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Volfart A, Rossion B. The neuropsychological evaluation of face identity recognition. Neuropsychologia 2024; 198:108865. [PMID: 38522782 DOI: 10.1016/j.neuropsychologia.2024.108865] [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: 07/19/2023] [Revised: 03/14/2024] [Accepted: 03/18/2024] [Indexed: 03/26/2024]
Abstract
Facial identity recognition (FIR) is arguably the ultimate form of recognition for the adult human brain. Even if the term prosopagnosia is reserved for exceptionally rare brain-damaged cases with a category-specific abrupt loss of FIR at adulthood, subjective and objective impairments or difficulties of FIR are common in the neuropsychological population. Here we provide a critical overview of the evaluation of FIR both for clinicians and researchers in neuropsychology. FIR impairments occur following many causes that should be identified objectively by both general and specific, behavioral and neural examinations. We refute the commonly used dissociation between perceptual and memory deficits/tests for FIR, since even a task involving the discrimination of unfamiliar face images presented side-by-side relies on cortical memories of faces in the right-lateralized ventral occipito-temporal cortex. Another frequently encountered confusion is between specific deficits of the FIR function and a more general impairment of semantic memory (of people), the latter being most often encountered following anterior temporal lobe damage. Many computerized tests aimed at evaluating FIR have appeared over the last two decades, as reviewed here. However, despite undeniable strengths, they often suffer from ecological limitations, difficulties of instruction, as well as a lack of consideration for processing speed and qualitative information. Taking into account these issues, a recently developed behavioral test with natural images manipulating face familiarity, stimulus inversion, and correct response times as a key variable appears promising. The measurement of electroencephalographic (EEG) activity in the frequency domain from fast periodic visual stimulation also appears as a particularly promising tool to complete and enhance the neuropsychological assessment of FIR.
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Affiliation(s)
- Angélique Volfart
- School of Psychology and Counselling, Faculty of Health, Queensland University of Technology, Australia.
| | - Bruno Rossion
- Centre for Biomedical Technologies, Queensland University of Technology, Australia; Université de Lorraine, CNRS, IMoPA, F-54000, Nancy, France.
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Channell MM, Sandstrom LE, Harvey D. Mental State Language Development in Children With Down Syndrome Versus Typical Development. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2022; 127:495-510. [PMID: 36306411 DOI: 10.1352/1944-7558-127.6.495] [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] [Received: 05/02/2021] [Accepted: 02/08/2022] [Indexed: 06/16/2023]
Abstract
This study compared mental state language (talk about emotions, thoughts, intentions, etc.) used by 6- to 11-year-old children with Down syndrome (DS) to a younger typically developing (TD) comparison group matched by nonverbal cognition. We aimed to determine (1) whether mental state language use is delayed in DS relative to developmental expectations, and (2) if there are differences between groups in the association between mental state language and developmental factors (emotion knowledge, expressive language). Rate of mental state language use was significantly lower in the group with DS, but the number of different mental state terms was not significantly different. Nuanced patterns of similarity and difference emerged between groups regarding the association between mental state language and other developmental factors.
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Affiliation(s)
- Marie Moore Channell
- Marie Moore Channell and Linnea E. Sandstrom, University of Illinois Urbana-Champaign
| | - Linnea E Sandstrom
- Marie Moore Channell and Linnea E. Sandstrom, University of Illinois Urbana-Champaign
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Lyakso E, Frolova O, Grigoriev A, Filatova Y, Makhnytkina O. Recognition of Emotional States of Children with down Syndrome by Facial Expression: Perceptual and Automatic Analysis of Dynamic Images. EXPERIMENTAL PSYCHOLOGY (RUSSIA) 2022. [DOI: 10.17759/exppsy.2022150310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The study is devoted to the investigation of the recognition of the emotional state of children with Down syndrome (DS) by their facial expression. For this purpose, a series of perceptual experiments involving adults (n=75) and automatic analysis of the facial expressions of children (n=35, aged 5—16 years) were carried out using the FaceReader program. The ability of adults to recognize the emotional states of children: joy — neutral (calm state) — sadness — anger, by open faces and faces with masks over the eyes and mouth is shown. Better recognition of the state of joy and neutral state under the condition of an open face and a decrease in recognition accuracy in a mask in the eye area compared to the absence of a mask and a mask in the mouth area were found. Automatic recognition of the states of joy and neutral states is better than the states of sadness and anger, if the face is open and the mask in the mouth area of the child. The conditions for use the automatic recognition of facial expression in children with DS and for applying the method of perceptual analysis for identifying the specificity of the child emotional sphere development are discussed.
