Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Basic and complex emotion recognition in children with autism: Cross-cultural findings

    Access Status
    Open access via publisher
    Authors
    Fridenson-Hayo, S.
    Berggren, S.
    Lassalle, A.
    Tal, S.
    Pigat, D.
    Bölte, Sven
    Baron-Cohen, S.
    Golan, O.
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Fridenson-Hayo, S. and Berggren, S. and Lassalle, A. and Tal, S. and Pigat, D. and Bölte, S. and Baron-Cohen, S. et al. 2016. Basic and complex emotion recognition in children with autism: Cross-cultural findings. Molecular Autism. 7 (1).
    Source Title
    Molecular Autism
    DOI
    10.1186/s13229-016-0113-9
    ISSN
    2040-2392
    School
    School of Occupational Therapy and Social Work
    URI
    http://hdl.handle.net/20.500.11937/59390
    Collection
    • Curtin Research Publications
    Abstract

    Background: Children with autism spectrum conditions (ASC) have emotion recognition deficits when tested in different expression modalities (face, voice, body). However, these findings usually focus on basic emotions, using one or two expression modalities. In addition, cultural similarities and differences in emotion recognition patterns in children with ASC have not been explored before. The current study examined the similarities and differences in the recognition of basic and complex emotions by children with ASC and typically developing (TD) controls across three cultures: Israel, Britain, and Sweden. Methods: Fifty-five children with high-functioning ASC, aged 5-9, were compared to 58 TD children. On each site, groups were matched on age, sex, and IQ. Children were tested using four tasks, examining recognition of basic and complex emotions from voice recordings, videos of facial and bodily expressions, and emotional video scenarios including all modalities in context. Results: Compared to their TD peers, children with ASC showed emotion recognition deficits in both basic and complex emotions on all three modalities and their integration in context. Complex emotions were harder to recognize, compared to basic emotions for the entire sample. Cross-cultural agreement was found for all major findings, with minor deviations on the face and body tasks. Conclusions: Our findings highlight the multimodal nature of ER deficits in ASC, which exist for basic as well as complex emotions and are relatively stable cross-culturally. Cross-cultural research has the potential to reveal both autism-specific universal deficits and the role that specific cultures play in the way empathy operates in different countries.

    Related items

    Showing items related by title, author, creator and subject.

    • Facial emotion recognition in paranoid schizophrenia and autism spectrum disorder
      Sachse, M.; Schlitt, S.; Hainz, D.; Ciaramidaro, A.; Walter, H.; Poustka, F.; Bölte, Sven; Freitag, C. (2014)
      Schizophrenia (SZ) and autism spectrum disorder (ASD) share deficits in emotion processing. In order to identify convergent and divergent mechanisms, we investigated facial emotion recognition in SZ, high-functioning ASD ...
    • 'Emotiplay': a serious game for learning about emotions in children with autism: results of a cross-cultural evaluation
      Fridenson-Hayo, S.; Berggren, S.; Lassalle, A.; Tal, S.; Pigat, D.; Meir-Goren, N.; O Reilly, H.; Ben-Zur, S.; Bolte, Sven; Baron-Cohen, S.; Golan, O. (2017)
      © 2017, Springer-Verlag Berlin Heidelberg. Children with autism spectrum conditions (ASC) experience difficulties recognizing others’ emotions and mental states. It has been shown that serious games (SG) can produce ...
    • Understanding motor coordination and its cognitive, academic, and psychosocial correlates in an adolescent normative sample
      Rigoli, Daniela (2012)
      Over the past three decades, increasing attention has been paid to the importance of motor competence in relation to other areas of a child’s development, including cognitive functioning, academic achievement, and emotional ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.