Learning from facial expressions in individuals with Williams syndrome.
Background Despite high levels of social engagement, the social competence of individuals with Williams syndrome (WS) is frequently compromised. This descriptive study explores the ability of young people with WS to learn from facial expressions when provided as a source of feedback for their action...
| Published in: | Journal of Intellectual Disability Research Vol. 60; no. 10; pp. 982 - 993 |
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| Main Authors: | , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Oct2016
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=118114873&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 118114873 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09642633 EUL jtl: Journal of Intellectual Disability Research issn: 09642633 maglogo: Y pubinfo: dt: Oct2016 vid: 60 iid: 10 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 118114873 118114873 118114873 10.1111/jir.12316 118114873 ppf: 982 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Learning from facial expressions in individuals with Williams syndrome. aug: au: Goldman, K. J. Burack, J. A. Shulman, C. affil: School of Education, The Hebrew University of Jerusalem and David Yellin College of Education, Jerusalem Israel sug: subj: Williams Syndrome Psychosocial Factors Facial Expression Task Performance and Analysis Social Behavior Adaptation, Psychological Feedback Methods Descriptive Research Human Female Male Child, Preschool Child Adolescence Adult Comparative Studies Outpatients Scales Descriptive Statistics Data Analysis Software P-Value Repeated Measures Analysis of Variance Post Hoc Analysis T-Tests Academic Medical Centers Israel Israel Funding Source Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Adult: 19-44 years Female Male ab: Background Despite high levels of social engagement, the social competence of individuals with Williams syndrome (WS) is frequently compromised. This descriptive study explores the ability of young people with WS to learn from facial expressions when provided as a source of feedback for their actions. Method Using a novel task, the ability to interpret facial expressions and adapt behaviour after receiving feedback in the form of happy or angry faces was assessed in 12 participants with WS aged between 10 and 28 years and with a mean nonverbal mental age of 6.5 years, and in typically developing (TD) children aged between 4 and 7 years. Results Individuals with WS were able to use facial expressions as feedback in a manner commensurate with their mental age, only when other cognitive demands were low. Their performance profile differed from that of the TD children matched for mental age and from the performance profile of 4 year olds. Conclusions Possible explanations for the unique performance profile observed in the participants with WS are discussed. The results highlight the need to examine social competencies in the context of the cognitive demands characteristic of social environments. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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