Recognition of facial expressions of emotion by persons with mental retardation. A matched comparison study.

Children and adults with mental retardation were tested on their ability to recognize facial expressions of emotion. The sample consisted of 80 children and adults with mental retardation and a control group of 80 nonhandicapped children matched on mental age and gender. Ekman and Friesen's normed photographs of the six basic emotions (anger, disgust, fear, happiness, sadness, and surprise) were used in a recognition task of facial expressions. Subjects were individually read two-sentence stories identifying a specific emotion, presented with a randomized array of the six photographs of the basic facial expressions of emotion, and then asked to select the photograph that depicted the emotion identified in the story. This procedure was repeated with 24 different stories, with each of the six basic emotions being represented four times. Results showed that, as a group, individuals with mental retardation were not as proficient as their mental-age-matched nonhandicapped control subjects at recognizing facial expressions of emotion. Although adults with mild mental retardation were more proficient at this task than those with moderate mental retardation, this finding was not true for children. There was a modest difference between the children with moderate mental retardation and their nonhandicapped matched controls in their ability to recognize facial expression of disgust.     

Effects of intelligence level and place of residence on the ability of individuals with mental retardation to identify facial expressions

This study was designed to investigate the abilities of individuals with mental retardation to recognize and match emotional facial expressions from a series of photographs depicting various facial expressions. There were four groups of participants according to their place of residence (community or institution) and their intelligence level (mild or moderate). Each individual participated in two tasks: (1) recognizing a facial expression from an array of three pictures presented, and (2) matching a facial expression from one picture with a picture depicting a similar emotion from an array of three pictures. All information was presented to the participants in the native language, Hebrew. The six facial expressions used for the study included happiness, sadness, fear, anger, surprise, and disgust. The ability to recognize and match facial expressions was significantly higher for individuals with mild than moderate mental retardation. There was no significant difference for place of residence. Happiness was the easiest feeling to recognize and match for all groups. Fear and anger were the most difficult to recognize, while sadness and anger were most difficult to match.     

Facial expressions of mentally retarded and nonretarded children: II. Recognition by nonretarded adults with varying experience with mental retardation

The influence of experience with mental retardation on nonretarded adults' ability to recognize facial expressions of emotion by young retarded children was examined. Four emotions were studied: happiness, anger, sadness, and neutrality (absence of affect). Slides of retarded and nonretarded children were presented to three groups: adults without experience in mental retardation, parents of retarded children, and teachers of the retarded stimulus children. Inexperienced adults identified fewer expressions of retarded children than did parents who, in turn, identified fewer expressions than did teachers. Teachers recognized expressions of retarded children best, inexperienced adults recognized expressions of nonretarded children best, and parents recognized expressions equally well in both retarded and nonretarded children. Happiness was recognized best in all children by all participants.     

Can children with autistic spectrum disorders extract emotions out of contextual cues?

The aim of the present study was to determine whether children with autism spectrum disorders (ASD) are able to recognize facial expressions of emotion and objects missing on the basis of contextual cues. While most of these studies focused on facial emotion recognition, here we examined the ability to extract emotional information on the basis contextual cues. Nineteen children and adolescents with ASD were asked to recognize emotions and objects (control condition) masked within visual scenes and their performance was compared to that of 19 typically developing controls matched on chronological age and gender. Results revealed that children with ASD were able to use contextual cues to recognize objects but not emotions. Findings of this study are discussed within the framework of specific emotional processing deficits in ASD.     

Recognition of emotion from facial,prosodic and written verbal stimuli in Parkinson's disease

Although the basal ganglia are thought to be important in recognizing emotion, there is contradictory evidence as to whether patients with Parkinson's disease (PD) have deficits in recognizing facial expressions. In addition, few studies have examined their ability to recognize emotion from non-visual stimuli, such as voices. We examined the ability of PD patients and age-matched controls to recognize emotion in three different modalities: facial, prosodic, and written verbal stimuli. Compared to controls, PD patients showed deficits in recognizing fear and disgust in facial expressions. These impairments were not seen in their recognition of prosodic or written verbal stimuli. This modality-specific deficit suggests that the neural substrates for recognizing emotion from different modalities are not fully identical.     

