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Assessing Children’s Performance on the Facial Emotion Recognition Task with Familiar and Unfamiliar Faces: An Autism StudyUnknown Date (has links)
Studies exploring facial emotion recognition (FER) abilities in autism spectrum
disorder (ASD) samples have yielded inconsistent results despite the widely-accepted
finding that an impairment in emotion recognition is a core component of ASD. The
current study aimed to determine if an FER task featuring both unfamiliar and familiar
faces would highlight additional group differences between ASD children and typically
developing (TD) children. We tested the two groups of 4- to 8-year-olds on this revised
task, and also compared their resting-state brain activity using electroencephalogram
(EEG) measurements. As hypothesized, the TD group had significantly higher overall
emotion recognition percent scores. In addition, there was a significant interaction effect
of group by familiarity, with the ASD group recognizing emotional expressions
significantly better in familiar faces than in unfamiliar ones. This finding may be related
to the preference of children with autism for people and situations which they are accustomed to. TD children did not demonstrate this pattern, as their recognition scores
were approximately the same for familiar faces and unfamiliar ones. No significant group
differences existed for EEG alpha power or EEG alpha asymmetry in frontal, central,
temporal, parietal, or occipital brain regions. Also, neither of these EEG measurements
were strongly correlated with the group FER performances. Further evidence is needed to
assess the association between neurophysiological measurements and behavioral
symptoms of ASD. The behavioral results of this study provide preliminary evidence that
an FER task featuring both familiar and unfamiliar expressions produces a more optimal
assessment of emotion recognition ability. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
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Mental-state and emotion understanding across childhood : individual differences and relations with social competenceMartin, Natasha, n/a January 2009 (has links)
Mental-state and emotion understanding are important constructs for successful interpretation of behaviour and interaction with others. While false-belief understanding has been the main focus of investigations into children�s mentalising over the past 30 years, we now have tasks available that allow assessment of a broader range and more advanced set of mentalising skills amongst older age groups of typically developing young people (Baron-Cohen, Jolliffe, Mortimore, & Robertson, 1997a; Baron-Cohen, O�Riordan, Stone, Jones, & Plaisted, 1999; Happé, 1994). A recent trend has seen a shift away from investigating when children attain these skills towards examining individual differences in their performance. This has included consideration of both the factors that contribute to (Carlson & Moses, 2001; Hughes & Dunn, 1997; Meins et al., 2002; Milligan, Astington, & Dack, 2007; Ruffman, Slade, & Crowe, 2002), and the factors that are influenced by (Astington & Jenkins, 2000; Cassidy, Werner, Rourke, Zubernis, & Balaraman, 2003; Diesendruck & Ben-Eliyahu, Repacholi, Slaughter, Pritchard, & Gibbs, 2003) individual differences in mental-state understanding. One of the interesting questions in this area is what are the subsequent benefits or harm that individual differences in mentalising and emotion skills hold for children�s social competence?
The current study investigates young people�s growing socioemotional understanding and how it is related to their social abilities, both prosocial and antisocial. The aims were to provide information on the relations amongst advanced mental-state skills, to investigate how these skills were related to emotion understanding, and, further, to investigate how socioemotional skills were related to social competence. The current study also extended the literature by addressing these aims amongst older children. Two studies were conducted, involving children (4- to 7-years) seen on four occasions in a three-year longitudinal study, and adolescents (13- to 17-years) in a cross-sectional study. There were a number of key findings. Individual differences in children�s advanced mental-state understanding are relatively stable across time, and the relations which they show with emotion skills are more consistent when examining tasks that shared skill sets. Language plays an important mediating role in the relation between socioemotional skills, although this influence appears to decrease with age. Mental-state and emotion understanding are both important for children and adolescents� social competence. It seems that greater socioemotional abilities influence prosocial behaviours, and poorer socioemotional abilities influence antisocial behaviours. Overall, the current study provides evidence that socioemotional skills are overlapping but distinct constructs, that they show varied interactions in social settings, and that future investigations of how children come to understand and interact with others will be best served by careful consideration of appropriate measures and by including multiple aspects of children�s social cognition.