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Andrés-Roqueta C, Soria-Izquierdo E, Górriz-Plumed AB. Exploring different aspects of emotion understanding in adults with Down Syndrome. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 114:103962. [PMID: 33932849 DOI: 10.1016/j.ridd.2021.103962] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 04/01/2021] [Accepted: 04/21/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Adults with Down Syndrome (DS) present difficulties in emotion understanding, although research has mainly focused on emotion recognition (external aspects), and little is known about their performance in other complex components (mental and reflective aspects). AIMS This study aims to examine different aspects of emotion understanding in adults with DS, including a codification of their error pattern, and also to determine the association with other variables that are commonly impaired in adults with DS. METHODS AND PROCEDURES Twenty-two adults with DS and twenty-two children with typical development (TD) matched for vocabulary level were assessed with the Test of Emotion Comprehension (TEC), along with other non-verbal reasoning (NVR), structural language and working memory (WM) tasks. OUTCOMES AND RESULTS Adults with DS showed lower emotion competence than children with TD in different components of the TEC, and also a different pattern of errors was observed. Structural language, NVR and WM predicted distinct emotion understanding skills in different ways. CONCLUSIONS AND IMPLICATIONS It is important to plan interventions aimed at improving particular aspects of emotion understanding skills for adults with DS, taking into account the different components, the type of error and the different cognitive and linguistic skills involved in each emotion understanding skill.
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Affiliation(s)
- Clara Andrés-Roqueta
- Department of Developmental, Educational and Social Psychology and Methodology, Universitat Jaume I de Castelló, Av. Vicent Sos Baynat, s/n, 12071 Castelló de la Plana, Spain.
| | - Eloy Soria-Izquierdo
- Department of Developmental, Educational and Social Psychology and Methodology, Universitat Jaume I de Castelló, Av. Vicent Sos Baynat, s/n, 12071 Castelló de la Plana, Spain.
| | - Ana Belén Górriz-Plumed
- Department of Developmental, Educational and Social Psychology and Methodology, Universitat Jaume I de Castelló, Av. Vicent Sos Baynat, s/n, 12071 Castelló de la Plana, Spain.
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Martzoukou M, Nousia A, Marinis T. Narrative Abilities of Adults' With Down Syndrome as a Window to Their Morphosyntactic, Socio-Cognitive, and Prosodic Abilities. Front Psychol 2020; 11:2060. [PMID: 32982854 PMCID: PMC7479217 DOI: 10.3389/fpsyg.2020.02060] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Accepted: 07/24/2020] [Indexed: 11/14/2022] Open
Abstract
Down syndrome (DS) is the most common developmental disorder characterized by mild to moderate intellectual disability. Several studies have reported poor language and prosodic skills and contradictory results regarding individuals’ with DS socio-cognitive skills, whereas most of them have focused on children with DS. The present study attempts to explore adults’ with DS language, socio-cognitive and prosodic abilities via the use of story-retellings. Twenty adults with DS and two groups of TD children, one matched to their expressive vocabulary (TD-EVT) and the other matched to their non-verbal mental age (TD-RCPM), took part in the present study. Participants listened to a story while viewing a wordless picture PowerPoint presentation on a computer screen, and then, they were instructed to retell the story while viewing the pictures for a second time. Each participant listened to two stories, one with “lively” and one with “flat” prosody. Results revealed that adults’ with DS performance was comparable with the one presented by the TD-RCPM group, whereas the TD-EVT group performed significantly better in almost all variables. Individuals’ with DS re-narrations, however, contained significantly less complement clauses and internal state terms (related or not related to Theory of Mind–ToM) compared to the re-narrations of both control groups. In contrast, the group with DS performed similarly to both control groups in comprehension questions related to main characters’ internal state terms and significantly better compared to the TD-RCPM group in questions related to ToM. In terms of prosody, all three groups performed significantly better on story structure and comprehension questions when prosody was “lively” compared “flat” prosody. DS group’s re-narrations did not contain enough internal state terms, not due to their inability in recognizing them, but due to their poor morphosyntactic abilities, which did not allow them to find the proper means to express the main characters’ internal states. Prosody facilitated participants with DS in the comprehension and re-narration. This suggests that intervention programs based on prosody could support the language skills of adults with DS.
