Relationship between emotion comprehension, vocabulary, and verbal working memory in intellectual developmental disorders: involvement of verbal reasoning skills.

This study investigated the role of language-related abilities in emotion comprehension among young people with non-specific intellectual developmental disorders (NS-IDDs). Forty children and adolescents with NS-IDDs completed tasks assessing emotion comprehension, receptive vocabulary, verbal reasoning skills, and verbal working memory. Results showed that emotion comprehension was better predicted by comprehension of abstract words and verbal working memory, and that these two predictors were themselves predicted by verbal reasoning skills. These results therefore suggest a link between emotion understanding and verbal reasoning, which could be mediated by abstract vocabulary and verbal working memory. These findings provide insight into the relationships between emotion comprehension and language-related abilities in NS-IDDs.

Of the importance to reconsider individual variability in infant studies: Family traits do impact turn-taking perception in 6-month-olds.

Turn-taking is a universal pattern of human conversations characterized by a fast exchange of turns between speakers and an avoidance of overlaps. Language is embedded in this conversational skill acquired well before it during infancy, through everyday interactions with caregivers. The earliness of this skill and its link with language allows us to test whether social environment shapes early language development. We therefore study turn-taking perception of 6-month-old infants by measuring their gazes during video presentation of three different conversational situations where the turn is explicitly given, normally taken or taken with an overlap. We studied 51 infants to cover several family and infant characteristics: infants' sex, presence of siblings, and family socioeconomic status (SES). We found that infants looked more at the second speaker when she overlapped the first speaker than in the other situations, but not all infants were equally sensitive. Indeed, infants from high-SES families reacted differently to the three situations, while infants from the two lower SES categories did not. Also, only singletons reacted differently by looking more at the second speaker after the overlapping and turn-giving situations, and not after the turn-taking situation. Our results emphasize the importance of early social experiences on language development.

Mimicking emotions: how 3-12-month-old infants use the facial expressions and eyes of a model.

While there is an extensive literature on the tendency to mimic emotional expressions in adults, it is unclear how this skill emerges and develops over time. Specifically, it is unclear whether infants mimic discrete emotion-related facial actions, whether their facial displays are moderated by contextual cues and whether infants' emotional mimicry is constrained by developmental changes in the ability to discriminate emotions. We therefore investigate these questions using Baby-FACS to code infants' facial displays and eye-movement tracking to examine infants' looking times at facial expressions. Three-, 7-, and 12-month-old participants were exposed to dynamic facial expressions (joy, anger, fear, disgust, sadness) of a virtual model which either looked at the infant or had an averted gaze. Infants did not match emotion-specific facial actions shown by the model, but they produced valence-congruent facial responses to the distinct expressions. Furthermore, only the 7- and 12-month-olds displayed negative responses to the model's negative expressions and they looked more at areas of the face recruiting facial actions involved in specific expressions. Our results suggest that valence-congruent expressions emerge in infancy during a period where the decoding of facial expressions becomes increasingly sensitive to the social signal value of emotions.

Three-month-old infants' sensitivity to horizontal information within faces.

Horizontal information is crucial to face processing in adults. Yet the ontogeny of this preferential type of processing remains unknown. To clarify this issue, we tested 3-month-old infants' sensitivity to horizontal information within faces. Specifically, infants were exposed to the simultaneous presentation of a face and a car presented in upright or inverted orientation while their looking behavior was recorded. Face and car images were either broadband (UNF) or filtered to only reveal horizontal (H), vertical (V) or this combined information (HV). As expected, infants looked longer at upright faces than at upright cars, but critically, only when horizontal information was preserved in the stimulus (UNF, HV, H). These results first indicate that horizontal information already drives upright face processing at 3 months of age. They also recall the importance, for infants, of some facial features, arranged in a top-heavy configuration, particularly revealed by this band of information. © 2016 Wiley Periodicals, Inc. Dev Psychobiol 58: 536-542, 2016.

How Do Children and Adolescents with ASD Look at Animals? A Scoping Review.

