Emotion Understanding in Children with ADHD

Several studies suggest that children with ADHD tend to perform worse than typically developing children on emotion recognition tasks. However, most of these studies have focused on the recognition of facial expression, while there is evidence that context plays a major role on emotion perception. This study aims at further investigating emotion processing in children with ADHD, by assessing not only facial emotion recognition (Experiment 1) but also emotion recognition on the basis of contextual cues (Experiment 2). Twenty-seven children and adolescents with ADHD were compared to age-matched typically developing controls. Importantly, findings of this study show that emotion-processing difficulties in children with ADHD extend beyond facial emotion and also affect the recognition of emotions on the basis of contextual information. Our data thus indicate that children with ADHD have an overall emotion-processing deficit.     

Atypical Visual Orienting to Gaze- and Arrow-Cues in Adults with High Functioning Autism

The present study investigates visual orienting to directional cues (arrow or eyes) in adults with high functioning autism (n = 19) and age matched controls (n = 19). A choice reaction time paradigm is used in which eye- or arrow direction correctly (congruent) or incorrectly (incongruent) cues target location. In typically developing participants, the visual orienting reflex is longer for eyes than for arrows. Right side cueing, but not left side cueing, induced a congruence effect for eyes, while this effect was evident for right as well as for left side arrow cues. In participants with autism the overall visual orienting reflex was not different between arrows and eyes and no laterality effect was found for eyes cueing. These findings suggest that, instead of a specific Eye Direction Detector persons with autism might have a general ‘Symbol Direction Detector’.     

Age-related modifications of contextual information processing in rats: role of emotional reactivity, arousal and testing procedure

Two experiments were conducted to examine contextual information processing in adult (7 months) and aged (22 months) Wistar rats. In Experiment 1, rats were tested for contextual fear conditioning when exposed to six series, one per day, of ten pairings of a tone (CS) with a foot-shock (US) delivered in one of a two-compartment apparatus. Conditioned fear was estimated by recording: (1) the amount of freezing in the shock compartment; and (2) the time spent avoiding the shock compartment. Results show that, after only one series of ten CS-US pairings, all rats showed freezing in the shock compartment, with aged rats exhibiting the stronger response. Adult rats also avoided the shock compartment during place preference tests in contrast to aged rats, that spent an equivalent time - with an intense freezing reaction - in both the shock and the safe compartments. After 60 CS-US pairings, contextual freezing in the shock compartment decreased in both groups, but, contrary to adults, aged rats were still not avoiding that compartment. In Experiment 2, radial maze performance was studied under distinct quantitative extra-maze cueing conditions (poor versus rich) and successive context shifts. Compared to adults, aged rats were impaired when trained initially under poor cueing conditions. No group difference was evident when rats were transferred to a context involving more cues (rich cueing conditions), but age-related impairments re-emerged when rats were returned to the original poor cueing conditions. Thus, the fact that performance deficits in a given task were restricted to certain testing procedures suggests that aging affects more the utilization than the processing of contextual information.     

Orienting in Response to Gaze and the Social Use of Gaze among Children with Autism Spectrum Disorder

Potential relations between gaze cueing, social use of gaze, and ability to follow line of sight were examined in children with autism and typically developing peers. Children with autism (mean age = 10 years) demonstrated intact gaze cueing. However, they preferred to follow arrows instead of eyes to infer mental state, and showed decreased accuracy in following line of sight when several visual distracters were present. Performance across tasks was not correlated for either group. Findings suggest that children with autism are less inclined to prioritize and select eyes, particularly in visually-rich environments. Gaze-following deficits may lie at the level of selective attention, rather than cueing—a possibility that can be explored with more complex and ecologically valid tasks.     

