Recent Innovations in Psychology

Recent Innovations in Psychology

Comparison of Reading Facial Emotion in Children with Developmental Dyslexia and Normal Children

Document Type : Original Article

Authors
Maryam Gholamzadeh 1
Mehdi Rezaei 2
1 MSc. in Educational Psychology,University of Birjand, Birjand, Iran
2 Assistant Professor, Department of Psychology, University of Birjand, Birjand, Iran
10.22034/rip.2025.494346.1072
Abstract
The objective of the present study was to make a comparison between emotional facial reading in children with dyslexia and that in children without dyslexia. The research method employed was a causal-comparative type. The statistical population comprised male and female students from the second to sixth grades of elementary schools in Birjand for the academic year 2023-2024. From this population, 60 students (30 with dyslexia and 30 with no dyslexia) were selected using a purposive sampling method. The collection of data was undertaken using the following instruments the Stanford-Binet Intelligence Scale – 5th Edition (SB-V); the Diagnostic Questionnaire for Specific Learning Disorder (DQSLD); and the Facial Emotion Recognition Task (FERT). The data were analyzed using multivariate analysis of variance (MANOVA). The findings indicated that there was no statistically significant difference between the two groups of dyslexic and normal children in their ability to recognize happiness and anger (P > 0.05). However, in terms of emotion intensity, the dyslexic group demonstrated a significant deficit in recognizing low-intensity emotions compared to the normal group. No statistically significant differences were observed in the recognition of emotions with moderate or high intensity (P > 0.05). The findings of the study indicate that children diagnosed with dyslexia exhibit deficiencies in their capacity to discern emotions, particularly in situations involving low-intensity emotions. Consequently, the recommendation is to devise training in the domain of emotional processing and regulation to enhance the social relationships of this group.
Keywords
dyslexia
facial emotion recognition
learning disabilities

Subjects

References

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Alizadeh, H., Delavar, A., Sadeghian, Z., & Sharifi, A. (2023). Development and psychometric properties of DSM-5 based diagnostic questionnaire for specific learning disorder with specifiers: Reading, writing and mathematics (Teacher Form). Journal of Learning Disabilities, 12(2), 63-79. (In Persian). https://doi.org/10.22098/jld.2023.11088.2028

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5th edition. American Psychiatric Pub.URL: https://www.psychiatry.org/psychiatrists/

Amiri, A., Ghasempour, A., Fahimi, S., Abolghasemi, A., Akbari, E., Agh, A., & Fakhari, A. (2012). Recognition of facial expression of emotion in patients with obsessive-compulsive disorder and average people. Armaghan Danesh, 17 (1), 30-39 (In Persian). URL: http://armaghanj.yums.ac.ir/article-1-272-fa.html

Banks, L. M., O'Fallon, T., Hameed, S., Usman, S. K., Polack, S., & Kuper, H. (2022). Disability and the achievement of universal health coverage in the maldives. PloS One, 17(12), 0278292. https://doi.org/10.1371/journal.pone.0278292

Barisnikov, K., Thomasson, M., Stutzmann, J., & Lejeune, F. (2021). Sensitivity to emotion intensity and recognition of emotion expression in neurotypical children. Children (Basel, Switzerland), 8(12), 1108. http://dx.doi.org/10.3390/children8121108

Baron-Cohen, S., Golan, O., & Ashwin, E. (2009). Can emotion recognition be taught to children with autism spectrum conditions?. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 364(1535), 3567-3574. https://doi.org/10.1098/rstb.2009.0191

Bauminger, N., Edelsztein, H. S., & Morash, J. (2005). Social information processing and emotional understanding in children with LD. Journal of Learning Disabilities, 38(1), 45-61. https://doi.org/10.1177/00222194050380010401

Bayrami, M., Hashemi, T., Shadbafi, M. (2018). The compression of emotional problems, hyper activity and conduct disorders in students with learning disabilities in reading, mathematics and normal students. Rooyesh, 7(7), 231_244 (In Persian). URL: http://frooyesh.ir/article-1-616-fa.html

