Davidson Denise, Hilvert Elizabeth, Winning Adrien M, Giordano Michael
Psychology Department, Loyola University Chicago, 1032 W. Sheridan Road, Chicago, IL, 60660, USA.
Waisman Center, University of Wisconsin-Madison, Madison, WI, 53705, USA.
Child Psychiatry Hum Dev. 2022 Jun;53(3):418-429. doi: 10.1007/s10578-021-01139-0. Epub 2021 Feb 18.
The present research examined recognition of basic (happy, fear, sad) and self-conscious (pride, embarrassment, guilt) emotions from situational contexts in children with Autism Spectrum Disorder (ASD) and neurotypical children (Study 1). Results showed that children with ASD were less accurate in recognizing fear, embarrassment, and guilt situations than neurotypical children. Additionally, the research explored whether recognition of these emotions from situational contexts could be improved in children with ASD after a 4-week computerized emotion intervention (Study 2). Following the intervention, children showed better recognition of embarrassment and guilt, but no improvement in recognizing fear. In children with ASD, significant negative relations were found between ASD symptomatology and recognition of guilt (Study 1), although ASD symptomatology did not impact the intervention's efficacy (Study 2). Additional explanations for these findings are provided.
本研究考察了自闭症谱系障碍（ASD）儿童和神经典型儿童从情境中识别基本情绪（快乐、恐惧、悲伤）和自我意识情绪（自豪、尴尬、内疚）的能力（研究1）。结果表明，与神经典型儿童相比，ASD儿童在识别恐惧、尴尬和内疚情境方面的准确性较低。此外，该研究还探讨了经过4周的计算机化情绪干预后，ASD儿童从情境中识别这些情绪的能力是否能够得到改善（研究2）。干预后，儿童对尴尬和内疚的识别能力有所提高，但在识别恐惧方面没有改善。在ASD儿童中，虽然ASD症状学并未影响干预效果（研究2），但在研究1中发现ASD症状学与内疚识别之间存在显著的负相关关系。文中还对这些研究结果提供了其他解释。