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Temperamental reactivity and children's social competenceNolen-Morse, Jessica M. 14 March 2013 (has links)
The current study examined relations between temperamental reactivity at 6 months and social competence in first grade, including if emotion regulation at 54 months played a role as mediator and/or moderator between temperamental reactivity and social competence in first grade. Previous studies have shown that children who are high on temperamental reactivity early on will have poorer social competence in the future (Houck, 1999). This study explored how emotion regulation might mediate this relationship as well as how emotion regulation may serve as a protective factor (e.g., moderator) for those with higher temperamental reactivity. Important background characteristics of child gender and ethnicity, mother's education, and income-to-needs ratio were controlled for. Results indicated that temperamental reactivity at 6 months did not play a significant role in social competence in first grade, nor on emotion regulation at 54 months. Emotion regulation at 54 months was also found to be neither a mediator nor a moderator between this relationship between temperamental reactivity and social competence. The only significant relationship that was found was that between emotion
regulation at 54 months and social competence in first grade, which aligns with previous research. / Graduation date: 2013
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Emotional understanding of young children in Hong Kong in relation to teachers' views in emotion coachingIp, Fong-lap, Flora., 葉方立. January 2010 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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Evaluation of an Elementary PBIS Bully Prevention ProgramBakari, Heather 01 May 2014 (has links)
School bullying has become an international source of concern. The media has captured the attention of the public with coverage of incidents such as the Columbine massacre. On April 20, 1999, Eric Harris and Dylan Klebold walked through their school, shooting particular students they found. One victim asked why they were doing it. They said it was a dream come true and “payback” for being ostracized by their peers (Kalish & Kimmel, 2010). Until such devastations acted out in schools, bullying was considered a rite of passage. For the most part, parents and faculty did little to prevent it. In recent years psychological research studies have confirmed that bullying can be detrimental to the emotional, physical, and mental health of developing adolescents. This program evaluation was completed to determine whether or not the Positive Behavior Interventions and Supports bully prevention intervention implemented at an elementary school in Kentucky was effective by creating a more positive school climate, increasing the amount of bystander participation during bullying incidents and decreasing the number of times students felt they had been treated disrespectfully. Analyses indicated the intervention was unsuccessful. Student ratings were very positive prior to the implementation of the intervention and were similarly positive after the intervention that been implemented. Data provided by the school indicated there was not a bullying problem within the school prior to implementing the intervention.
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Mental-state and emotion understanding across childhood : individual differences and relations with social competenceMartin, Natasha, n/a January 2009 (has links)
Mental-state and emotion understanding are important constructs for successful interpretation of behaviour and interaction with others. While false-belief understanding has been the main focus of investigations into children�s mentalising over the past 30 years, we now have tasks available that allow assessment of a broader range and more advanced set of mentalising skills amongst older age groups of typically developing young people (Baron-Cohen, Jolliffe, Mortimore, & Robertson, 1997a; Baron-Cohen, O�Riordan, Stone, Jones, & Plaisted, 1999; Happé, 1994). A recent trend has seen a shift away from investigating when children attain these skills towards examining individual differences in their performance. This has included consideration of both the factors that contribute to (Carlson & Moses, 2001; Hughes & Dunn, 1997; Meins et al., 2002; Milligan, Astington, & Dack, 2007; Ruffman, Slade, & Crowe, 2002), and the factors that are influenced by (Astington & Jenkins, 2000; Cassidy, Werner, Rourke, Zubernis, & Balaraman, 2003; Diesendruck & Ben-Eliyahu, Repacholi, Slaughter, Pritchard, & Gibbs, 2003) individual differences in mental-state understanding. One of the interesting questions in this area is what are the subsequent benefits or harm that individual differences in mentalising and emotion skills hold for children�s social competence?
The current study investigates young people�s growing socioemotional understanding and how it is related to their social abilities, both prosocial and antisocial. The aims were to provide information on the relations amongst advanced mental-state skills, to investigate how these skills were related to emotion understanding, and, further, to investigate how socioemotional skills were related to social competence. The current study also extended the literature by addressing these aims amongst older children. Two studies were conducted, involving children (4- to 7-years) seen on four occasions in a three-year longitudinal study, and adolescents (13- to 17-years) in a cross-sectional study. There were a number of key findings. Individual differences in children�s advanced mental-state understanding are relatively stable across time, and the relations which they show with emotion skills are more consistent when examining tasks that shared skill sets. Language plays an important mediating role in the relation between socioemotional skills, although this influence appears to decrease with age. Mental-state and emotion understanding are both important for children and adolescents� social competence. It seems that greater socioemotional abilities influence prosocial behaviours, and poorer socioemotional abilities influence antisocial behaviours. Overall, the current study provides evidence that socioemotional skills are overlapping but distinct constructs, that they show varied interactions in social settings, and that future investigations of how children come to understand and interact with others will be best served by careful consideration of appropriate measures and by including multiple aspects of children�s social cognition.
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Examining the relations among cortisol response, family risk factors, parenting, and child adjustment /Trancik, Anika. January 2007 (has links)
Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 80-91).
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Are children with Autism Spectrum Disorder sensitive to the different emotions underlying posed and genuine smiles? : a thesis submitted in fulfilment of the requirement for the degree of Masters of Science at the University of Canterbury /Blampied, Meredith. January 2008 (has links)
Thesis (M. Sc.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 67-73). Also available via the World Wide Web.
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"Don't be a nerd in front of a gangsta" : exploring coping strategies, identity management, and marginalization in gifted adolescents /Striley, Katie Margavio, January 1900 (has links)
Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 90-103). Also available online.
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Emotional understanding and social interactions of caregivers and their children with autism, Down syndrome, and children without disabilitiesCho, Mihyun Grace, January 1900 (has links)
Thesis (Ph. D.)--CSULA-UCLA, 2008. / Vita. Includes bibliographical references (leaves 52-58).
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