Emotion Recognition by Children with Down Syndrome: A Longitudinal Study

Autor/inn/en	Pochon, Régis; Declercq, Christelle
Titel	Emotion Recognition by Children with Down Syndrome: A Longitudinal Study
Quelle	In: Journal of Intellectual & Developmental Disability, 38 (2013) 4, S.332-343 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2013.826346
Schlagwörter	Emotional Intelligence; Emotional Development; Down Syndrome; Longitudinal Studies; Nonverbal Communication; Intellectual Disability; Psychological Patterns; Children; Early Adolescents; Intelligence Tests; Correlation; Age Differences; Individual Development; Foreign Countries; France; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Gefühlsbildung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Non-verbal communication; Nonverbale Kommunikation; Intellect; Disability; Disabilities; Verstand; Behinderung; Child; Kind; Kinder; Intelligence test; Intelligenztest; Korrelation; Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung; Ausland; Frankreich
Abstract	Background: According to the literature, children with Down syndrome (DS) have difficulties recognising facial expressions. Yet abilities to recognise emotional expressions are often assessed in tasks that imply comprehension of words for emotions. We investigated the development of these abilities in children with DS in a longitudinal study that did not involve lexical knowledge of emotions. Method: Children with DS and nonspecific intellectual disability and typically developing children matched for developmental age (DA) were assessed once a year over 3 years. They were asked to recognise the facial expression of an emotion after hearing a vocalisation. Results: In each annual session, children with DS were not significantly different from others at recognising emotions. Their abilities to discriminate basic emotions improved significantly and to a similar extent to those of other children. Conclusion: The findings indicate that children with DS develop emotion recognition abilities similarly to other children of the same DA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01