Emotion recognition and processing style in children with an intellectual disability.
Aim People with an intellectual disability generally have poorer emotion recognition than their typically developing peers, but there is limited research on how this might be influenced by processing style. This study aimed to explore this. Methods Children with an intellectual disability (n=45) and...
| Publicado en: | Learning Disability Practice Vol. 22; no. 3; pp. 20 - 25 |
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| Autores principales: | , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Royal College of Nursing of the United Kingdom (The)
5/30/2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Aim People with an intellectual disability generally have poorer emotion recognition than their typically developing peers, but there is limited research on how this might be influenced by processing style. This study aimed to explore this. Methods Children with an intellectual disability (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 if this was mediated by a local processing style. Results While children with an intellectual disability were significantly less accurate at emotion recognition, having a local processing preference was not a significant factor. Conclusion The findings may help nurses involved in developing, delivering and evaluating interventions to improve the emotion recognition of people with an intellectual disability. |
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