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Affiliation(s)
- Maria Martzoukou
- School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Anastasia Nousia
- School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Theodoros Marinis
- Department of Linguistics, University of Konstanz, Konstanz, Germany.,School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom
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Robles-Bello MA, Sánchez-Teruel D, Galeote Moreno MÁ. Psychometric properties of the Emotional Quotient Inventory: Youth Version-EQ-i:YV in Spanish adolescents with Down syndrome. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 34:77-89. [PMID: 33220021 DOI: 10.1111/jar.12787] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2019] [Revised: 03/30/2020] [Accepted: 07/03/2020] [Indexed: 12/30/2022]
Abstract
BACKGROUND The people with Down syndrome who are now adolescents can face a self-report questionnaire with guarantees of being answered with validity to evaluate areas of development that traditionally have not been able to be evaluated. This is the case of emotional intelligence, measured in this research with the Emotional Quotient Inventory: Youth Version-EQ-i:YV. AIMS To validate and analyse the scale's psychometric properties in adolescents with Down syndrome. METHODS A two-stage cross-sectional investigation was conducted. The inventory consists of 60 items that measure 5 dimensions. The test was administered to 644 adolescents with Down syndrome. We carried out exploratory and confirmatory factor analyses. OUTCOMES The 5-factor structure of the test was confirmed. The internal consistency of four dimensions and the EQ-i:YV's total calculated score yielded high values. CONCLUSIONS This new version of the EQ-i:YV represents a valid and reliable tool to assess emotional intelligence in Spanish adolescents with Down syndrome.
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Sánchez-Teruel D, Robles-Bello MA, Camacho-Conde JA. Assessment of emotional intelligence in adults with down syndrome: Psychometric properties of the Emotional Quotient Inventory. PLoS One 2020; 15:e0236087. [PMID: 32697810 PMCID: PMC7375611 DOI: 10.1371/journal.pone.0236087] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2019] [Accepted: 06/30/2020] [Indexed: 01/11/2023] Open
Abstract
Introduction The Emotional Quotient Inventory: Youth version-EQ-i:YV was developed by Bar-On & Parker in 2000 and later translated and adapted for the general Spanish adolescent population by Ferrandiz et al. in 2012. The Spanish scale presents similar psychometric properties to the original version (54 items and five subdimensions). The Emotional Quotient Inventory assesses a set of personal, emotional, and social skills that influence adaptation to and coping with environmental demands and pressures. These factors can influence an adolescent’s success later in life, health, and psychological well-being. Traditionally, research in Down syndrome (DS) has focused on identifying cognitive deficits, relatively little is known about emotional intelligence (EI) and there are no scales that measure EI in people with DS adults. Objectives To validate and analyze the psychometric properties of the scale in the clinical population, specifically in Spanish adults with DS (EQ-i: SVDS). Methods A cross-sectional investigation was carried out in several stages. Descriptive, exploratory factorial (n = 345), confirmatory (n = 397), and scale reliability analyses were performed with better goodness-of-adjustment indices. Results A new scale named Emotional Quotient Inventory: Short Version for DS adults was obtained with a structure of four factors called mood, stress management, interpersonal, and intrapersonal. This new scale was reduced to 25 items. Goodness-of-fit indices were excellent (RMSEA [95% CI] = 02[.01; .03]; CFI = .99; TLI = .98; GFI = .87; AGFI = .89). The internal consistency of the four dimensions and the calculated total score (α = .91, ω = .93 and divided halves = .90) yielded high values in this clinical sample. Discussion The results recommend the use of the revised EQ-i: YV, the EQ-i: SVDS, to assess EI in adults with DS. The psychometric properties of this study are satisfactory but have four factors. The findings are discussed in terms of future research and practical implication to gain a more thorough understanding of how this population behaves on both a general and preventive level in order to teach EI properly. Conclusions This new version is a valid and reliable tool to evaluate emotional intelligence in people with intellectual disabilities and specifically in Spanish adults with DS.
