Emotion recognition and processing style in children with an intellectual disability

Karen McKenzie, George Murray, Aja Louise Murray, Kathryn Whelan, Jill Cossar, Kara Murray, Jennifer Scotland

Research output: Contribution to journalArticlepeer-review

Abstract

Research aims: People with an intellectual disability generally have poorer emotion recognition than their typically developing peers, but there is limited research on how processing style might influence this. Our study aimed to explore this.

Methods: Children with (n = 45) and without (n = 57) an intellectual disability completed an emotion recognition naming task and a processing style task. A path mediation model was used to evaluate whether having an intellectual disability predicted poorer emotion recognition and whether this was mediated by a more local processing style.

Results: We found that, while children with an intellectual disability were significantly less accurate at emotion recognition, having a local processing preference was not a significant factor in this.

Conclusion: The results of the present study may be helpful for nurses who are involved in developing, delivering and evaluating interventions to improve the emotion recognition of people with an intellectual disability.
Original languageEnglish
JournalLearning Disability Practice
Early online date20 May 2019
DOIs
Publication statusE-pub ahead of print - 20 May 2019

Keywords

  • emotion recognition
  • intellectual disability
  • processing style
  • intervention
  • autism
  • child development
  • child health
  • learning disablity
  • quantitative reserach
  • research

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