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Manelis A, Miceli R, Satz S, Suss SJ, Hu H, Versace A. The Development of Ambiguity Processing Is Explained by an Inverted U-Shaped Curve. Behav Sci (Basel) 2024; 14:826. [PMID: 39336041 PMCID: PMC11429131 DOI: 10.3390/bs14090826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2024] [Revised: 09/07/2024] [Accepted: 09/14/2024] [Indexed: 09/30/2024] Open
Abstract
Understanding the developmental trajectories for recognizing facial expressions is important for a better understanding of development of psychiatric disorders. In this study, we examined the recognition of emotional and neutral facial expressions in 93 typically developing adolescents and adults. The Emotion Intensity Rating task required participants to rate the intensity of emotional expression in happy, neutral, and sad faces on a scale from 1 to 9. A score of '5' had to be assigned to neutral faces, scores between '6' (slightly happy) and '9' (very happy) to happy faces, and scores between '4' (slightly sad) and '1' (very sad) to sad faces. Mixed effects models were used to examine the effects of age and emotion on recognition accuracy, reaction time (RT), and emotional intensity. Participants tended to misjudge neutral faces as sad. Adolescents were less accurate than adults for neutral face recognition. There were significant quadratic effects of age on accuracy (negative quadratic effect) and RT (positive quadratic effect). The most accurate and fastest performance was observed in 25- to 35-year-old subjects. This trajectory may be associated with prefrontal cortex maturation, which provides top-down control over the heightened amygdala response to ambiguity that may be misinterpreted as emotional content.
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Affiliation(s)
- Anna Manelis
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
| | - Rachel Miceli
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
| | - Skye Satz
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
| | - Stephen J Suss
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
| | - Hang Hu
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
| | - Amelia Versace
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA 15213, USA
- Department of Radiology, Magnetic Resonance Research Center, University of Pittsburgh Medical Center, University of Pittsburgh, Pittsburgh, PA 15260, USA
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Suslow T, Kersting A, Bodenschatz CM. Dimensions of Alexithymia and Identification of Emotions in Masked and Unmasked Faces. Behav Sci (Basel) 2024; 14:692. [PMID: 39199088 PMCID: PMC11351596 DOI: 10.3390/bs14080692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2024] [Revised: 07/19/2024] [Accepted: 08/05/2024] [Indexed: 09/01/2024] Open
Abstract
Alexithymia, a multifaceted personality construct, is known to be related to difficulties in the decoding of emotional facial expressions, especially in case of suboptimal stimuli. The present study investigated whether and which facets of alexithymia are related to impairments in the recognition of emotions in faces with face masks. Accuracy and speed of emotion recognition were examined in a block of faces with and a block of faces without face masks in a sample of 102 healthy individuals. The order of blocks varied between participants. Emotions were recognized better and faster in unmasked than in masked faces. Recognition performance was worst and slowest for participants starting the task with masked faces. In the whole sample, there were no correlations of alexithymia facets with accuracy and speed of emotion recognition for masked and unmasked faces. In participants starting the task with masked faces, the facet externally oriented thinking was positively correlated with reaction latencies of correct responses for masked faces. Our findings indicate that an externally oriented thinking style could be linked to a less efficient identification of emotions from faces wearing masks when task difficulty is high and support the utility of a facet approach in alexithymia research.
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Affiliation(s)
- Thomas Suslow
- Department of Psychosomatic Medicine and Psychotherapy, University of Leipzig Medical Center, 04103 Leipzig, Germany; (A.K.); (C.M.B.)