Autism spectrum disorder (ASD) is characterized by interaction and communication differences, entailing visual attention skill specificities. Interactions with animals, such as in animal-assisted interventions or with service dogs, have been shown to be beneficial for individuals with ASD. While interacting with humans poses challenges for them, engaging with animals appears to be different. One hypothesis suggests that differences between individuals with ASD's visual attention to humans and to animals may contribute to these interaction differences. We propose a scoping review of the research on the visual attention to animals of youths with ASD. The objective is to review the methodologies and tools used to explore such questions, to summarize the main results, to explore which factors may contribute to the differences reported in the studies, and to deduce how youth with ASD observe animals. Utilizing strict inclusion criteria, we examined databases between 1942 and 2023, identifying 21 studies in international peer-reviewed journals. Three main themes were identified: attentional engagement and detection, visual exploration, and behavior. Collectively, our findings suggest that the visual attention of youths with ASD towards animals appears comparable to that of neurotypical peers, at least in 2D pictures (i.e., eye gaze patterns). Future studies should explore whether these results extend to real-life interactions.

Effects of service dogs on children with ASD's symptoms and parents' well-being: On the importance of considering those effects with a more systemic perspective.

The integration of a service dog can have numerous benefits for children with Autism Spectrum Disorder (ASD). However, although integration takes place within a family, little is known about the dynamics of these benefits on the family microsystem. Thus, the aim of our study was to propose a more systemic perspective, not only by investigating the benefits of SD integration, but also by exploring the relationships between improvements in children with ASD, parents' well-being, parenting strategies and the quality of the child-dog relationship. Twenty parent-child with ASD dyads were followed before, as well as 3 and 6 months after service dog integration. At each stage, parents completed an online survey which included: the Autism Behavior Inventory (ABI-S), the State-Trait Anxiety Inventory (STAI-Y), the Parenting Stress Index Short Version (PSI-SF), the Monash Dog Owner Relationship Scale (MDORS) and the Parenting Styles and Dimensions Questionnaire (PSDQ). First, repeated measure one-way ANOVAs revealed that both children's ASD symptoms and parents' anxiety decreased significantly after service dog integration. Additionally, Spearman correlations revealed that the more ASD symptoms decreased, the more parent's anxiety and parenting stress also decreased. Second, the quality of the child-dog relationship appeared to contribute to those benefits on both children's ASD symptoms and parents' well-being. Interestingly, parenting strategies seemed to adapt according to these benefits and to the quality of the child-dog relationship. Through a more systemic perspective, this study highlighted that the integration of a service dog involved reciprocal and dynamic effects for children with ASD and their parents, and shed new light on the processes that may underlie the effects of a service dog for children with ASD.

Service Dogs and Persons with Disabilities: When COVID-19 Lockdown Changes Their Relationship.

Persons with disabilities, who own service dogs, develop strong relationships with them. Since the COVID-19 pandemic decreased the possibility of social contact and modified human relationships, we hypothesized that the COVID-19 lockdown would influence people with disabilities-service dog relationships. An online survey was conducted during the first COVID-19 lockdown in France and included information (e.g., MONASH score) both in the general context prior to and during the COVID-19 lockdown. Seventy owners participated. Compared to the general context, scores for the Perceived Emotional Closeness and Perceived Costs subscales were significantly higher during the COVID-19 lockdown, while scores for the Dog-Owner Interaction subscale were significantly lower during the COVID-19 lockdown. Our study confirmed that service dogs, like other pets, were a source of emotional support for their owners during the COVID-19 lockdown. However, people with disabilities found their relationship with their service dog costlier (e.g., my dog makes too much mess). Our study highlights that, in extreme situations, characteristics of a human-animal relationship can be exacerbated in both positive and negative ways.

Emotion Facial Processing in Children With Autism Spectrum Disorder: A Pilot Study of the Impact of Service Dogs.

