Evidence map›Paper›PMID 33599886›Full record

ArticleChild psychiatry and human development2022

Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder.

Denise Davidson, Elizabeth Hilvert, Adrien M Winning, Michael Giordano

Abstract read
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In one paragraph

Article in Child psychiatry and human development, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Denise DavidsonPsychology Department, Loyola University Chicago, 1032 W. Sheridan Road, Chicago, IL, 60660, USA. ddavids@luc.edu.ORCID 0000-0003-2280-351X
Elizabeth HilvertWaisman Center, University of Wisconsin-Madison, Madison, WI, 53705, USA.
Adrien M WinningPsychology Department, Loyola University Chicago, 1032 W. Sheridan Road, Chicago, IL, 60660, USA.
Michael GiordanoPsychology Department, Loyola University Chicago, 1032 W. Sheridan Road, Chicago, IL, 60660, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

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.

Indexed as

Autism Spectrum DisorderChildEmotionsGuiltHappinessHumansRecognition, PsychologyAutism spectrum disorderBasic and self-conscious emotionsChildrenEmotion recognitionMind reading intervention

Identifiers

PMID33599886

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.