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Perlstein S, Hawes SW, Byrd AL, Barzilay R, Gur RE, Laird AR, Waller R. Unique versus shared neural correlates of externalizing psychopathology in late childhood. JOURNAL OF PSYCHOPATHOLOGY AND CLINICAL SCIENCE 2024; 133:477-488. [PMID: 38869879 PMCID: PMC11293992 DOI: 10.1037/abn0000923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2024]
Abstract
Childhood externalizing psychopathology is heterogeneous. Symptom variability in conduct disorder (CD), oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder (ADHD), and callous-unemotional (CU) traits designate different subgroups of children with externalizing problems who have specific treatment needs. However, CD, ODD, ADHD, and CU traits are highly comorbid. Studies need to generate insights into shared versus unique risk mechanisms, including through the use of functional magnetic resonance imaging (fMRI). In this study, we tested whether symptoms of CD, ODD, ADHD, and CU traits were best represented within a bifactor framework, simultaneously modeling shared (i.e., general externalizing problems) and unique (i.e., symptom-specific) variance, or through a four-correlated factor or second-order factor model. Participants (N = 11,878, age, M = 9 years) were from the Adolescent Brain and Cognitive Development Study. We used questionnaire and functional magnetic resonance imaging data (emotional N-back task) from the baseline assessment. A bifactor model specifying a general externalizing and specific CD, ODD, ADHD, and CU traits factors demonstrated the best fit. The four-correlated and second-order factor models both fit the data well and were retained for analyses. Across models, reduced right amygdala activity to fearful faces was associated with more general externalizing problems and reduced dorsolateral prefrontal cortex activity to fearful faces was associated with higher CU traits. ADHD scores were related to greater right nucleus accumbens activation to fearful and happy faces. Results give insights into risk mechanisms underlying comorbidity and heterogeneity within externalizing psychopathology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Affiliation(s)
| | - Samuel W. Hawes
- Department of Psychology, Florida International University, Miami, FL
| | - Amy L. Byrd
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA
| | - Ran Barzilay
- Department of Psychiatry and the Lifespan Brain Institute of CHOP-Penn Medicine, Perelman School of Medicine, University of Pennsylvania Philadelphia, PA
| | - Raquel E. Gur
- Department of Psychiatry and the Lifespan Brain Institute of CHOP-Penn Medicine, Perelman School of Medicine, University of Pennsylvania Philadelphia, PA
| | - Angela R. Laird
- Department of Physics, Florida International University, Miami, FL
| | - Rebecca Waller
- Department of Psychology, University of Pennsylvania, Philadelphia, PA
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Chacón-Candia JA, Ponce R, Marotta A. The reverse congruency effect elicited by eye-gaze as a function of attention-deficit/hyperactivity disorder symptoms. Front Psychol 2024; 15:1377379. [PMID: 38947900 PMCID: PMC11212038 DOI: 10.3389/fpsyg.2024.1377379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2024] [Accepted: 05/30/2024] [Indexed: 07/02/2024] Open
Abstract
Individuals diagnosed with attention deficit/hyperactivity disorder (ADHD) have been found to have impairments in multiple aspects of social cognition, thus including the attentional processing of socially relevant stimuli such as eye-gaze. However, to date, it remains unclear whether only the social-specific but not the domain-general directional components, elicited by eye-gaze are affected by ADHD symptomatology. To address this issue, the present study aimed to investigate the impact of ADHD-like traits on the social-specific attentional processing of eye-gaze. To this purpose, we conducted an online experiment with a sample of 140 healthy undergraduate participants who completed two self-reported questionnaires designed to assess ADHD-like traits, and a social variant of an interference spatial task known to effectively isolate the social-specific component of eye-gaze. To make our research plan transparent, our hypotheses, together with the plans of analyses, were registered before data exploration. Results showed that while the social-specific component of eye-gaze was evident in the sample, no significant correlation was found between this component and the measured ADHD-like traits. These results appear to contradict the intuition that the attentional processing of the social-specific components of eye-gaze may be impaired by ADHD symptomatology. However, further research involving children and clinical populations is needed in order to clarify this matter.
