Elevated Facial Behavior Variability During Emotions Contributes to Better Functional Communication in Dyslexia.
Dyslexia is a neurodevelopmental condition characterized by reading difficulties, yet there is growing evidence for coinciding social and emotional strengths. In our previous work, we found children with dyslexia displayed greater emotional facial behavior to affective stimuli than their well-readin...
| Publicado en: | Journal of Nonverbal Behavior Vol. 49; no. 3; pp. 325 - 344 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Sep2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187723238&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187723238 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01915886 JNV jtl: Journal of Nonverbal Behavior issn: 01915886 maglogo: N pubinfo: dt: Sep2025 vid: 49 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 187723238 10.1007/s10919-025-00490-3 ppf: 325 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.6MB tig: atl: Elevated Facial Behavior Variability During Emotions Contributes to Better Functional Communication in Dyslexia. aug: au: Wallman-Jones, Amie Palser, Eleanor R. Noohi, Fate Zhang, Belinda Y. Veziris, Christina R. Gerenza, Amanda K. Martinez-Arroyo, Alexis I. Shabash, Marni Roy, Ashlin R. K. Holley, Sarah R. Gorno-Tempini, Maria Luisa Sturm, Virginia E. affil: https://ror.org/043mz5j54 Department of Neurology, University of California, San Francisco, San Francisco, USA https://ror.org/04f812k67 Department of Psychology, Palo Alto University, Palo Alto, USA https://ror.org/05ykr0121 Department of Psychology, San Francisco State University, San Francisco, USA su: Fear Self-evaluation Reading Attention-deficit hyperactivity disorder Sadness Interviewing Anger Sex distribution Emotions Age distribution Communication Happiness Embarrassment Child development Drugs Facial expression Cognition Child behavior Facial muscles Neurologic examination T-test (Statistics) Dyslexia Questionnaires Emotional intelligence Neural development Multiple regression analysis Word processing Descriptive statistics Longitudinal method Special education schools Neuropsychological tests Data analysis software Aversion Comorbidity Video recording sug: subj: Fear Self-evaluation Reading Attention-deficit hyperactivity disorder Sadness Interviewing Anger Sex distribution Emotions Age distribution Communication Happiness Embarrassment Child development Drugs Facial expression Cognition Child behavior Pharmaceutical and medicine manufacturing Pharmaceuticals and pharmacy supplies merchant wholesalers Drugs and Druggists' Sundries Merchant Wholesalers Facial muscles Neurologic examination T-test (Statistics) Dyslexia Questionnaires Emotional intelligence Neural development Multiple regression analysis Word processing Descriptive statistics Longitudinal method Special education schools Neuropsychological tests Data analysis software Aversion Comorbidity Video recording keyword: Adolescence Learning differences Neurodevelopment Nonverbal communication Psychology and Cognitive Sciences Psychology Adolescence Learning differences Neurodevelopment Nonverbal communication Psychology and Cognitive Sciences Psychology ab: Dyslexia is a neurodevelopmental condition characterized by reading difficulties, yet there is growing evidence for coinciding social and emotional strengths. In our previous work, we found children with dyslexia displayed greater emotional facial behavior to affective stimuli than their well-reading peers, an enhancement that related to better social skills. Traditional measures provide static "snapshots" of emotional facial behavior but overlook important dynamic information about the face's movements that may confer interpersonal advantages. Here, we examined whether variability in emotional facial behavior was heightened in children with dyslexia and associated with social communication benefits. We coded the second-by-second intensities of ten emotional facial behaviors in 54 children (ages 7–14) with (n = 33) and without (n = 21) dyslexia while they watched five emotion-inducing film clips. For each trial, we calculated two facial behavior variability scores: a within-emotion variability score (the second-by-second intensity changes within each category of emotional behavior) and a between-emotions variability score (the total number of changes between categories of emotional behavior). Parents also reported on children's real-world communication skills. Linear mixed-effects models (controlling for age, sex, and total facial behavior) revealed that children with dyslexia had higher within-emotion facial behavior variability but not higher between-emotions facial behavior variability than those without dyslexia. Across the sample, greater total within-emotion facial behavior variability correlated with higher parent-reported functional communication—the ability to express ideas in ways that others can easily understand. These findings suggest nuanced emotional facial behavior dynamics contribute to social strengths in dyslexia. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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