The role of the basal ganglia in implicit contextual learning: A study of Parkinson's disease

Implicit contextual learning refers to the ability to memorize contextual information from our environment. This contextual information can then be used to guide our attention to a specific location. Although the medial temporal lobe is important for this type of learning, the basal ganglia might also be involved considering its role in many implicit learning processes. In order to understand the role of the basal ganglia in this top-down process, a group of non-demented early-stage Parkinson's patients were tested with a contextual cueing task. In this visual search task, subjects have to quickly locate a target among a number of distractors. To test implicit contextual learning, some of the configurations are repeated during the experiment, resulting in faster responses. A significant interaction effect was found between Group and Configuration, indicating that the control subjects responded faster when the spatial context was repeated, whereas Parkinson's patients failed to do so. These results, showing that the contextual cueing effect was significantly different for the patients than for the controls, suggest an important role for the basal ganglia in implicit contextual learning, thus extending previous findings of medial temporal lobe involvement. The basal ganglia are therefore not only involved in implicit motor learning, but may also have a role in purely visual implicit learning.     

Aging, context memory and binding: a comparison of "what, where and when" in young and older adults

There is evidence that age-related memory decline does not effect all types of episodic information to an equal extent, but that especially contextual memory and the integration of multiple features in memory deteriorate. The current study investigates contextual memory in a group of healthy young (N = 40) and older (N = 40) adults without dementia. All participants performed a computerized memory task assessing target memory (objects only), contextual memory (positions only) and memory for the combinations of two features (object, space, temporal order), that is, binding of target-context or context-context features. The results showed age-related decline on all task conditions. Furthermore, the performance on conditions requiring the binding of target and context features was affected to a greater extent in older adults compared to younger adults. These findings support the notion that a decline in contextual memory and binding might underlie poorer episodic memory in older participants.     

Children with intellectual disabilities may be impaired in encoding and recollecting incidental information

Children with intellectual disabilities (ID) and controls were exposed to an incidental learning phase, where half of the participants received highly implicit instructions at test while the other half received explicit instructions. When learning was assessed for simple chunks of information, children with ID performed better with implicit instructions than with explicit ones, while the typically developing (TD) children performed equally well in the two test conditions. When more complex chunks were considered, performance was degraded for all children in the implicit instructions condition, while the TD children took advantage of receiving explicit instructions at test. Additionally, only TD children succeeded in a subsequent recognition test. These results suggest that intentional retrieval of complex information, even when learned implicitly, is deficient in children with ID. This argues towards the well-foundedness of educational methods preventing the recourse to intentional and effortful retrieval processes and complex material.     

Sleep and daytime functioning: a short-term longitudinal study of three preschool-age comparison groups

This study examined sleep, sleepiness, and daytime performance in 68 children with autism, 57 children with intellectual disability (ID), and 69 typically developing preschool children. Children in the autism and ID groups had poorer daytime performance and behaviors than the typically developing children. Children in the ID group also were significantly sleepier than children in both the autism and typically developing groups. These significant differences persisted over 6 months. Actigraph-defined sleep behaviors and problems did not relate to daytime sleepiness or daytime performance and behaviors for the children with autism or the typically developing group. For the ID group, longer night awakenings and lower sleep efficiency predicted more daytime sleepiness. For each group, parent-report sleep problems were associated with more daytime sleepiness and more behavior problems.     

Effects of exercise on physical fitness in children with intellectual disability

This paper presents the results of the study which examined the effects of carefully designed physical exercise programs on the development of physical fitness in children with ID. The study sample consisted of 42 children with ID and 45 typically developing children. All the participants were assessed using Eurofit Test Battery. The results were analyzed in terms of participation in the exercise program and level of intellectual functioning. While ID children scored significantly lower on fitness tests when compared with typically developing children, the study revealed an association between degree of ID and physical fitness.     

How cognitive factors affect language development in children with intellectual disabilities

The present study investigated the language development of 50 children with intellectual disabilities (ID) and 42 typically developing children from age 4 to 5 years, and was designed to shed more light on the respective roles of phonological working memory (WM) and nonverbal intelligence in vocabulary and syntax development. Results showed that nonverbal intelligence predicted phonological WM, vocabulary and syntax of children with ID at age 4 and 5, and that it only predicted these skills at age 4 in typically developing children. Furthermore, syntax at age 5 was predicted by vocabulary at age 4 in children with ID, which points to children with ID requiring a larger critical mass of vocabulary for syntactic development to be initiated.     

