![]() Faces and voices were portrayed by professional actors, both male and female, of different age groups and ethnicities. The face and voice clips were taken from an interactive guide to emotions (. The groups’ background data appears in Table 1.įor each emotional concept, three face items and three voice items were created using silent video clips of facial expressions and audio clips of short verbalizations spoken in emotional intonation (all 3 to 5 s long). The two groups were matched on sex, age, verbal IQ and performance IQ. However, since the CAST is a parental report screening questionnaire, the clinical diagnosis received earlier was deemed more valid and these participants were not excluded from the sample. These two participants scored below the cut-off due to several unanswered items. All but two participants in the ASC group scored above the cut-off. None of the control participants scored above the cut-off point of 15. To exclude ASC, participants’ parents filled in the Childhood Autism Spectrum Test (CAST). All participants were given the Wechsler Abbreviated Scale of Intelligence (WASI) and scored above 80 on both verbal and performance scales. Parents reported their children had no psychiatric diagnoses and special educational needs, and none had a family member diagnosed with ASC. They were recruited from a local primary school. A control group from the general population was matched to the clinical group. They were recruited from a volunteer database (at and a local clinic for children with ASC. Participants had all been diagnosed with ASC by a psychiatrist or clinical psychologist in specialist centres using established criteria. Participation required informed consent from parents and verbal assent from children. The research was approved by the Cambridge University Psychology Research Ethics Committee. The current study focuses on recognition of complex emotions to fill a gap in the existing literature and to provide a new test of complex ER using dynamic stimuli. An assessment of ER difficulties in children with ASC therefore needs to address more complex mental states. These studies suggest that children with ASC, although initially delayed in the development of basic ER skills, may achieve this developmental milestone during their school years or successfully compensate for their basic ER difficulties through explicit cognitive, language-based or perceptual mechanisms. Studies report deficits in complex ER in individuals with ASC on various tasks, including ER from pictures of the eyes, from facial expressions, from linguistic contextual cues and from holistic, multimodal scenes. Typically developing children start recognizing and verbally labelling complex emotions like embarrassment, pride and jealousy by the age of 7. They may also be self-conscious emotions, for example, proud or embarrassed. They may be belief- rather than situation-based emotions, for example, disappointed. Generally, complex emotions involve attributing a cognitive state as well as an emotion and are more context and culture dependent. ![]() In contrast, studies investigating recognition of complex emotions and other mental states by children with ASC have shown more conclusive results. Other studies, however, have found no difficulties in recognition of the basic emotions in children with ASC. In ASC, some studies report difficulties in recognition of basic emotions. These so-called ‘basic’ emotions are expressed and recognized cross-culturally and are to some extent neurologically distinct, though it should be noted that the number of emotions that are recognized cross-culturally may exceed six. Most ER studies carried out with individuals with ASC have focused on the recognition of six emotions (happiness, sadness, fear, anger, surprise and disgust). Emotion and mental state recognition are core difficulties in autism spectrum conditions (ASC).
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