ArticleBrain sciences2020
Facial Emotion Recognition in Children and Adolescents with Specific Learning Disorder.
Article in Brain sciences, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed, 31 citations in OpenAlex.
- Decoding emotions: The unique and combined roles of callous-unemotional traits and anxiety in facial emotion recognition in children.Development and psychopathology · 2025Article
- The Mediation Role of Emotion Regulation in the Relationship Between Anxiety and Depression in University Students with Specific Learning Disorder.Healthcare (Basel, Switzerland) · 2025Article
- An assessment of dynamic facial emotion recognition and theory of mind in children with ADHD: An eye-tracking study.PloS one · 2024Article
- Understanding Mental Health in Developmental Dyslexia: A Scoping Review.International journal of environmental research and public health · 2023Article
- Facial Emotion Recognition Deficit in Children with Moderate/Severe Obstructive Sleep Apnea.Brain sciences · 2022Article
- Emotion Recognition Skill in Specific Learning Disorder and Attention-Deficit Hyperactivity Disorder.Alpha psychiatry · 2022Article
- Impact of Three Kinds of Early Interventions on Developmental Profile in Toddlers with Autism Spectrum Disorder.Journal of clinical medicine · 2022Article
- Neurodevelopmental Pathways: Between Pathologisation and Neurodiversity.Journal of clinical medicine · 2022Article
- Embracing the Complexity of Neurodevelopmental Disorders.Brain sciences · 2021Article
- Social Cognition in Neurodevelopmental Disorders and Epilepsy.Frontiers in neurology · 2021Article
Corrections and comments
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Authors and funding
8 authors at 4 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSome recent studies suggest that children and adolescents with different neurodevelopmental disorders perform worse in emotions recognition through facial expressions (ER) compared with typically developing peers. This impairment is also described in children with Specific Learning Disorders (SLD), compromising their scholastic achievement, social functioning, and quality of life. The purpose of our study is to evaluate ER skills in children and adolescents with SLD compared to a control group without learning disorders, and correlate them with intelligence and executive functions. MATERIALS AND
methodsOur work is a cross-sectional observational study. Sixty-three children and adolescents aged between 8 and 16 years, diagnosed with SLD, and 32 sex/age-matched controls without learning disorders were recruited. All participants were administered standardized neuropsychological tests, evaluating facial emotion recognition (NEPSY-II), executive functions (EpiTrack Junior), and intelligence profile (WISC-IV).
resultsEmotion recognition mean score was significantly lower in the SLD group than in the controls group on the Mann-Whitney U test for unpaired samples (
conclusionOur study showed that children and adolescents with Specific Learning Disorders have facial emotion recognition impairment when compared with a group of peers without learning disorders. ER abilities were independent of their global intelligence but potentially related to executive functions.
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