Boada, L., Lahera, G., Pina-Camacho, L., Merchán-Naranjo, J., Díaz-Caneja, C. M., Bellón, J. M., Ruiz-Vargas, J. M., & Parellada, M. (2020). Social cognition in autism and schizophrenia spectrum disorders: The same but different?. Journal of Autism and Developmental Disorders, 50(8), 3046-3059. https://doi.org/10.1007/s10803-020-04408-4

Buchanan, T. W., Bibas, D., & Adolphs, R. (2010). Associations between feeling and judging the emotions of happiness and fear: Findings from a large-scale field experiment. PloS one, 5(5), 10640. https://doi.org/10.1371/journal.pone.0010640

Ciray, R. O., & Turan, S. (2024). Searching the underlying mechanisms of specific learning disorder: An emotion recognition and social cognition aspect for Turkish clinical youth population. Applied Neuropsychology. Child, 13(3), 239_-245. https://doi.org/10.1080/21622965.2022.2156290

Dimitrovsky, L., Spector, H., Levy-Shiff, R., & Vakil, E. (1998). Interpretation of facial expressions of affect in children with learning disabilities with verbal or nonverbal deficits. Journal of Learning Disabilities, 31(3), 286-312. https://doi.org/10.1177/002221949803100308

Ebrahimi, M., Karami, G., Barazandeh Choghaee, S., & Bagiyan Kulehmarz, M. (2015). An intervention in social adjustment and reducing impulsive behaviors of male students with mathematical learning disabilities: Efficiency and effectiveness of parents with Adlerian approach. Journal of Learning Disabilities, 5(1), 7-31(In Persian). URL: https://jld.uma.ac.ir/article_361.html

Ekman, P., & Freisen, W. V. (1976). Pictures of facial affect. Palo Alto, CA: Consulting Psychologists Press. URL: https://cir.nii.ac.jp/crid/1370567187526327572

Eloranta, A. K., Närhi, V., Ahonen, T., & Aro, T. (2019). Does childhood reading disability or its continuance into adulthood underlie problems in adult-Aage psychosocial well-being? A follow-up study. Scientific Studies of Reading, 23(4), 273-286. https://doi.org/10.1080/10888438.2018.1561698

Farid, F., Kamkary, K., Safarinia, M., & Afroz, S. (2015). The comparison of diagnostic validity of new version of Tehran- Stanford Binet intelligence scales (TSB-5) and Wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disability. Journal of Learning Disabilities, 4(2), 70_83. (In Persian). URL: https://jld.uma.ac.ir/article_262.html

Fox, E., Lester, V., Russo, R., Bowles, R. J., Pichler, A., & Dutton, K. (2000). Facial expressions of emotion: Are angry faces detected more efficiently?. Cognition & Emotion, 14(1), 61-92. https://doi.org/10.1080/026999300378996

Frith, C. D., & Frith, U. (2007). Social cognition in humans. Current Biology: CB, 17(16), 724-732. https://doi.org/10.1016/j.cub.2007.05.068

Ghasempour, A., Narimani, M., Abolghasemi, A., Hasanzade, S. (2013). Comparison of emotion facial expression from recognition in paranoid schizophrenia, disorganized schizophrenia and control people. J Ilam Uni Med Sci, 21(6), 114-124 (In Persian). URL: http://sjimu.medilam.ac.ir/article-1-485-en.html

Gibbons, A., & Warne, R. T. (2019). First publication of subtests in the Stanford-Binet 5, WAIS-IV, WISC-V, and WPPSI-IV. Intelligence, 75, 9-18. http://dx.doi.org/10.31234/osf.io/9z8xv

Girli, A. (2016). Examining sensory differences of children with autism in early childhood: Effects of school and home settings. International Journal of Human Sciences, 13(1), 518. http://dx.doi.org/10.14687/Ijhs.v13i1.3520