Specific impairments in the recognition of emotional facial expressions in Parkinson's disease

Studies investigating the ability to recognize emotional facial expressions in non-demented individuals with Parkinson's disease (PD) have yielded equivocal findings. A possible reason for this variability may lie in the confounding of emotion recognition with cognitive task requirements, a confound arising from the lack of a control condition using non-emotional stimuli. The present study examined emotional facial expression recognition abilities in 20 non-demented patients with PD and 23 control participants relative to their performance on a non-emotional landscape categorization test with comparable task requirements. We found that PD participants were normal on the control task but exhibited selective impairments in the recognition of facial emotion, specifically for anger (driven by those with right hemisphere pathology) and surprise (driven by those with left hemisphere pathology), even when controlling for depression level. Male but not female PD participants further displayed specific deficits in the recognition of fearful expressions. We suggest that the neural substrates that may subserve these impairments include the ventral striatum, amygdala, and prefrontal cortices. Finally, we observed that in PD participants, deficiencies in facial emotion recognition correlated with higher levels of interpersonal distress, which calls attention to the significant psychosocial impact that facial emotion recognition impairments may have on individuals with PD.     

Social skills improvement in children with high-functioning autism: a pilot randomized controlled trial

High-functioning autism (HFA) is characterized by persistent impairment in social interaction despite the absence of mental retardation. Although an increasing number of group-based programs for the improvement of social skills have been described, randomized controlled trials are needed to evaluate their efficacy. To compare the effect of a Social Skills Training Group-based Program (SST-GP) and a Leisure Activities Group-based Program (LA-GP) on the perception of facial emotions and quality of life (QoL) in young people with HFA. Eligible patients were children and adolescents with HFA. Participants were randomized to the SST or LA group. The primary outcome was defined as an improvement of 2 points in error rates for facial emotion labeling (DANVA2) from baseline. After the 6-month training period, the SST Group made fewer errors in labeling anger on adult faces, whereas error rates in the LA Group remained stable. Progress in the ability to recognize anger in the SST Group was due to better recognition of low intensity stimuli on adult faces. QoL increased in the SST Group in the dimension of school environment, as a marker of the transfer of skills acquired in the treatment setting to their use in the community. The SST-GP had higher efficacy than the LA-GP. Data justify replication using larger samples.     

A Pilot Study Assessing the Feasibility of a Facial Emotion Training Paradigm for School-Age Children With Autism Spectrum Disorders

Many children with autism spectrum disorders (ASDs) demonstrate facial emotion recognition and expression impairments. These impairments may contribute to social disability and may put children with ASDs at risk for developing further mental health problems. In this pilot study, we examined the use of a coach- and computer-assisted facial emotion training program for children with ASDs. The intervention components focused on (a) increasing attention to relevant facial emotion cues, (b) increasing facial emotion recognition speed, and (c) using imitation to build skills of facial emotion expression. Three pilot participants demonstrated improved facial emotion recognition (accuracy and speed) of dynamic and static presentations of facial expressions and self-expression. Some improvements persisted 5 weeks after training. Results support the acceptability and feasibility of the training program. These preliminary findings are promising and suggest the need for replication with larger samples and further assessment of acceptability, feasibility, and efficacy.     

Recognition of emotional and nonemotional facial expressions: A comparison between Williams syndrome and autism

The aim of our study was to compare two neurodevelopmental disorders (Williams syndrome and autism) in terms of the ability to recognize emotional and nonemotional facial expressions. The comparison of these two disorders is particularly relevant to the investigation of face processing and should contribute to a better understanding of social behaviour and social cognition. Twelve participants with WS (from 6;1 to 15 years) and twelve participants with autism (from 4;9 to 8 years) were matched on verbal mental age. Their performances were compared with those of twelve typically developing controls matched on verbal mental age (from 3;1 to 9;2). A set of five tasks assessing different dimensions of emotional and nonemotional facial recognition were administered. Results indicated that recognition of emotional facial expressions is more impaired in Williams syndrome than in autism. Our study comparing Williams syndrome and autism over a small age range highlighted two distinct profiles which call into question the relationships between social behaviour/cognition and emotion perception.     

Joie, tristesse ou colère ? Quelles stratégies utilisent les enfants porteurs du syndrome de Williams pour reconnaître des expressions émotionnelles faciales ?

Children with Williams syndrome (WS) show an uneven cognitive profile with relatively spared face-processing skills contrasting with impaired visuospatial cognition. More precisely, deficits to process spatial relationships between elements of a visual pattern (that is, configural processing) have been found in children with WS. The present study aimed at determining whether this configural-processing deficit affects facial-emotion recognition. To this aim, 15 children with WS were asked to recognize emotional expressions displayed in upright and inverted faces and their performance was compared to that of 15 mental and 15 chronological age-matched controls. Results revealed that children with WS, as typically developing controls, were more accurate to recognize emotions displayed in upright than in inverted faces. This indicates that children with WS are able to use a typical perceptual strategy, that is., a configural strategy, to process facial expressions of emotion. Findings of this study are interpreted in relation to the hallmark feature of WS-hypersociability.     