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Barisnikov K, Theurel A, Lejeune F. Emotion knowledge in neurotypical children and in those with down syndrome. APPLIED NEUROPSYCHOLOGY-CHILD 2020; 11:197-211. [PMID: 32579087 DOI: 10.1080/21622965.2020.1777131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
This research aimed to assess two components of emotion knowledge (EK): receptive EK with face emotion identification and matching tasks, and emotion situation knowledge with the emotion attribution task (EAT). Study 1 assessed the development of EK in 265 neurotypical (NT) children (4-11 years), divided into four age groups. Overall, results showed a significant improvement of EK with age in the NT population for the three tasks, especially between the ages of 4/5 and 6/7. Children were less successful at the EAT in comparison to the other two tasks, indicating that receptive EK develops earlier than emotion situation knowledge. The presence of visual context (EAT) does not help to improve our children's overall facial emotion recognition, especially for anger and sadness, while these emotions are well recognized in isolated facial expressions (emotion identification). Study 2 compared EK between 32 children with Down syndrome (CA: M = 13 years, SD = 2.13) and 32 NT children (CA: M = 5.3 years, SD = 1.36): matched on a vocabulary task. Children with DS had more difficulties in EK than NT children. They had lower performances on the identification and the EAT tasks, while exhibited similar performances to their NT controls on the emotion matching task. Moreover, good abilities to identify emotion expressions seem to be a prerequisite for successful face-context recognition in NT children, but not in children with DS. Difficulties encountered by children with DS could result from executive dysfunction when dealing with complex visual information in addition to emotion processing difficulties.
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Affiliation(s)
- Koviljka Barisnikov
- Child Clinical Neuropsychology Unit, FPSE, University of Geneva, Geneva, Switzerland
| | | | - Fleur Lejeune
- Child Clinical Neuropsychology Unit, FPSE, University of Geneva, Geneva, Switzerland
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9
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Channell MM. Cross-Sectional Trajectories of Mental State Language Development in Children With Down Syndrome. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:760-775. [PMID: 32293911 PMCID: PMC7842864 DOI: 10.1044/2020_ajslp-19-00035] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Revised: 11/14/2019] [Accepted: 01/06/2020] [Indexed: 06/11/2023]
Abstract
Purpose This article (a) examined the cross-sectional trajectories of mental state language use in children with Down syndrome (DS) and (b) identified developmental factors associated with its use. Method Forty children with DS aged 6-11 years generated stories from a wordless picture book and completed an assessment battery of other linguistic, cognitive, and social-emotional skills. Their narratives were coded for mental state language density (the proportion of utterances containing mental state references) and diversity (the number of different mental state terms used). Results The emergence of mental state language use during narrative storytelling was observed across the sample; 0%-24% of children's utterances included references to mental states, and a variety of mental state terms were produced. Cross-sectional developmental trajectory analysis revealed that expressive vocabulary and morphosyntax were significantly related to increased mental state language density and diversity. Nonverbal emotion knowledge was significantly related to greater diversity of mental state terms used. Age and nonverbal cognition were not significant factors. Conclusions This first in-depth, within-syndrome characterization of mental state language use by school-age children with DS provides an important next step for understanding mental state and narrative development in this population. By identifying skills associated with the development of mental state language, this study provides an avenue for future longitudinal research to determine causal relationships, ultimately informing intervention efforts.