AGING,CONTEXT MEMORY AND BINDING: A COMPARISON OF “WHAT,WHERE AND WHEN” IN YOUNG AND OLDER ADULTS

There is evidence that age-related memory decline does not effect all types of episodic information to an equal extent, but that especially contextual memory and the integration of multiple features in memory deteriorate. The current study investigates contextual memory in a group of healthy young (N = 40) and older (N = 40) adults without dementia. All participants performed a computerized memory task assessing target memory (objects only), contextual memory (positions only) and memory for the combinations of two features (object, space, temporal order), that is, binding of target-context or context-context features. The results showed age-related decline on all task conditions. Furthermore, the performance on conditions requiring the binding of target and context features was affected to a greater extent in older adults compared to younger adults. These findings support the notion that a decline in contextual memory and binding might underlie poorer episodic memory in older participants.     

Electrophysiological evidence for aging effects on local contextual processing

We used event-related potentials to investigate how aging affects local contextual processing. Local context was defined as the occurrence of a short predictive series of visual stimuli before delivery of a target event. Stimuli were presented to either the left or right visual field and consisted of 15% targets (downward facing triangle) and 85% of equal numbers of three types of standards (triangles facing left, upwards and right). Recording blocks consisted of targets preceded by either randomized sequences of standards or by sequences including a three-standard predictive sequence signaling the occurrence of a subsequent target event. Subjects pressed a button in response to targets. Predictive local context affected target detection by reducing the duration of stimulus evaluation compared to detection of non-predictive random targets comparably for both young and older adults, as shown by a P3b latency shift. The peak of an earlier latency context positivity, which was seen only in the predicted compared to the random target condition, was prolonged in the older population compared to young adults. Finally, older subjects elicited a late sustained positivity in the predictive condition, not seen in the younger subjects. Taken together, these findings suggest that local contextual effects on target detection processes are altered with age.     

Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities

A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were compared in lower level (explicit meaning) and higher level (implicit meaning) reading comprehension abilities. Moreover, in the group of children with ID it was examined to what extent their levels of lower level and higher level reading comprehension could be predicted from their linguistic skills (word decoding, vocabulary, language comprehension) and cognitive skill (nonverbal reasoning). It was found that children with ID were weaker than typically developing children in higher level reading comprehension but not in lower level reading comprehension. Children with ID also performed below the control group on nonverbal reasoning and language comprehension. After controlling for nonverbal reasoning, linguistic skills predicted lower level reading comprehension but not higher level reading comprehension. It can be concluded that children with ID who have basic decoding skill do reasonably well on lower level reading comprehension but continue to have problems with higher level reading comprehension.     

The transition to school: adaptation in young children with and without intellectual disability

Background Previous research has highlighted the importance of the transition to school for young children and their families. A child's successful adaptation to school is likely influenced by a number of factors, including academic, social, emotional, behavioural and cognitive competencies. Children with intellectual disability (ID) may be at heightened risk for early school difficulties, in part due to their deficits in cognitive and adaptive behaviours. Methods Factors associated with the adaptive transition to school in young children with (n = 24) and without (n = 43) ID were examined. Adaptive transitions were defined as having few teacher‐reported problem behaviours and positive student–teacher relationships. Child self‐regulatory skills and both parent‐ and teacher‐reported social skills were evaluated to determine if they predicted positive adaptation in school for 5‐ to 6‐year‐old children. Data were gathered from child assessments, parent reports on standardized measures, direct observations of delay of gratification tasks and teacher reports on standardized measures. Results Children with ID had significantly more teacher‐reported problem behaviour, poorer overall student–teacher relationships, fewer parent‐ and teacher‐reported social skills and fewer self‐regulation skills than typically developing children. Self‐regulation at child age 36 months (latency to touch a desired toy) was significantly related to adaptation to school, as were parent and teacher reports of social skills. Social skills significantly predicted adaptation to school, even after accounting for the effects of child IQ and adaptive behaviour. Conclusions Children with ID had less positive early school experiences, as indicated by multiple indices of adaptation to school. Fostering early social skills may be an important target for increasing the positive adaptation to school for young children, especially those with ID.     