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Affiliation(s)
- Jeanette A. Chacón-Candia
- Department of Experimental Psychology, and Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
| | - Renato Ponce
- Department of Experimental Psychology, and Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Andrea Marotta
- Department of Experimental Psychology, and Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
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Chen Y, Ma Y, Fan X, Lyu J, Yang R. Facial expression recognition ability and its neuropsychological mechanisms in children with attention deficit and hyperactive disorder. Zhejiang Da Xue Xue Bao Yi Xue Ban 2024; 53:254-260. [PMID: 38650447 PMCID: PMC11057990 DOI: 10.3724/zdxbyxb-2023-0390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Accepted: 03/17/2024] [Indexed: 04/25/2024]
Abstract
Attention deficit and hyperactive disorder (ADHD) is a chronic neurodevelopmental disorder characterized by inattention, hyperactivity-impulsivity, and working memory deficits. Social dysfunction is one of the major challenges faced by children with ADHD. It has been found that children with ADHD can't perform as well as typically developing children on facial expression recognition (FER) tasks. Generally, children with ADHD have some difficulties in FER, while some studies suggest that they have no significant differences in accuracy of specific emotion recognition compared with typically developing children. The neuropsychological mechanisms underlying these difficulties are as follows. First, neuroanatomically. Compared to typically developing children, children with ADHD show smaller gray matter volume and surface area in the amygdala and medial prefrontal cortex regions, as well as reduced density and volume of axons/cells in certain frontal white matter fiber tracts. Second, neurophysiologically. Children with ADHD exhibit increased slow-wave activity in their electroencephalogram, and event-related potential studies reveal abnormalities in emotional regulation and responses to angry faces when facing facial stimuli. Third, psychologically. Psychosocial stressors may influence FER abilities in children with ADHD, and sleep deprivation in ADHD children may significantly increase their recognition threshold for negative expressions such as sadness and anger. This article reviews research progress over the past three years on FER abilities of children with ADHD, analyzing the FER deficit in children with ADHD from three dimensions: neuroanatomy, neurophysiology and psychology, aiming to provide new perspectives for further research and clinical treatment of ADHD.
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Affiliation(s)
- Yi Chen
- Zhejiang University School of Medicine, Hangzhou 310058, China.
| | - Ye Ma
- Zhejiang University School of Medicine, Hangzhou 310058, China
| | - Xiaoli Fan
- Zhejiang University School of Medicine, Hangzhou 310058, China
| | - Jiamin Lyu
- Zhejiang University School of Medicine, Hangzhou 310058, China
| | - Rongwang Yang
- Department of Psychology, Children's Hospital, Zhejiang University School of Medicine, Hangzhou 310052, China.
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Nejati V, Ghayerin E. Abnormal Structure and Function of Parietal Lobe in Individuals With Attention Deficit Hyperactivity Disorder (ADHD): A Systematic Review Study. Basic Clin Neurosci 2024; 15:147-156. [PMID: 39228445 PMCID: PMC11367218 DOI: 10.32598/bcn.2022.2843.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Revised: 12/25/2021] [Accepted: 07/13/2022] [Indexed: 09/05/2024] Open
Abstract
Introduction Abnormal brain structure and function have been reported in individuals with attention deficit hyperactivity disorder (ADHD). This study investigated the parietal lobe structure and function alteration in individuals with ADHD. Methods In this systematic review, we searched English papers in accordance with the PRISMA (the preferred reporting items for systematic reviews and meta-analyses) approach. Studies were published between January 2010 and May 2021. Our search was conducted in two parts. Our first search was in July 2020, and our final search was in June 2021. A literature search identified 20 empirical experiments. Results Functional magnetic resonance imaging (MRI) studies generally reported low activity and poor connectivity; structural MRI studies reported less gray matter in this lobe, and an echo study reported atrophy. In addition, electroencephalographic studies reported less connectivity of the parietal lobes in ADHD. Furthermore, the transcranial direct current stimulation intervention has shown that activation of this lobe improves attention and executive functions in children with ADHD. Finally, a deep transcranial magnetic stimulation study has demonstrated that activation of this lobe improves working memory. Conclusion Functional and structural alteration of the parietal cortex has been reported in ADHD, which has a causal relationship with cognitive impairments. In sum, all included studies reported abnormal structure, function, or connectivity of the parietal lobe or improvement of cognitive functions with parietal lobe stimulation.