Effects of Snoezelen room, Activities of Daily Living skills training, and Vocational skills training on aggression and self-injury by adults with mental retardation and mental illness

Multi-sensory stimulation provided in a Snoezelen room is being used increasingly for individuals with mental retardation and mental illness to facilitate relaxation, provide enjoyment, and inhibit behavioral challenges. We observed aggressive and self-injurious behavior in three groups of 15 individuals with severe or profound mental retardation and mental illness before, during, and after being in a Snoezelen room. All participants were receiving psychotropic medication for their mental illness and function-derived behavioral interventions for aggression, self-injury, or both. Using a repeated measures counterbalanced design, each group of participants was rotated through three experimental conditions: Activities of Daily Living (ADL) skills training, Snoezelen, and Vocational skills training. All other treatment and training activities specified in each individual's person-centered plan were continued during the 10-week observational period. Both aggression and self-injury were lowest when the individuals were in a Snoezelen room, followed by Vocational skills training and ADL skills training. The levels in the Snoezelen room were significantly lower than in both the other conditions for aggression but only in ADL skills training for self-injury. The difference in levels before and after Snoezelen were statistically significant with self-injury but not with aggression. The order of conditions showed no significant effect on either behavior. Snoezelen may provide an effective context for reducing the occurrence of self-injury and aggression.     

Recognition of Facial Expressions and Prosodic Cues with Graded Emotional Intensities in Adults with Asperger Syndrome

This study investigated the ability of adults with Asperger syndrome to recognize emotional categories of facial expressions and emotional prosodies with graded emotional intensities. The individuals with Asperger syndrome showed poorer recognition performance for angry and sad expressions from both facial and vocal information. The group difference in facial expression recognition was prominent for stimuli with low or intermediate emotional intensities. In contrast to this, the individuals with Asperger syndrome exhibited lower recognition accuracy than typically-developed controls mainly for emotional prosody with high emotional intensity. In facial expression recognition, Asperger and control groups showed an inversion effect for all categories. The magnitude of this effect was less in the Asperger group for angry and sad expressions, presumably attributable to reduced recruitment of the configural mode of face processing. The individuals with Asperger syndrome outperformed the control participants in recognizing inverted sad expressions, indicating enhanced processing of local facial information representing sad emotion. These results suggest that the adults with Asperger syndrome rely on modality-specific strategies in emotion recognition from facial expression and prosodic information.     

Rôle de la flexibilité cognitive dans la reconnaissance d’expressions émotionnelles chez les personnes atteintes de Troubles du Spectre Autistique

The present research tested whether young children with Autism Spectrum Disorders (ASDs) shows impaired recognition of basic-emotion expressions (anger, fear, happiness, sadness, disgust) and the same emotions embedded in a social background (i.e. simple versus complex facial emotion recognition), compared with typically developing (TD) children. Moreover, we investigated whether cognitive flexibility could be linked with these faces processing skills. Our results showed that performance in ASD children was similar to the group of TD children for simple emotion recognition whereas TD children outperformed ASDs children in the complex task. In the second part, our study tends to confirm a link between cognitive flexibility and faces processing skills in children with ASD, especially when different contextual cues are present to extract facial emotion. We confirm previous findings demonstrating that individuals with ASDs use an effortful “systematizing” process to recognize emotion expressions, whereas TD individuals use a more holistic process. These results are discussed within the context of current neuropsychological studies on “weak central coherence”, hyper-systemizing theory, and lack of cognitive flexibility in ASD.     

Emotional understanding in aggressive and nonaggressive individuals with mild or moderate mental retardation

Deficits in emotion recognition have been linked with aggression. However, the ecological validity of previous studies is limited. In this study we developed new materials to investigate the emotion identification skills of 19 frequently aggressive and 15 nonaggressive adults with mental retardation. The three tasks included photographs of faces, individuals displaying emotional expressions in context, and cartoon characters in interaction. Control tasks dealt with the intellectual demands of each condition. Emotion identification improved with increasing contextual cues across both groups. Aggressive participants had greater difficulty labeling emotions in contextually rich photographs than their nonaggressive peers and were more likely to mislabel the target character's emotion as angry in the cartoon task. Findings have implications for models of aggression and clinical interventions.     

Intermodal matching of emotional expressions in young children with autism

This study examined the ability of young children with autism spectrum disorders (ASD) to detect affective correspondences between facial and vocal expressions of emotion using an intermodal matching paradigm. Four-year-old children with ASD (n = 18) and their age-matched normally developing peers (n = 18) were presented pairs of videotaped facial expressions accompanied by a single soundtrack matching the affect of one of the two facial expressions. In one block of trials, the emotions were portrayed by their mothers; in another block of trials, the same emotion pairs were portrayed by an unfamiliar woman. Findings showed that ASD children were able to detect the affective correspondence between facial and vocal expressions of emotion portrayed by their mothers, but not a stranger. Furthermore, in a control condition using inanimate objects and their sounds, ASD children also showed a preference for sound-matched displays. These results suggest that children with ASD do not have a general inability to detect intermodal correspondences between visual and vocal events, however, their ability to detect affective correspondences between facial and vocal expressions of emotions may be limited to familiar displays.     