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Affiliation(s)
- Marie Moore Channell
- Department of Speech & Hearing Science, University of Illinois at Urbana-Champaign
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10
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Roch M, Pesciarelli F, Leo I. How Individuals With Down Syndrome Process Faces and Words Conveying Emotions? Evidence From a Priming Paradigm. Front Psychol 2020; 11:692. [PMID: 32362859 PMCID: PMC7180333 DOI: 10.3389/fpsyg.2020.00692] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Accepted: 03/23/2020] [Indexed: 12/12/2022] Open
Abstract
Emotion recognition from facial expressions and words conveying emotions is considered crucial for the development of interpersonal relations (Pochon and Declercq, 2013). Although Down syndrome (DS) has received growing attention in the last two decades, emotional development has remained underexplored, perhaps because of the stereotype of high sociability in persons with DS. Yet recently, there is some literature that is suggesting the existence of specific deficits in emotion recognition in DS. The current study aimed to expand our knowledge on how individuals with DS process emotion expressions from faces and words by adopting a powerful methodological paradigm, namely priming. The purpose is to analyse to what extent emotion recognition in DS can occur through different processes than in typical development. Individuals with DS (N = 20) were matched to a control group (N = 20) on vocabulary knowledge (PPTV) and non-verbal ability (Raven’s matrices). Subsequently a priming paradigm was adopted: stimuli were photos of faces with different facial expressions (happy, sad, neutral) and three words (happy, sad, neutral). On a computer screen the first item (face or word) was presented for a very short time (prime) and afterward a stimulus (face or word) appeared (target). Participants had to recognize whether the target was an emotion (sad/happy) or not (neutral). Four prime-target pairs were presented (face-word; word-face; word-word; face-word) in two conditions: congruent (same emotion prime/target) and incongruent (different emotion prime/target). The results failed to show evidence for differential processing during emotion recognition between the two groups matched for verbal and non-verbal abilities. Both groups showed a typical priming effect: In the incongruent condition, slower reaction times were recorded, in particular when the target to be recognized is the face, providing evidence that the stimuli were indeed processed. Overall, the data of the current work seem to support the idea of similar developmental trajectories in individuals with DS and TD of the same verbal and non-verbal level, at least as far as the processing of simple visual and linguistic stimuli conveying basic emotions is concerned. Results are interpreted in relation to recent finding on emotion recognition from faces and words in DS.
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Affiliation(s)
- Maja Roch
- Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy
| | - Francesca Pesciarelli
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy.,Center for Neuroscience and Neurotechnology, University of Modena and Reggio Emilia, Modena, Italy
| | - Irene Leo
- Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy
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Barisnikov K, Thomasson M, Stutzmann J, Lejeune F. Relation between processing facial identity and emotional expression in typically developing school-age children and those with Down syndrome. APPLIED NEUROPSYCHOLOGY-CHILD 2019; 9:179-192. [PMID: 30646753 DOI: 10.1080/21622965.2018.1552867] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The main purposes of this research were to examine the relation between the processing of face identity and emotion expressions and then discern the significance of emotional expressions using Bruce et al. tasks. Two studies were conducted. Study 1 examined 225 typically developing (TD) children age 4 to 12. Results suggested that early recognition of complete faces and interpretation of emotional expression might depend on local processing abilities, while the recognition of masked faces and emotion expression matching seemed to share configural processing. Study 2 compared 22 children with Down syndrome (DS) to two TD groups matched on mental age (MA group) and chronological age (CA group). Results showed that children with DS processed the identity of complete faces (local processing) similarly to the MA and CA groups. In contrast, their performances for masked faces (configural processing) indicated a developmental delay as they were only comparable to the MA group. Children with DS were also able to identify the emotion expressions according to labels as well as the two control groups, while they had more difficulties on the matching condition. Furthermore, specific difficulties in processing the surprise expression were observed, rather than general difficulties in encoding emotion expressions. Finally, their performances on emotion matching tasks seemed to be supported by local information processing, which might explain their lower scores compared to CA controls that mainly used configural information. These results could aid in the development of targeted interventions for DS to improve their social skills.