Goulème, N., Gerard, C. L., & Bucci, M. P. (2017). Postural control in children with dyslexia: effects of emotional stimuli in a Dual-Task environment. Dyslexia (Chichester, England), 23(3), 283-295. https://doi.org/10.1002/dys.1559

Halberstadt, A., Denham, S., & Dunsmore, J. (2001). Affective social competence. Social Development, 10, 79-119. http://dx.doi.org/10.1111/1467-9507.00150

Herba, C. M., Landau, S., Russell, T., Ecker, C., & Phillips, M. L. (2006). The development of emotion-processing in children: Effects of age, emotion, and intensity. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47(11), 1098-1106. https://doi.org/10.1111/j.1469-7610.2006.01652.x

Herba, C., & Phillips, M. (2004). Annotation: Development of facial expression recognition from childhood to adolescence: behavioural and neurological perspectives. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 45(7), 1185-1198. https://doi.org/10.1111/j.1469-7610.2004.00316.x

Holder, H. B., & Kirkpatrick, S. W. (1991). Interpretation of emotion from facial expressions in children with and without learning disabilities. Journal of Learning Disabilities, 24(3), 170-177. https://doi.org/10.1177/002221949102400305

Kronbichler, M., Wimmer, H., Staffen, W., Hutzler, F., Mair, A., & Ladurner, G. (2008). Developmental dyslexia: Gray matter abnormalities in the occipitotemporal cortex. Human Brain Mapping, 29(5), 613-625. https://doi.org/10.1002/hbm.20425

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Naeim, M., Rezaei Sharif, A., & Didar, F. (2020). A comparative analysis of alexithymia, cognitive self-consciousness, and enthusiasm to school in students with and without specific learning disorders, Journal of Learning Disabilities, 9(4), 114-132. (In Persian) URL: https://jld.uma.ac.ir/article_957.html

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Pastorino, G. M. G., Operto, F. F., Padovano, C.,Vivenzio, V., Scuoppo, C., Pastorino, N., Roccella, M., Vetri, L., Carotenuto, M., & Coppola, G. (2021). Social cognition in neurodevelopmental disorders and epilepsy. Frontiers in Neurology, 12, 658823. http://dx.doi.org/10.3389/fneur.2021.658823