Processing and recognizing facial expressions are key factors in human social interaction. Past research suggests that individuals with autism spectrum disorder (ASD) present difficulties to decode facial expressions. Those difficulties are notably attributed to altered strategies in the visual scanning of expressive faces. Numerous studies have demonstrated the multiple benefits of exposure to pet dogs and service dogs on the interaction skills and psychosocial development of children with ASD. However, no study has investigated if those benefits also extend to the processing of facial expressions. The aim of this study was to investigate if having a service dog had an influence on facial expression processing skills of children with ASD. Two groups of 15 children with ASD, with and without a service dog, were compared using a facial expression recognition computer task while their ocular movements were measured using an eye-tracker. While the two groups did not differ in their accuracy and reaction time, results highlighted that children with ASD owning a service dog directed less attention toward areas that were not relevant to facial expression processing. They also displayed a more differentiated scanning of relevant facial features according to the displayed emotion (i.e., they spent more time on the mouth for joy than for anger, and vice versa for the eyes area). Results from the present study suggest that having a service dog and interacting with it on a daily basis may promote the development of specific visual exploration strategies for the processing of human faces.

Visual Exploration and Observation of Real-Life Interactions Between Children with ASD and Service Dogs.

Two original studies explored relationships between visual attention of children with ASD (candidates for receiving a service dog) and their behaviors during their first interaction with a service dog. The first study consisted in video behavioural analyses of 16 children with ASD interacting with a service dog. During the interaction with a service dog, the time children with ASD spent looking towards social items vs objects was associated with how they interacted with the service dog. The second study was exploratory (i.e. 6 children), using the same behavioural approach but coupled with eye-tracking data. The more children with ASD looked at both their parent and the evaluator, as opposed to inanimate items, the more they interacted with the service dog.

Contextual odors modulate the visual processing of emotional facial expressions: An ERP study.

We studied the time course of the cerebral integration of olfaction in the visual processing of emotional faces during an orthogonal task asking for detection of red-colored faces among expressive faces. Happy, angry, disgust, fearful, sad, and neutral faces were displayed in pleasant, aversive or no odor control olfactory contexts while EEG was recorded to extract event-related potentials (ERPs). Results indicated that the expressive faces modulated the cerebral responses at occipito-parietal, central and central-parietal electrodes from around 100 ms and until 480 ms after face onset. The response was divided in different successive stages corresponding to different ERP components (P100, N170, P200 and N250 (EPN), and LPP). The olfactory contexts influenced the ERPs in response to facial expressions in two phases. First, regardless of their emotional content, the response to faces was enhanced by both odors compared with no odor approximately 160 ms after face-onset at several central, centro-parietal and left lateral electrodes. The topography of this effect clearly depended on the valence of odors. Then, a second phase occurred, but only in the aversive olfactory context, which modulated differentially the P200 at occipital sites (starting approximately 200 ms post-stimulus) by amplifying the differential response to expressions, especially between emotional neutrality and both happiness and disgust. Overall, the present study suggests that the olfactory context first elicits an undifferentiated effect around 160 ms after face onset, followed by a specific modulation at 200 ms induced by the aversive odor on neutral and affectively congruent/incongruent expressions.

Unexpected behavioural consequences of preterm newborns' clothing.

Restrictions of preterm newborns' movements could have consequences ranging from stress enhancement to impairment of their motor development. Therefore, ability to freely express motor activities appears crucial for their behavioural and physiological development. Our aim was to evaluate behavioural issues of two types of clothing used in NICU. We observed 18 healthy 34-37 post-conception week-old preterm newborns, during resting periods, when they were undisturbed by any interventions. Newborns wore either light clothing (bodysuit and a light wrapping) or heavy clothing (pyjamas, cardigan and sleep-sack). The percentages of time each subject spent in different postures were compared between clothing situations. Arm and hand postures differed in relation to clothing: babies bent their arms more and held their hands nearer their heads when in bodysuits than when in sleepwear. Consequently, babies in bodysuits spent more time touching their body or their environment whereas the others generally were touching nothing. Self-touch is an important way to comfort one's self. Heavy clothing may impair self-soothing behaviours of preterm newborn babies that already lack other forms of contact. Results suggest that more attention should be paid to apparently routine and marginal decisions such as choice of clothes.