Author(s): Holder HB, Kirkpatrick SW
Abstract Share this page
Abstract The accuracy and time required for children with and without learning disabilities to interpret emotions when restricted to information from facial expressions, and the accuracy of those interpretations, were investigated. Ninety-six children participated; an equal number of males and females were included in both learning categories and age levels. Accuracy and response time on a modified version of Pictures of Facial Affect were recorded for the emotions of fear, sadness, surprise, anger, happiness, and disgust, as well as for the entire task. Three-way ANOVAs revealed children with learning disabilities to (a) be less accurate interpreters of emotion and (b) spend more time identifying specific emotions. Both age and sex influenced response time: Younger subjects required more time to interpret the emotions of fear and anger; males spent more time interpreting happiness. Younger females with learning disabilities displayed difficulty in interpretation, and older children with learning disabilities (particularly males) were rapid, but often inaccurate, interpreters of emotion.
This article was published in J Learn Disabil
and referenced in International Journal of School and Cognitive Psychology