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Affiliation(s)
- Vahid Nejati
- Department of Psychology, School of Education and Psychology, Shahid Beheshti University, Tehran, Iran
| | - Elnaz Ghayerin
- Department of Psychology, Faculty of Education and Psychology, Tabriz University, Tabriz, Iran
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Lombardi G, Sciutti A, Rea F, Vannucci F, Di Cesare G. Humanoid facial expressions as a tool to study human behaviour. Sci Rep 2024; 14:133. [PMID: 38167552 PMCID: PMC10762044 DOI: 10.1038/s41598-023-45825-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Accepted: 10/24/2023] [Indexed: 01/05/2024] Open
Abstract
Besides action vitality forms, facial expressions represent another fundamental social cue which enables to infer the affective state of others. In the present study, we proposed the iCub robot as an interactive and controllable agent to investigate whether and how different facial expressions, associated to different action vitality forms, could modulate the motor behaviour of participants. To this purpose, we carried out a kinematic experiment in which 18 healthy participants observed video-clips of the iCub robot performing a rude or gentle request with a happy or angry facial expression. After this request, they were asked to grasp an object and pass it towards the iCub robot. Results showed that the iCub facial expressions significantly modulated participants motor response. Particularly, the observation of a happy facial expression, associated to a rude action, decreased specific kinematic parameters such as velocity, acceleration and maximum height of movement. In contrast, the observation of an angry facial expression, associated to a gentle action, increased the same kinematic parameters. Moreover, a behavioural study corroborated these findings, showing that the perception of the same action vitality form was modified when associated to a positive or negative facial expression.
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Affiliation(s)
- G Lombardi
- Department of Informatics, Bioengineering, Robotics and Systems Engineering (DIBRIS), University of Genoa, Genova, Italy
- Cognitive Architecture for Collaborative Technologies Unit (CONTACT), Italian Institute of Technology, Genova, Italy
| | - A Sciutti
- Cognitive Architecture for Collaborative Technologies Unit (CONTACT), Italian Institute of Technology, Genova, Italy
| | - F Rea
- Robotics Brain and Cognitive Sciences Unit, Italian Institute of Technology, Genova, Italy
| | - F Vannucci
- Cognitive Architecture for Collaborative Technologies Unit (CONTACT), Italian Institute of Technology, Genova, Italy
| | - G Di Cesare
- Cognitive Architecture for Collaborative Technologies Unit (CONTACT), Italian Institute of Technology, Genova, Italy.
- Department of Medicine and Surgery, Neuroscience Unit, University of Parma, via Volturno 39/E, 43125, Parma, Italy.
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Yildirim Demİrdöğen E, Turan B, Gülşen M, Çubukçu HC, Dursun OB. Voluntary imitation of dynamic facial expressions in attention deficit hyperactivity disorder: a facial-behavior analysis. J Clin Exp Neuropsychol 2023; 45:915-927. [PMID: 38380655 DOI: 10.1080/13803395.2024.2320464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Accepted: 01/28/2024] [Indexed: 02/22/2024]
Abstract
OBJECTIVE The difficulties involved in social interaction among children with attention deficit hyperactivity disorder (ADHD) have been shown in many studies. Based on the knowledge that the imitation of facial expressions is a key factor in social interaction and functionality, the focus of prior studies has been on the evaluation of facial expressions in individuals with ADHD. However, little is known about voluntary facial mimicry in individuals with ADHD. In this context, we aimed to evaluate the voluntary-facial-imitation intensity of dynamic facial expressions in children with ADHD. METHOD Forty-one children with ADHD and 53 typically developing children were included in the study. Participants were presented with a video of six basic emotions and neutral facial expressions selected from the EU-Emotion Stimulus Set via a screen. After each emotion, the instruction "now imitate it" was given. While the children watched the video, their faces were recorded with a webcam. The intensity of the children's voluntary facial imitations was examined with a computer vision program (Openface) that performs facial analysis on recorded videos. RESULTS There was no significant difference between the groups in terms of facial emotion recognition accuracy. In group comparisons of voluntary facial mimicry, children with ADHD showed a significantly higher imitation intensity after emotional expressions of sadness, surprise and fear. There was no difference between the groups after the emotions of happiness, anger and disgust. CONCLUSION This non-obtrusive, noninvasive, and cost-effective method allowed us to measure the quantitative differences in facial mimicry between children with ADHD and typically developing children. Our results contribute new information to the literature by indicating which emotions can be used in the evaluation of social communication skills, as well as intervention targets for these skills, in children with ADHD.
