Understanding emotional language through events and words in people with Williams syndrome

Computerized False Belief Tasks Impact Mentalizing Ability in People with Williams Syndrome

People with Williams syndrome (WS) are characterized by hyper sociability, fluency in languages, and advantageous face-processing skills, leading to the proposal of a social module. Previous studies on the mentalizing abilities of people with WS using two-dimensional pictures, including normal-like, delayed, and deviant behaviors, have yielded mixed results. Thus, this study examined the mentalizing ability of people with WS through structured computerized animations of false belief tasks to investigate whether inferences about other people's minds can be improved in this population. Participants were shown animations containing unexpected location and content changes. After viewing each animation, participants had to answer four types of questions relating to character identification, reality, memory, and false belief. Their responses were recorded and analyzed. A comprehension of false belief was observed in 4-year-old healthy children, whereas children with WS showed enhanced comprehension of false belief (until they attained a chronological age [CA] of 5.9 years), suggesting an improvement in the theory of mind resulting from viewing structured computerized animations. This age is earlier than that reported by previous studies for using theory of mind to pass false belief tests (CA 9 years), even challenging the age at which individuals failed to pass the tests (CA 17.11 years). Structured computerized animations enhanced the mentalizing ability of people with WS to a certain extent. Compared to the typically developing controls, people with WS presented with a lower developmental level in processing false belief tasks. This study has educational implications for the development of computerized social skills interventions for people with WS.

Emotion Priming in People with Williams Syndrome

Emotion categories configure the basic semantic knowledge of the human cognitive structure. Previous studies with people with Williams syndrome (WS) investigated their ability to process basic emotions and the dimensions of emotional valences. However, little is known about the categorization of emotions from the subordinate perspective of lexical words in people with WS. In this study, emotion priming was used as the research paradigm. Three types of emotional valence were used as stimuli: positive, neutral, and negative. Each emotional valence was used as a prime matched to a target in one of these same three types of emotional valence. All participants were asked to judge whether the prime and the target were matched in their emotional valence. People with WS (n = 14, 11M/3F, CA = 10.49, and MA = 6.57) showed priming patterns for emotion valences like those of the typically developing controls. When positive primes were presented, accuracy was higher for positive and negative targets than neutral targets. When neutral primes were presented, accuracy was highest for negative targets. When negative primes were presented, accuracy was the lowest for negative targets. All participants showed high priming accuracy for positive emotions; however, they confused neutral with positive targets. A negative priming effect was observed when negative primes preceded negative targets. Considering previous findings that people with WS show developmental delays in the basic emotions of anger and surprise, this study concludes that people with WS responded least accurately to the classification of emotional valence. The findings regarding the categorization of emotions in people with WS not only advance our understanding of their emotion knowledge and socioemotional cognition but also confirm the superficial enrichment of lexical semantics with weak conceptual change in people with WS. This weakness may result in impaired contextual integration in people with WS.

Investigating basic emotion knowledge of people with Williams syndrome

BACKGROUND

Emotional recognition is a key aspect of mentalizing other people's minds. People with Williams syndrome (WS) are reported to be hypersocial and empathetic; however, few studies have investigated their emotion processing ability.

AIMS

This study aimed to examine emotion knowledge in people with WS and to further understand their emotion-related mentalizing ability.

METHODS AND PROCEDURES

Six basic emotions (happiness, sadness, anger, fear, disgust, and surprise) were tested by narrating scenarios targeting specific emotions. Participants with WS (n = 16, 8F/8 M, CA = 8.46, MA = 5.27) listened to each scenario and pointed to an emoticon displayed on a card. Correct percentages of each target emotion and replacement by other emotions were analyzed. Comparison groups comprised mental age-matched controls (n = 16, 8F/8 M, CA = 5.26) and chronological age-matched controls (n = 16, 8 F/8 M, CA = 8.31), sixth graders (n = 20, 10F/10M, CA = 12.04), and college students (n = 20, 10F/10M, CA = 20.03). All were Chinese-speaking participants with right handedness.

OUTCOMES AND RESULTS

People with WS were delayed compared to the mental age-matched group but differed from the chronological age-matched group in emotion processing. The 6th graders showed different patterns from college students, suggesting that development of emotion processing takes time.

CONCLUSIONS AND IMPLICATIONS

These findings suggest (1) a gap in the maturation of emotion knowledge between people with WS and typically developing controls, (2) a nonequivalent chronological emotion-related mentalizing ability in people with WS, and (3) developmental changes in emotion processing from childhood to adulthood.