Learning from facial expressions in individuals with Williams syndrome.
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| Title: | Learning from facial expressions in individuals with Williams syndrome. |
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| Authors: | Goldman, K. J., Burack, J. A., Shulman, C. |
| Source: | Journal of Intellectual Disability Research. Oct2016, Vol. 60 Issue 10, p982-992. 11p. 1 Diagram, 3 Charts, 2 Graphs. |
| Subjects: | Facial expression & psychology, Williams syndrome, Learning ability, Psychological feedback, Social skills in children, Recognition (Psychology), Emotions in children, Children, Patients, Academic medical centers, Adaptability (Personality), Analysis of variance, Comparative studies, Facial expression, Research methodology, Probability theory, Research funding, Social skills, Statistics, T-test (Statistics), Data analysis, Task performance, Repeated measures design, Data analysis software, Descriptive statistics, Psychology |
| Geographic Terms: | Israel |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intellectual Disability Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09642633 |
| DOI: | 10.1111/jir.12316 |