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Affiliation(s)
- Esen Yildirim Demİrdöğen
- Department of Child and Adolescent Psychiatry, Atatürk University Medicine Faculty, Erzurum, Turkey
| | - Bahadır Turan
- Department of Child and Adolescent Psychiatry, Karadeniz Technical University Medicine Faculty, Trabzon, Turkey
| | - Murat Gülşen
- Department of Autism, Mental Special Needs and Rare Diseases, Turkish Ministry of Health, Ankara, Turkey
| | - Hikmet Can Çubukçu
- Department of Autism, Mental Special Needs and Rare Diseases, Turkish Ministry of Health, Ankara, Turkey
| | - Onur Burak Dursun
- Department of Autism, Mental Special Needs and Rare Diseases, Turkish Ministry of Health, Ankara, Turkey
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Olaya-Galindo MD, Vargas-Cifuentes OA, Vélez Van-Meerbeke A, Talero-Gutiérrez C. Establishing the Relationship Between Attention Deficit Hyperactivity Disorder and Emotional Facial Expression Recognition Deficit: A Systematic Review. J Atten Disord 2023; 27:1181-1195. [PMID: 36843351 PMCID: PMC10466982 DOI: 10.1177/10870547231154901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/28/2023]
Abstract
OBJECTIVE In this review, we examined if there is a deficit in facial recognition of emotion (FER) in children, adolescents, and adults with attention deficit hyperactivity disorder (ADHD). BACKGROUND Emotional regulation is impaired in ADHD. Although a facial emotion recognition deficit has been described in this condition, the underlying causal mechanisms remain unclear. METHODS The search was performed in six databases in September 2022. Studies assessing children, adolescents, or adults with isolated or comorbid ADHD that evaluated participants using a FER task were included. RESULTS Twelve studies out of 385 were selected, with participants ranging in age from 6 to 37.1 years. A deficit in FER specific to ADHD, or secondary to comorbid autism spectrum disorder, anxiety, and oppositional symptoms, was found. CONCLUSIONS There is a FER deficit in patients with ADHD. Adults showed improved recognition accuracy, reflecting partial compensation. ADHD symptoms and comorbidities appear to influence FER deficits.
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Affiliation(s)
- Maria Daniela Olaya-Galindo
- Neuroscience research group (NeURos), NeuroVitae Center for Neuroscience, School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia
| | - Oscar Alberto Vargas-Cifuentes
- Neuroscience research group (NeURos), NeuroVitae Center for Neuroscience, School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia
| | - Alberto Vélez Van-Meerbeke
- Neuroscience research group (NeURos), NeuroVitae Center for Neuroscience, School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia
| | - Claudia Talero-Gutiérrez
- Neuroscience research group (NeURos), NeuroVitae Center for Neuroscience, School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia
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Zhao FJ, Chen QW, Wu Y, Xie X, Xu Z, Ni X. Facial Emotion Recognition Deficit in Children with Moderate/Severe Obstructive Sleep Apnea. Brain Sci 2022; 12:1688. [PMID: 36552148 PMCID: PMC9776404 DOI: 10.3390/brainsci12121688] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 12/03/2022] [Accepted: 12/05/2022] [Indexed: 12/14/2022] Open
Abstract
Although previous studies have reported a facial expression classification deficit among adults with SDB, we do not know whether these findings can be generalized to children. In our study, children with sleep-disordered breathing (SDB) were divided into three groups: primary snoring (n = 51), mild obstructive sleep apnea (OSA) (n = 39), and moderate/severe OSA (n = 26). All participants, including 20 healthy controls, underwent an overnight polysomnography recording and the Emotional Expression Recognition Task. Psychosocial problems were evaluated using the parent-reported Strengths and Difficulties Questionnaire (SDQ). There was a borderline significant interaction between expression category and group on reaction times. Further analysis revealed that positive classification advantage (PCA) disappeared in the moderate/severe OSA group, whereas it persisted in the control, primary snoring, and mild OSA groups. Emotional symptoms were positively correlated with OAHI. In both the happy and sad conditions, RT was negatively related to age and body mass index (BMI) but was independent of the obstructive apnea-hypopnea index (OAHI), arterial oxygen (SaO2) and total sleep time. The accuracy of identifying a sad expression was negatively related to conduct problems. Children with moderate/severe OSA exhibited dysfunction in facial expression categorization, which could potentially affect social communication ability.