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Affiliation(s)
- Koviljka Barisnikov
- Child Clinical Neuropsychology Unit, FPSE, University of Geneva, Geneva, Switzerland
| | - Marine Thomasson
- Child Clinical Neuropsychology Unit, FPSE, University of Geneva, Geneva, Switzerland
| | - Jennyfer Stutzmann
- Child Clinical Neuropsychology Unit, FPSE, University of Geneva, Geneva, Switzerland
| | - Fleur Lejeune
- Child Clinical Neuropsychology Unit, FPSE, University of Geneva, Geneva, Switzerland
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Pavlova MA, Galli J, Pagani F, Micheletti S, Guerreschi M, Sokolov AN, Fallgatter AJ, Fazzi EM. Social Cognition in Down Syndrome: Face Tuning in Face-Like Non-Face Images. Front Psychol 2018; 9:2583. [PMID: 30618997 PMCID: PMC6305370 DOI: 10.3389/fpsyg.2018.02583] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2018] [Accepted: 12/03/2018] [Indexed: 12/19/2022] Open
Abstract
Individuals with Down syndrome (DS) are widely believed to possess considerable socialization strengths. However, the findings on social cognition capabilities are controversial. In the present study, we investigated whether individuals with DS exhibit shortage in face tuning, one of the indispensable components of social cognition. For this purpose, we implemented a recently developed Face-n-Food paradigm with food-plate images composed of food ingredients such as fruits and vegetables. The key benefit of such face-like non-face images is that single elements do not facilitate face processing. In a spontaneous recognition task, 25 children with DS aged 9 to 18 years were presented with a set of Face-n-Food images bordering on the Giuseppe Arcimboldo style. The set of images was administered in a predetermined order from the least to most resembling a face. In DS individuals, thresholds for recognition of the Face-n-Food images as a face were drastically higher as compared not only with typically developing controls, but also with individuals with autistic spectrum disorders and Williams-Beuren syndrome. This outcome represents a significant step toward better conceptualization of the visual social world in DS and neurodevelopmental disorders in general.
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Affiliation(s)
- Marina A Pavlova
- Department of Psychiatry and Psychotherapy, Medical School and University Hospital, Eberhard Karls University of Tübingen, Tübingen, Germany
| | - Jessica Galli
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy.,Unit of Child and Adolescent Neurology and Psychiatry, ASST Spedali Civili di Brescia, Brescia, Italy
| | - Federica Pagani
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
| | - Serena Micheletti
- Unit of Child and Adolescent Neurology and Psychiatry, ASST Spedali Civili di Brescia, Brescia, Italy
| | - Michele Guerreschi
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
| | - Alexander N Sokolov
- Women's Health Research Institute, Department of Women's Health, Medical School and University Hospital, Eberhard Karls University of Tübingen, Tübingen, Germany
| | - Andreas J Fallgatter
- Department of Psychiatry and Psychotherapy, Medical School and University Hospital, Eberhard Karls University of Tübingen, Tübingen, Germany.,LEAD Graduate School and Research Network, Eberhard Karls University of Tübingen, Tübingen, Germany
| | - Elisa M Fazzi
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy.,Unit of Child and Adolescent Neurology and Psychiatry, ASST Spedali Civili di Brescia, Brescia, Italy
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13
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Emotion Recognition in Adolescents with Down Syndrome: A Nonverbal Approach. Brain Sci 2017; 7:brainsci7060055. [PMID: 28545237 PMCID: PMC5483628 DOI: 10.3390/brainsci7060055] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2017] [Revised: 05/04/2017] [Accepted: 05/17/2017] [Indexed: 12/03/2022] Open
Abstract
Several studies have reported that persons with Down syndrome (DS) have difficulties recognizing emotions; however, there is insufficient research to prove that a deficit of emotional knowledge exists in DS. The aim of this study was to evaluate the recognition of emotional facial expressions without making use of emotional vocabulary, given the language problems known to be associated with this syndrome. The ability to recognize six emotions was assessed in 24 adolescents with DS. Their performance was compared to that of 24 typically developing children with the same nonverbal-developmental age, as assessed by Raven’s Progressive Matrices. Analysis of the results revealed no global difference; only marginal differences in the recognition of different emotions appeared. Study of the developmental trajectories revealed a developmental difference: the nonverbal reasoning level assessed by Raven’s matrices did not predict success on the experimental tasks in the DS group, contrary to the typically developing group. These results do not corroborate the hypothesis that there is an emotional knowledge deficit in DS and emphasize the importance of using dynamic, strictly nonverbal tasks in populations with language disorders.