Repetitive behaviour and obsessive–compulsive features in Asperger syndrome: Parental and self-reports

Symptoms of repetitive, obsessive and compulsive behaviour were explored in a group of adolescents and young adults with Asperger syndrome and compared to a typically developing group. By means of self-evaluations and an interview regarding such symptoms with the adolescents and young adults and parental evaluations, the parents retrospectively assessed the behaviour of their children from preschool years to middle teens, and the young participants assessed their own behaviour from school years until present time. An anxiety scale was also used. The results revealed no significant differences between the groups on the interview and the anxiety scale. There were, however, significant differences on both the parental and the self-evaluations. Thus, the parents reported that their children had difficulties with repetitive, obsessive–compulsive behaviour, and social interaction from preschool years, and both the parents and the adolescents and young adults reported considerable difficulties in those areas during school years. When comparing the evaluations from the parents and the young participants it was shown that the parents in the Asperger group reported significantly more problems than their children while in the comparison group the parents reported less problems than their children.     

Consistent mapping and automatic visual search: comparing persons with and without intellectual disability

Background Merrill et al. (1996) reported that persons with intellectual disability (ID) were slower at learning a visual search task to automaticity relative to persons of the same age without ID. For persons without ID, automaticity develops most rapidly under conditions in which a response is always the same for a particular stimulus. This study was designed to investigate whether persons with and without ID are differentially sensitive to the influence of consistently mapped versus inconsistently mapped stimulus responses. Methods The primary manipulation was the consistency between a particular stimulus and the response to that stimulus in a visual search task. Sixteen participants with ID and 16 without ID searched displays of two, three, or four pictured objects to determine if a target was present. For half of the participants, the targets were always targets. For the other half, the targets became nontargets on 25% of the trials. Results Analyses focused on changes in response times associated with set size. Because automaticity allows for parallel processing, the elimination of significant effects of set size was taken as an index of the development of automaticity. Results indicated that inconsistent mapping significantly slowed the development of automaticity for the participants without ID but not for the participants with ID. Discussion Results were discussed in terms of the role of inhibition processes in the development of automatic search and detection. The effectiveness of inhibition processes was compromised by the consistency manipulation. The effect of the consistency manipulation was greater for the participants without ID because they were presumed to be using inhibition processes more effectively during practice than did the participants with ID.     

How could Theory of Mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities?

This study compared Theory of Mind (ToM) emotion and belief abilities in 43 children with externalized behavior (EB) disorders presenting low intelligence, 40 children with intellectual disabilities (ID) and 33 typically developing (TD) preschoolers (as a control group), matched for developmental age. The links between their ToM abilities, their level in seven self-regulation strategies as displayed in social problem-solving tasks and their social adjustment profiles (assessed by the Social Competence and Behavior Evaluation, completed by their teachers) were examined. Children with EB presented lower comprehension of causes of emotions and lower self-regulation of joint attention and of attention than children with ID and TD children. In comparison with TD children, lower social adjustment was observed in nearly all dimensions of profiles in both atypical groups. Specifically, children with EB were significantly angrier than children with ID. Although variable patterns of positive correlations were obtained in atypical groups between self-regulation strategies and ToM abilities, the most numerous positive links were obtained in the group with EB. Regression analyses showed that developmental age predicted ToM abilities and certain dimensions of social adjustment profiles in atypical groups. In the ID group, ToM emotions predicted general adaptation, affective adaptation, interactions with peers and with adults and low internalizing problems. In the EB group, general adaptation was predicted by ToM emotions and self-regulation, interactions with peers by ToM beliefs, and a low level of externalizing problems by ToM emotions. Some implications for intervention and perspectives for research are suggested.     