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Affiliation(s)
- Fu-Jun Zhao
- Department of Otolaryngology, Head and Neck Surgery, Beijing Children’s Hospital, National Center for Children’s Health, Capital Medical University, Beijing 100045, China
| | - Qing-Wei Chen
- National Center for International Research on Green Optoelectronics, South China Normal University, Guangzhou 510006, China
- Lab of Light and Physio-Psychological Health, School of Psychology, South China Normal University, Guangzhou 510631, China
- Guangdong Provincial Key Laboratory of Optical Information Materials and Technology & Institute of Electronic Paper Displays, South China Academy of Advanced Optoelectronics, South China Normal University, Guangzhou 510006, China
| | - Yunxiao Wu
- Beijing Key Laboratory of Pediatric Diseases of Otolaryngology, Head and Neck Surgery, Beijing Pediatric Research Institute, Beijing Children’s Hospital, National Center for Children’s Health, Capital Medical University, Beijing 100045, China
| | - Xiaohong Xie
- Division of Respiratory Medicine, Ministry of Education Key Laboratory of Child Development and Disorders, National Clinical Research Center for Child Health and Disorders, Chongqing 400014, China
- International Science and Technology Cooperation Base of Child Development and Critical Disorders, Chongqing Key Laboratory of Pediatrics, Children’s Hospital of Chongqing Medical University, Chongqing 400715, China
| | - Zhifei Xu
- Department of Respiratory Medicine, Beijing Children’s Hospital, National Center for Children’s Health, Capital Medical University, Beijing 100045, China
| | - Xin Ni
- Department of Otolaryngology, Head and Neck Surgery, Beijing Children’s Hospital, National Center for Children’s Health, Capital Medical University, Beijing 100045, China
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McKay E, Cornish K, Kirk H. Impairments in Emotion Recognition and Positive Emotion Regulation Predict Social Difficulties in Adolescent With ADHD. Clin Child Psychol Psychiatry 2022:13591045221141770. [PMID: 36440882 DOI: 10.1177/13591045221141770] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Emotional dysregulation, poor emotion recognition and impaired response inhibition have been highlighted as potential contributors to social difficulties in adolescents with attention-deficit/hyperactivity disorder (ADHD). It is currently unknown how these areas of impairment relate to one another; therefore, this study aims to identify the areas of emotion regulation which are associated with social difficulties in adolescents with ADHD, and determine whether emotion regulation mediates the relationship between deficits in response inhibition and emotion recognition, and social functioning, in this cohort. METHODS Thirty Australian adolescents (Male = 21) with ADHD completed measures of response inhibition, emotion recognition, and emotion regulation. RESULTS Positive emotion regulation was significantly associated with social difficulties. Although emotion recognition significantly predicted social difficulties, there was no relationship between emotion recognition and emotion regulation in this sample, ruling out emotion regulation as a mediator of emotion recognition and social difficulties. Whilst response inhibition was significantly correlated with positive emotion regulation, positive emotion regulation did not mediate the relationship between response inhibition and social difficulties. CONCLUSIONS Difficulties recognising and regulating emotions appear to independently contribute to social difficulties in adolescents with ADHD. Interventions to increase emotional understanding and developing strategies to down-regulate positive emotions may be beneficial.