Research on parenting by mentally retarded persons

This article focuses on research related to the assessment and training of parenting competencies of persons with mental retardation and the status of the children being raised by retarded parents. Previous findings and that of our own investigations suggest that (1) children of mentally retarded parents are at risk for language and cognitive delays, mental retardation, maltreatment, and neglect; (2) child development is highly correlated with the quality of the home environment and mother-child interactions; (3) retarded mothers provide less positive interactions with their children during play than do nonretarded mothers; and (4) retarded mothers can be taught to improve their child-rearing skills.     

Simulated and community-based instruction involving persons with mild and moderate mental retardation

In this study of simulated instruction and/or community training of four functional living tasks was compared across groups of adolescents and young adults with mild and moderate retardation. Forty individuals participated in the assessment and training activities of this study, including 20 participants with mild retardation and 20 individuals with moderate retardation. A mixed factorial design was used to evaluate differences associated with level of mental retardation, simulated versus community-based instruction, and assessments in school and community settings. Participants with mild retardation performed better than their counterparts with moderate retardation on the simulated tasks and in the community settings. Participants with mild retardation were more successful in generalizing from the simulated instructional experiences to the community settings than were their counterparts with moderate retardation. However, in many of the situations, community training was sufficiently powerful to eliminate any advantage associated with some of the participants having experienced prior simulated instruction. Results are discussed in relation to the need to more closely examine the design and delivery of functional living skills instruction involving individuals with different levels of mental retardation. Specifically, the effectiveness of instructional simulations for teaching functional living skills does not appear to be uniform across level of retardation and targeted tasks. The highest priority question no longer appears to be whether or not simulated versus community-based instruction is more efficacious. Future research might more productively focus on the quality of different instructional simulations in combination with community assessment and/or training opportunities for teaching functional living skills to persons who experience different levels of mental retardation.     

Facial mimicry is not necessary to recognize emotion: Facial expression recognition by people with Moebius syndrome

Abstract

According to the reverse simulation model of embodied simulation theory, we recognize others' emotions by subtly mimicking their expressions, which allows us to feel the corresponding emotion through facial feedback. Previous studies examining whether facial mimicry is necessary for facial expression recognition were limited by potentially distracting manipulations intended to artificially restrict facial mimicry or very small samples of people with facial paralysis. We addressed these limitations by collecting the largest sample to date of people with Moebius syndrome, a condition characterized by congenital bilateral facial paralysis. In this Internet-based study, 37 adults with Moebius syndrome and 37 matched control participants completed a facial expression recognition task. People with Moebius syndrome did not differ from the control group or normative data in emotion recognition accuracy, and accuracy was not related to extent of ability to produce facial expressions. Our results do not support the hypothesis that reverse simulation with facial mimicry is necessary for facial expression recognition.     

Guided visual search in individuals with mental retardation

The ability of individuals with mental retardation to focus on task-relevant elements of complex visual arrays and increase visual-search efficiency was investigated. Initial assessments of visual-search efficiency were conducted to identify pairs of features for the form and size dimensions for which each participant demonstrated serial search. Subsequently, color was added as a defining feature that could guide search to a subset of the elements in the array. Results indicated that all of the individuals with mental retardation were able to limit attention to the task-relevant items on the guided search task, thus greatly reducing overall target identification times. Results show that individuals with mental retardation can demonstrate sophisticated visual selective attention skills when visual arrays are structured appropriately.     

Normal recognition of emotional similarity between facial expressions following bilateral amygdala damage.

Bilateral damage to the amygdala in humans has been previously linked to two deficits in recognizing emotion in facial expressions: recognition of individual basic emotions, especially fear, and recognition of similarity among emotional expressions. Although several studies have examined recognition of individual emotions following amygdala damage, only one subject has been examined on recognition of similarity. To assess the extent to which deficits in recognizing similarity among facial expressions might be a general consequence of amygdala damage, we examined this ability in two subjects with complete bilateral amygdala damage. Both subjects had previously demonstrated entirely normal recognition of individual facial emotions. Here we report that these two patients also are intact in their ability to recognize similarity between emotional expressions. These results indicate that, like the recognition of individual basic emotions in facial expressions, the recognition of similarity among emotional expressions does not have an absolute dependence on the amygdala.