Evidence of emotion knowledge in down syndrome

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dc.contributor Merrill, Edward C.
dc.contributor Gilpin, Ansley T.
dc.contributor Jarrett, Matthew A.
dc.contributor Hernandez-Reif, Maria
dc.contributor.advisor Conners, Frances A.
dc.contributor.advisor Barth, Joan M.
dc.contributor.author Moore, Marie
dc.date.accessioned 2017-03-01T16:34:17Z
dc.date.available 2017-03-01T16:34:17Z
dc.date.issued 2012
dc.identifier.other u0015_0000001_0001004
dc.identifier.other Moore_alatus_0004D_11125
dc.identifier.uri https://ir.ua.edu/handle/123456789/1491
dc.description Electronic Thesis or Dissertation
dc.description.abstract Emotion knowledge was examined in 19 children and adolescents with Down syndrome (DS) who were individually matched to typically developing (TD) children of equivalent mental age (3 to 6 years). The ability to identify emotions from facial cues and social context was measured. This study improved upon past research by assessing emotion knowledge without a verbal narrative of the social context (minimizing language ability from interfering with emotion judgments), by using more engaging video stimuli, and by simplifying response demands. Children viewed videos created for this study that included three types of emotion cues: face only (only the protagonist's facial expressions were shown), context only (the protagonist acted out action sequences, but his face was blurred), and context plus face (actions and facial expressions were visible). An exploratory fourth video type (incongruent) was included in which the protagonist's facial expressions contradicted what would be expected from the context. Children responded by pointing to a schematic face of a happy, sad, or fear expression. Static photographs of facial emotion expressions were also presented to follow previous DS studies. Results indicated that the participants with DS performed as well as the TD participants on every measure of emotion knowledge. Additional analyses compared DS and TD participants' performance on the static vs. dynamic expressions, emotion expressivity, empathic behaviors, and accuracy for each emotion expression. Still, there were no group differences in level of emotion knowledge or its related skills. This study underscores the importance of using developmentally sensitive measures when studying special populations like DS.
dc.format.extent 95 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Developmental psychology
dc.subject.other Cognitive psychology
dc.subject.other Experimental psychology
dc.title Evidence of emotion knowledge in down syndrome
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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