disability and cognitively matched, typically developing children (all groups N = 21) under four conditions: veridical vs. exaggerated emotions and emotion-labelling vs. generic task instructions. In all groups, exaggerating emotions facilitated recognition accuracy and speed, with emotion labelling facilitating recognition accuracy. Overall accuracy and speed did not differ in the children with Down syndrome, although recognition of fear was poorer than in the typically developing children and unrelated to emotion label use. Implications for interventions are considered.</abstract><cop>United States</cop><pub>American Association on Intellectual and Developmental Disabilities</pub><pmid>28257244</pmid><doi>10.1352/1944-7558-122.2.138</doi><tpages>18</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1944-7515 |
| ispartof | American journal on intellectual and developmental disabilities, 2017-03, Vol.122 (2), p.138-155 |
| issn | 1944-7515 1944-7558 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1874448175 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source (EBSCOhost); MEDLINE |
| subjects | Accuracy Adolescent Age Arousal Attention Child Child, Preschool Children Comparative Analysis Developmental disabilities Discrimination (Psychology) Down Syndrome Down Syndrome - psychology Emotional Intelligence Emotional Response Emotions Error Patterns Facial Expression Fear Female Humans Intellectual disabilities Intellectual Disability Intellectual Disability - psychology Interpersonal Relationship Intervention Male Pattern Recognition, Visual Photography Pictorial Stimuli Psychological Patterns Reaction Time Recognition (Psychology) Reference Values Semantics Stimuli Studies Young Children |
| title | Emotion Recognition in Children with Down Syndrome: Influence of Emotion Label and Expression Intensity |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-17T14%3A25%3A41IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Emotion%20Recognition%20in%20Children%20with%20Down%20Syndrome:%20Influence%20of%20Emotion%20Label%20and%20Expression%20Intensity&rft.jtitle=American%20journal%20on%20intellectual%20and%20developmental%20disabilities&rft.au=Cebula,%20Katie%20R&rft.date=2017-03&rft.volume=122&rft.issue=2&rft.spage=138&rft.epage=155&rft.pages=138-155&rft.issn=1944-7515&rft.eissn=1944-7558&rft.coden=AJMREA&rft_id=info:doi/10.1352/1944-7558-122.2.138&rft_dat=%3Cproquest_cross%3E1874448175%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1876462088&rft_id=info:pmid/28257244&rft_ericid=EJ1133400&rfr_iscdi=true |