Emotion recognition by children with Down syndrome: investigation of specific impairments and error patterns.
The ability of children with Down syndrome to recognize expressions of emotion was compared to performance in typically developing and nonspecific intellectual disability groups matched on either MA or a performance-related measure. Our goal was to (a) resolve whether specific emotions present recognition difficulties; (b) investigate patterns of errors; and (c) explore the relationships among emotion-recognition ability and cognitive, linguistic, and adaptive behavior levels. Emotion-recognition ability in the Down syndrome group was significantly poorer than in the typically developing group overall, particularly for fearful expressions. Error patterns and relationships between task performance and assessment measures also differed across groups. Findings are consistent with a neurological explanation of specific deficits in sociocognitive functioning in children with Down syndrome.
Williams
Katie R
KR
Moray House School of Education, University of Edinburgh, Holyrood Road, Edinburgh, United Kingdom. Katie.Williams@ed.ac.uk
Wishart
Jennifer G
JG
Pitcairn
Tom K
TK
Willis
Diane S
DS
D000293:Adolescent; D000339:Affect; D002648:Child; D003072:Cognition Disorders / Q000175:diagnosis* / Q000453:epidemiology; D003147:Communication Disorders / Q000175:diagnosis* / Q000453:epidemiology; D004314:Down Syndrome / Q000453:epidemiology / Q000523:psychology*; D005149:Facial Expression; D005239:Fear; D005260:Female; D006801:Humans; D007806:Language Disorders / Q000175:diagnosis* / Q000453:epidemiology; D008297:Male; D009483:Neuropsychological Tests; D021641:Recognition, Psychology; D012720:Severity of Illness Index