Temperament and social behaviour at home and school among typically developing children and children with an intellectually disability

Background There has been limited research on differences in temperament between typically developing children and children with an intellectual disability (ID). Individual differences have generally been neglected in previous investigations of children with an ID. The present research investigated differences in temperament and social behaviour between typically developing children and children with an ID, in both home and school settings. Methods Participants were 100 children (M = 10.7 years, SD = 0.88) from both regular and special education schools. Temperament was measured using the Emotionality, Activity, Sociability (EAS) Temperament Survey for Children (parental and teacher ratings), while social behaviour was measured using the School Social Behaviour Scales, Second Edition (SSBS‐2) and the Home and Community Social Behaviour Scales (HCSBS). Results There were minimal significant differences in temperament between the regular and special education groups. Children who attended regular schools had a significantly higher level of social competence and significantly lower level of antisocial behaviour both at home and school, when compared with children who attended special schools. Conclusions The difference in social behaviour between children attending regular and special schools was attributed to the difference in intellectual ability of the two groups, as well as contextual influences of regular or special school environments.     

Cross-modal interactions in time and space: auditory influence on visual attention in hemispatial neglect

Recent studies indicate that auditory tone presentation and auditory alerting can temporarily ameliorate visuospatial attention deficits in patients with unilateral neglect [Frassinetti, F., Pavani, F., & Ladavas, E. Acoustical vision of neglected stimuli: Interaction among spatially converging audiovisual inputs in neglect patients. Journal of Cognitive Neuroscience, 14, 62-69, 2002; Robertson, I. H., Mattingley, J. B., Rorden, C., & Driver, J. Phasic alerting of neglect patients overcomes their spatial deficit in visual awareness. Nature, 395, 169-172, 1998]. The current study investigated proposed mechanisms of cross-modal interaction to determine conditions in which auditory stimulation affects spatial and nonspatially lateralized attention deficits in a patient with hemispatial neglect. In Experiment 1, a target was presented among related distracters (conjunction search) while a tone was presented either bilaterally or in a congruent or incongruent spatial location with respect to the visual target. Whereas the results suggest a benefit of both general alerting and cross-modal spatial integration on visual search efficiency, the most significant improvement occurred when the target and tone were both presented in contralesional space. In Experiment 2, the effect of auditory alerting on selective attention was examined in a rapid serial visual search procedure with visual targets embedded in a stream of distracters presented at central fixation. When two targets were presented without an alerting tone, the patient missed the second target for up to 1000 msec after the first target appeared (a finding known as the "attentional blink" [AB] and, on average, about 400-500 msec in normals). An alerting tone presented at a fixed temporal location significantly reduced the AB in a tone-duration-dependent manner. Experiment 3 examined the effect of cross-modal space on selective attention in an AB paradigm in which T2 occurred randomly to the left or right of T1 with a spatially congruent or incongruent tone. Discrimination of T2 in contralesional space significantly improved when the tone was presented in the same location, and was impaired when the tone was presented on the ipsilesional side. The findings are discussed as they relate to cross-modal interactions and their influence on spatial and nonspatially lateralized attention deficits in neglect.     

Enhancing visual search abilities of people with intellectual disabilities

This study aimed to evaluate the effects of cueing in visual search paradigm for people with and without intellectual disabilities (ID). A total of 36 subjects (18 persons with ID and 18 persons with normal intelligence) were recruited using convenient sampling method. A series of experiments were conducted to compare guided cue strategies using either motion contrast or additional cue to basic search task. Repeated measure ANOVA and post hoc multiple comparison tests were used to compare each cue strategy. Results showed that the use of guided strategies was able to capture focal attention in an autonomic manner in the ID group (Pillai's Trace=5.99, p<0.0001). Both guided cue and guided motion search tasks demonstrated functionally similar effects that confirmed the non-specific character of salience. These findings suggested that the visual search efficiency of people with ID was greatly improved if the target was made salient using cueing effect when the complexity of the display increased (i.e. set size increased). This study could have an important implication for the design of the visual searching format of any computerized programs developed for people with ID in learning new tasks.