Emotion Recognition Performance in Children with Callous Unemotional Traits is Modulated by Co-occurring Autistic Traits.


Journal

Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
ISSN: 1537-4424
Titre abrégé: J Clin Child Adolesc Psychol
Pays: England
ID NLM: 101133858

Informations de publication

Date de publication:
Historique:
pubmed: 1 12 2020
medline: 22 12 2021
entrez: 30 11 2020
Statut: ppublish

Résumé

Atypical emotion recognition (ER) is characteristic of children with high callous unemotional (CU) traits. The current study aims to 1) replicate studies showing ER difficulties for static faces in relation to high CU-traits; 2) test whether ER difficulties remain when more naturalistic dynamic stimuli are used; 3) test whether ER performance for dynamic stimuli is moderated by eye-gaze direction and 4) assess the impact of co-occurring autistic traits on the association between CU and ER. Participants were 292 (152 male) 7-year-olds from the Wirral Child Health and Development Study (WCHADS). Children completed a static and dynamic ER eye-tracking task, and accuracy, reaction time and attention to the eyes were recorded. Higher parent-reported CU-traits were significantly associated with reduced ER for static expressions, with lower accuracy for angry and happy faces. No association was found for dynamic expressions. However, parent-reported autistic traits were associated with ER difficulties for both static and dynamic expressions, and after controlling for autistic traits, the association between CU-traits and ER for static expressions became non-significant. CU-traits and looking to the eyes were not associated in either paradigm. The finding that CU-traits and ER are associated for static but not naturalistic dynamic expressions may be because motion cues in the dynamic stimuli draw attention to emotion-relevant features such as eyes and mouth. Further, results suggest that ER difficulties in CU-traits may be due, in part, to co-occurring autistic traits. Future developmental studies are required to tease apart pathways toward the apparently overlapping cognitive phenotype.

Identifiants

pubmed: 33252272
doi: 10.1080/15374416.2020.1833338
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

811-827

Subventions

Organisme : Medical Research Council
ID : MR/L022257/1
Pays : United Kingdom
Organisme : Medical Research Council
ID : G0900654
Pays : United Kingdom
Organisme : Medical Research Council
ID : G0400577
Pays : United Kingdom
Organisme : Wellcome Trust
ID : 103046/Z/13/Z
Pays : United Kingdom
Organisme : Department of Health
ID : NF-SI-0617-10120
Pays : United Kingdom
Organisme : Wellcome Trust
ID : 204823/Z/16/Z
Pays : United Kingdom

Auteurs

Rachael Bedford (R)

Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London.
Department of Psychology, University of Bath.

Virginia Carter Leno (V)

Department of Biostatistics and Health Informatics, Institute of Psychiatry, Psychology and Neuroscience, King's College London.

Nicola Wright (N)

Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London.
Department of Biostatistics and Health Informatics, Institute of Psychiatry, Psychology and Neuroscience, King's College London.
Department of Psychological Sciences, Institute of Life and Human Sciences, Liverpool University.

Matthew Bluett-Duncan (M)

Department of Psychological Sciences, Institute of Life and Human Sciences, Liverpool University.

Tim J Smith (TJ)

Department of Psychological Sciences, Birkbeck College, University of London.

Gizelle Anzures (G)

Department of Psychology, Florida Atlantic University.
Brain Institute, Florida Atlantic University.

Andrew Pickles (A)

Department of Biostatistics and Health Informatics, Institute of Psychiatry, Psychology and Neuroscience, King's College London.

Helen Sharp (H)

Department of Psychological Sciences, Institute of Life and Human Sciences, Liverpool University.

Jonathan Hill (J)

School of Psychology and Clinical Language Sciences, University of Reading.

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