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Affiliation(s)
- Erin McKay
- School of Psychological Sciences, Turner Institute for Brain and Mental Health, 2541Monash University, Clayton, VIC, Australia
| | - Kim Cornish
- School of Psychological Sciences, Turner Institute for Brain and Mental Health, 2541Monash University, Clayton, VIC, Australia
| | - Hannah Kirk
- School of Psychological Sciences, Turner Institute for Brain and Mental Health, 2541Monash University, Clayton, VIC, Australia
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Seda Albayrak Z, Tayyib Kadak M, Gözde Akkın Gürbüz H, Doğangün B, Dogangun B. Emotion Recognition Skill in Specific Learning Disorder and Attention-Deficit Hyperactivity Disorder. ALPHA PSYCHIATRY 2022; 23:268-273. [PMID: 36628377 PMCID: PMC9797777 DOI: 10.5152/alphapsychiatry.2022.22219] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Accepted: 05/06/2022] [Indexed: 02/01/2023]
Abstract
Objective Social difficulties can affect both academic and relational-social functioning in common neurodevelopmental disorders such as attention-deficit hyperactivity disorder and specific learning disorder. It is known that social cognitive skills directly affect social functioning. The aim in this study is to examine the social cognitive skill of facial emotion recognition in children with attention-deficit hyperactivity disorder and specific learning disorder and to investigate whether literacy learning is related to emotion recognition. Methods In the study, we compared the emotion recognition skill of 41 children with attention-deficit hyperactivity disorder, 50 with specific learning disorder, and 43 typically developed children using the Reading Mind in the Eyes Test. In addition, we evaluated the relationship between children's emotion recognition ability and literacy learning time. Results Attention-deficit hyperactivity disorder and specific learning disorder groups did not show a statistically significant difference in terms of Reading Mind in the Eyes Test scores, but both groups had lower scores than their typically eveloped peers (P < .001). In addition, we found that low Reading Mind in the Eyes Test scores were associated with late learning in reading and writing (P < .001, r = -.033). Conclusion This study found that the specific learning disorder and attention-deficit hyperactivity disorder groups showed similar but poorer impact recognition skills than their typically developed peers. In addition, we showed that literacy learning speed is related to emotion recognition.
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Affiliation(s)
- Zeynep Seda Albayrak
- Child and Adolescent Psychiatrist, Haseki Research and Training Hospital, İstanbul, Turkey,Corresponding author:Zeynep Seda Albayrak✉
| | - Muhammed Tayyib Kadak
- Department of Child and Adolescent Psychiatry, İstanbul University-Cerrahpaşa, Cerrahpaşa Faculty of Medicine, İstanbul, Turkey
| | | | - Burak Doğangün
- Department of Child and Adolescent Psychiatry, İstanbul University-Cerrahpaşa, Cerrahpaşa Faculty of Medicine, İstanbul, Turkey
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Krasner A, Dennis M, Shoulberg EK, Hoza B, Scott H, Martin CP. ADHD Behaviors and Social Functioning in Preschool Children: The Moderating Role of Emotion Recognition. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2022. [DOI: 10.1007/s10862-022-09957-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Morphing Task: The Emotion Recognition Process in Children with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413273. [PMID: 34948881 PMCID: PMC8702190 DOI: 10.3390/ijerph182413273] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Revised: 11/24/2021] [Accepted: 12/06/2021] [Indexed: 12/01/2022]
Abstract
Recognizing a person’s identity is a fundamental social ability; facial expressions, in particular, are extremely important in social cognition. Individuals affected by autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) display impairment in the recognition of emotions and, consequently, in recognizing expressions related to emotions, and even their identity. The aim of our study was to compare the performance of participants with ADHD, ASD, and typical development (TD) with regard to both accuracy and speed in the morphing task and to determine whether the use of pictures of digitized cartoon faces could significantly facilitate the process of emotion recognition in ASD patients (particularly for disgust). This study investigated the emotion recognition process through the use of dynamic pictures (human faces vs. cartoon faces) created with the morphing technique in three pediatric populations (7–12 years old): ADHD patients, ASD patients, and an age-matched control sample (TD). The Chi-square test was used to compare response latency and accuracy between the three groups in order to determine if there were statistically significant differences (p < 0.05) in the recognition of basic emotions. The results demonstrated a faster response time in neurotypical children compared to ASD and ADHD children, with ADHD participants performing better than ASD participants on the same task. The overall accuracy parameter between the ADHD and ASD groups did not significantly differ.
