title: Emotionserkennung dynamisch dargebotener Emotionen bei Kindern und Jugendlichen mit Asperger-Syndrom
Creators: name: Schamong, Isabel Christin
Publisher: name: :none
Year: 2015

description: Ziele: Das Asperger-Syndrom (AS) ist gekennzeichnet durch Defizite im sozialen und emotionalen Bereich, wobei die Emotionserkennung einen wesentlichen Teilaspekt ausmacht. Die bisherige Forschung konnte jedoch bislang kein eindeutiges Bild liefern. Daher war es Ziel dieser Arbeit, exploratorisch Besonderheiten der Emotionserkennung bei Kindern und Jugendlichen mit AS sowie mögliche Unterschiede im Vergleich zu neurotypischen Kindern und Jugendlichen zu untersuchen. Methoden: In einer quasiexperimentellen Untersuchung (matched samples) wurden 37 Kindern und Jugendlichen im Alter von 10-15 Jahren (VG: 18 Kinder mit AS; KG: 19 neurotypische Kinder) mit Hilfe eines Computerprogramms 24 Videos mit dynamisch dargebotenen emotionalen Gesichtsausdrücken zur Bewertung dargeboten. Zusätzlich wurden sie im Rahmen eines Interviews gebeten, erneut 12 Videos einzuschätzen, um den Prozess der Emotionserkennung genauer zu analysieren. Ergebnisse: Alle Emotionen wurden durch die Versuchsgruppe schlechter und weniger zweifelsfrei erkannt. Bei zwei von vier dargebotenen Emotionen waren diese Unterschiede jeweils signifikant (Freude und Überraschung). Gewisse soziodemographische Merkmale (Alter, Intelligenz, kritische Lebensereignisse) zeigten einen positiven Einfluss auf die Emotionserkennungsleistung. Es ergaben sich ebenfalls qualitative Unterschiede in der Verarbeitung, sodass die Versuchsgruppe eher lokale, auf Details bezogene, Strategien zur Emotionserkennung anwandte und die Kontrollgruppe die Gesichter eher holistisch, ganzheitlich betrachtete. Konklusion: Diese Untersuchung liefert Nachweise für universelle Defizite im Emotionserkennen bei Kindern und Jugendlichen mit AS, zeigt jedoch auch, dass (Lern-)Erfahrungen und Kompensationsstrategien die Emotionserkennung verbessern. Es ergibt sich ein relativ heterogenes Bild der Versuchsgruppe, welches vermutlich auch mit unterschiedlichen Ausprägungen der Asperger-Symptomatik zusammenhängt. Insgesamt liefert die vorliegende Studie Belege für eine qualitativ andere Verarbeitung von emotionalen Reizen bei Kindern und Jugendlichen mit AS und diskutiert wichtige praktische sowie theoretische Implikationen für weitere Studien und Trainingsprogramme. Anhang B – Abstract Abstract: Background: Main features of Asperger syndrome (AS) are emotional and social deficits, whereby emotion recognition plays a key role. Previous research, however, does not provide a clear picture. Thus, the aim of this exploratory study was to investigate particular features and characteristics of emotion recognition within the group of children and adolescents with AS and to examine possible differences in comparison to neurotypical children. Methods: In a quasi-experimental design (matched samples), 37 children at the age of 10 to 15 (experimental group: 18 children with AS; control group: 19 neurotypical children) were shown a stimuli set of 24 video clips, displaying dynamic emotional facial expressions. In addition, 12 videos were presented and rated as part of an interview, for a more detailed account of the process of emotion perception. Results: Emotion recognition was worse and rated as more doubtful within the experimental group, with significant results for two of the four displayed emotions (happiness and surprise). Certain socio-demographic features (age, intelligence, critical life events) showed a positive effect on emotion recognition. Furthermore, qualitative differences in emotion processing were unveiled. Children with AS were more likely to use local processing with detail-oriented strategies of perception, while neurotypical children primarily applied holistic processing. Conclusions: This study provides evidence of general deficits in emotion recognition for children and adolescent with AS. However, it also reveals the presence of certain influencing factors that enhance emotion recognition by means of (learning) experiences and compensatory strategies. Overall, the experimental group displays a greater variation, which is presumably related to a wider dispersion in the AS symptoms. The empirical data justifies the assumption of qualitative differences in emotion processing for children and adolescents with AS and provides important theoretical and practical implications for further investigation and programs.
description: Background: Main features of Asperger syndrome (AS) are emotional and social deficits, whereby emotion recognition plays a key role. Previous research, however, does not provide a clear picture. Thus, the aim of this exploratory study was to investigate particular features and characteristics of emotion recognition within the group of children and adolescents with AS and to examine possible differences in comparison to neurotypical children. Methods: In a quasi-experimental design (matched samples), 37 children at the age of 10 to 15 (experimental group: 18 children with AS; control group: 19 neurotypical children) were shown a stimuli set of 24 video clips, displaying dynamic emotional facial expressions. In addition, 12 videos were presented and rated as part of an interview, for a more detailed account of the process of emotion perception. Results: Emotion recognition was worse and rated as more doubtful within the experimental group, with significant results for two of the four displayed emotions (happiness and surprise). Certain socio-demographic features (age, intelligence, critical life events) showed a positive effect on emotion recognition. Furthermore, qualitative differences in emotion processing were unveiled. Children with AS were more likely to use local processing with detail-oriented strategies of perception, while neurotypical children primarily applied holistic processing. Conclusions: This study provides evidence of general deficits in emotion recognition for children and adolescent with AS. However, it also reveals the presence of certain influencing factors that enhance emotion recognition by means of (learning) experiences and compensatory strategies. Overall, the experimental group displays a greater variation, which is presumably related to a wider dispersion in the AS symptoms. The empirical data justifies the assumption of qualitative differences in emotion processing for children and adolescents with AS and provides important theoretical and practical implications for further investigation and programs.