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14
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Cebula KR, Wishart JG, Willis DS, Pitcairn TK. Emotion Recognition in Children With Down Syndrome: Influence of Emotion Label and Expression Intensity. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2017; 122:138-155. [PMID: 28257244 DOI: 10.1352/1944-7558-122.2.138] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
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.
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Affiliation(s)
- Katie R Cebula
- Katie R. Cebula, University of Edinburgh, School of Education
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15
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Đorđević M, Glumbić N, Brojčin B. Paralinguistic abilities of adults with intellectual disability. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 48:211-219. [PMID: 26625206 DOI: 10.1016/j.ridd.2015.11.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2015] [Revised: 11/01/2015] [Accepted: 11/02/2015] [Indexed: 06/05/2023]
Abstract
The aim of this research was to determine the ability level of paralinguistic production and comprehension in adults with intellectual disability (ID) with regard to the level of their intellectual functioning and presence of co-morbid psychiatric conditions or dual diagnosis (DD). The sample consisted of 120 participants of both genders, ranging in age between 20 and 56 years (M=31.82, SD=8.702). Approximately 50% of the sample comprised participants with a co-existing psychiatric condition. Each of these two sub-samples (those with ID only and those with DD) consisted of 25 participants with mild ID and 35 participants with moderate ID. The paralinguistic scale from The Assessment Battery for Communication (ABaCo; Sacco et al., 2008) was used to assess the abilities of comprehension and production of paralinguistic elements. The results showed that the participants with mild ID are more successful than the participants with moderate ID both in paralinguistic comprehension tasks (p=.000) and in paralinguistic production tasks (p=.001). Additionally, the results indicated the presence of separate influences of both ID levels on all of the paralinguistic abilities (F [116]=42.549, p=.000) and the existence of DD (F [116]=18.215, p=.000).
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Affiliation(s)
- Mirjana Đorđević
- University of Belgrade Faculty of Special Education and Rehabilitation, Serbia.
| | - Nenad Glumbić
- University of Belgrade Faculty of Special Education and Rehabilitation, Serbia
| | - Branislav Brojčin
- University of Belgrade Faculty of Special Education and Rehabilitation, Serbia
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Martínez-Castilla P, Burt M, Borgatti R, Gagliardi C. Facial emotion recognition in Williams syndrome and Down syndrome: A matching and developmental study. Child Neuropsychol 2014; 21:668-92. [DOI: 10.1080/09297049.2014.945408] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Matson JL, Cervantes PE. Current status of the Matson Evaluation of Drug Side Effects (MEDS). RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:1849-1853. [PMID: 23528442 DOI: 10.1016/j.ridd.2013.02.030] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2013] [Accepted: 02/25/2013] [Indexed: 06/02/2023]
Abstract
The Matson Evaluation of Drug Side Effects (MEDS) is currently the best established and most researched measure of drug side effects in the intellectual disability (ID) literature. Initial research was conducted on its psychometric properties such as reliability and validity. More recent research studies have used the measure to determine the interactive effects of severity of drug side effects on adaptive and social behaviors as well as symptoms of commonly medicated psychiatric conditions among persons with ID. Most recently the MEDS has been used to study potential risk factors of psychotropic drugs. The present study was written to review the current status of MEDS research in the broader context of psychotropic drug side effect research in general.
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Affiliation(s)
- Johnny L Matson
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA
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