The impact of contextual information on the emotion recognition of children with an intellectual disability

George Murray, Karen Mckenzie, Aja L. Murray, Kathryn Whelan, Jill Cossar, Kara Murray, Jennifer Scotland

Research output: Contribution to journalArticlepeer-review

Abstract

Background
Research suggests that having relevant contextual information can help increase the accuracy of emotion recognition in typically developing (TD) individuals and adults with an intellectual disability. The impact of context on the emotion recognition of children with intellectual disability is unknown.

Method
Emotion recognition tasks, which varied in terms of contextual information, were completed by 102 children (45 with and 57 without intellectual disability).

Results
There was a significant effect of age and group, with older and TD children performing better on average. There were significant group by condition interactions, whereby children with intellectual disability were more accurate at identifying emotions depicted by line drawings compared with photos with contextual information that was not directly related to the emotion being depicted. The opposite was found for TD children.

Conclusions

These results have implications for socio‐emotional interventions, such as universal school programmes.
Original languageEnglish
Article numberjar.12517
JournalJournal of Applied Research in Intellectual Disabilities
Early online date16 Jul 2018
DOIs
Publication statusE-pub ahead of print - 16 Jul 2018

Keywords

  • context
  • emotion recognition
  • intellectual disability

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