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Fantozzi P, Sesso G, Muratori P, Milone A, Masi G. Biological Bases of Empathy and Social Cognition in Patients with Attention-Deficit/Hyperactivity Disorder: A Focus on Treatment with Psychostimulants. Brain Sci 2021; 11:1399. [PMID: 34827398 PMCID: PMC8615705 DOI: 10.3390/brainsci11111399] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Revised: 10/18/2021] [Accepted: 10/22/2021] [Indexed: 12/16/2022] Open
Abstract
In recent years, there has been growing interest in investigating the effect of specific pharmacological treatments for ADHD not only on its core symptoms, but also on social skills in youths. This stands especially true for ADHD patients displaying impulsive aggressiveness and antisocial behaviors, being the comorbidity with Disruptive Behavior Disorders, one of the most frequently observed in clinical settings. This systematic review aimed to synthesize research findings on this topic following PRISMA guidelines and to identify gaps in current knowledge, future directions, and treatment implications. Search strategies included the following terms: ADHD; methylphenidate and other ADHD drugs; empathy, theory of mind and emotion recognition. Full-text articles were retrieved and data from individual studies were collected. Thirteen studies were finally included in our systematic review. Ten studies assessing changes in empathy and/or theory of mind in patients with ADHD treated after pharmacological interventions were identified. Similarly, seven partially overlapping studies assessing changes in emotion recognition were retrieved. Despite a great heterogeneity in the methodological characteristics of the included studies, most of them reported an improvement in emphatic and theory of mind abilities in youths with ADHD treated with psychostimulants and nonstimulant drugs, as well as positive but less consistent results about emotion recognition performances.
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Affiliation(s)
- Pamela Fantozzi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
| | - Gianluca Sesso
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
- Department of Clinical and Experimental Medicine, University of Pisa, 56126 Pisa, Italy
| | - Pietro Muratori
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
| | - Annarita Milone
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
| | - Gabriele Masi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Department of Child and Adolescent Psychiatry and Psychopharmacology, 56128 Pisa, Italy; (P.F.); (G.S.); (P.M.); (A.M.)
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Fantozzi P, Muratori P, Caponi MC, Levantini V, Nardoni C, Pfanner C, Ricci F, Sesso G, Tacchi A, Milone A, Masi G. Treatment with Methylphenidate Improves Affective but Not Cognitive Empathy in Youths with Attention-Deficit/Hyperactivity Disorder. CHILDREN-BASEL 2021; 8:children8070596. [PMID: 34356575 PMCID: PMC8307630 DOI: 10.3390/children8070596] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 07/07/2021] [Accepted: 07/13/2021] [Indexed: 12/30/2022]
Abstract
Background: Beside the core symptoms, patients with attention-deficit/hyperactivity disorder (ADHD) frequently show relevant difficulty in developing relationships with peers. Although ADHD symptoms may account for social impairment, deficits in cognitive and/or affective empathy have also been involved. Our aim was to investigate the effect of methylphenidate (MPH) treatment on affective and cognitive empathy. Methods: Sixty-one drug-naïve youths with ADHD (age range 6 to 17 years, mean 10.3 ± 2.8 years, 51 males) naturalistically treated with MPH monotherapy were followed up for 6 months for ADHD symptoms and empathy, measured with the Basic Empathy Scale. Results: After being treated with MPH, the patients showed a significant improvement in affective and cognitive empathy scores. Linear regression models showed that changes in inattention symptoms predicted changes in affective but not in cognitive empathy, while changes in the hyperactivity/impulsivity symptoms did not predict changes in affective or cognitive empathy. Conclusions: Our study provides a further contribution for a better understanding of the possible effects of the MPH on youth’s characteristics.
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Affiliation(s)
- Pamela Fantozzi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
- Correspondence: ; Tel.: +39-050-886293
| | - Pietro Muratori
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Maria Celeste Caponi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Valentina Levantini
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Cristina Nardoni
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Chiara Pfanner
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Federica Ricci
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Gianluca Sesso
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
- Department of Clinical and Experimental Medicine, University of Pisa, 56126 Pisa, Italy
| | - Annalisa Tacchi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Annarita Milone
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
| | - Gabriele Masi
- IRCCS Stella Maris Foundation, Scientific Institute of Child Neurology and Psychiatry, Calambrone, 56128 Pisa, Italy; (P.M.); (M.C.C.); (V.L.); (C.N.); (C.P.); (F.R.); (G.S.); (A.T.); (A.M.); (G.M.)
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