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References
Albayrak, Z., Tayyib Kadak, M., Gözde Akkın Gürbüz, H., & Doğangün, B. (2022). Emotion recognition skill in specific learning disorder and attention-deficit hyperactivity disorder. Alpha Psychiatry, 23(6), 268-273. https://doi.org/10.5152/alphapsychiatry.2022.22219
Alizadeh, H., Delavar, A., Sadeghian, Z., & Sharifi, A. (2023). Development and psychometric properties of DSM-5 based diagnostic questionnaire for specific learning disorder with specifiers: Reading, writing and mathematics (Teacher Form). Journal of Learning Disabilities, 12(2), 63-79. (In Persian). https://doi.org/10.22098/jld.2023.11088.2028
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5th edition. American Psychiatric Pub.URL: https://www.psychiatry.org/psychiatrists/
Amiri, A., Ghasempour, A., Fahimi, S., Abolghasemi, A., Akbari, E., Agh, A., & Fakhari, A. (2012). Recognition of facial expression of emotion in patients with obsessive-compulsive disorder and average people. Armaghan Danesh, 17 (1), 30-39 (In Persian). URL: http://armaghanj.yums.ac.ir/article-1-272-fa.html
Banks, L. M., O'Fallon, T., Hameed, S., Usman, S. K., Polack, S., & Kuper, H. (2022). Disability and the achievement of universal health coverage in the maldives. PloS One, 17(12), 0278292. https://doi.org/10.1371/journal.pone.0278292
Barisnikov, K., Thomasson, M., Stutzmann, J., & Lejeune, F. (2021). Sensitivity to emotion intensity and recognition of emotion expression in neurotypical children. Children (Basel, Switzerland), 8(12), 1108. http://dx.doi.org/10.3390/children8121108
Baron-Cohen, S., Golan, O., & Ashwin, E. (2009). Can emotion recognition be taught to children with autism spectrum conditions?. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 364(1535), 3567-3574. https://doi.org/10.1098/rstb.2009.0191
Bauminger, N., Edelsztein, H. S., & Morash, J. (2005). Social information processing and emotional understanding in children with LD. Journal of Learning Disabilities, 38(1), 45-61. https://doi.org/10.1177/00222194050380010401
Bayrami, M., Hashemi, T., Shadbafi, M. (2018). The compression of emotional problems, hyper activity and conduct disorders in students with learning disabilities in reading, mathematics and normal students. Rooyesh, 7(7), 231_244 (In Persian). URL: http://frooyesh.ir/article-1-616-fa.html
Boada, L., Lahera, G., Pina-Camacho, L., Merchán-Naranjo, J., Díaz-Caneja, C. M., Bellón, J. M., Ruiz-Vargas, J. M., & Parellada, M. (2020). Social cognition in autism and schizophrenia spectrum disorders: The same but different?. Journal of Autism and Developmental Disorders, 50(8), 3046-3059. https://doi.org/10.1007/s10803-020-04408-4
Buchanan, T. W., Bibas, D., & Adolphs, R. (2010). Associations between feeling and judging the emotions of happiness and fear: Findings from a large-scale field experiment. PloS one, 5(5), 10640. https://doi.org/10.1371/journal.pone.0010640
Ciray, R. O., & Turan, S. (2024). Searching the underlying mechanisms of specific learning disorder: An emotion recognition and social cognition aspect for Turkish clinical youth population. Applied Neuropsychology. Child, 13(3), 239_-245. https://doi.org/10.1080/21622965.2022.2156290
Dimitrovsky, L., Spector, H., Levy-Shiff, R., & Vakil, E. (1998). Interpretation of facial expressions of affect in children with learning disabilities with verbal or nonverbal deficits. Journal of Learning Disabilities, 31(3), 286-312. https://doi.org/10.1177/002221949803100308
Ebrahimi, M., Karami, G., Barazandeh Choghaee, S., & Bagiyan Kulehmarz, M. (2015). An intervention in social adjustment and reducing impulsive behaviors of male students with mathematical learning disabilities: Efficiency and effectiveness of parents with Adlerian approach. Journal of Learning Disabilities, 5(1), 7-31(In Persian). URL: https://jld.uma.ac.ir/article_361.html
Ekman, P., & Freisen, W. V. (1976). Pictures of facial affect. Palo Alto, CA: Consulting Psychologists Press. URL: https://cir.nii.ac.jp/crid/1370567187526327572
Eloranta, A. K., Närhi, V., Ahonen, T., & Aro, T. (2019). Does childhood reading disability or its continuance into adulthood underlie problems in adult-Aage psychosocial well-being? A follow-up study. Scientific Studies of Reading, 23(4), 273-286. https://doi.org/10.1080/10888438.2018.1561698
Farid, F., Kamkary, K., Safarinia, M., & Afroz, S. (2015). The comparison of diagnostic validity of new version of Tehran- Stanford Binet intelligence scales (TSB-5) and Wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disability. Journal of Learning Disabilities, 4(2), 70_83. (In Persian). URL: https://jld.uma.ac.ir/article_262.html
Fox, E., Lester, V., Russo, R., Bowles, R. J., Pichler, A., & Dutton, K. (2000). Facial expressions of emotion: Are angry faces detected more efficiently?. Cognition & Emotion, 14(1), 61-92. https://doi.org/10.1080/026999300378996
Frith, C. D., & Frith, U. (2007). Social cognition in humans. Current Biology: CB, 17(16), 724-732. https://doi.org/10.1016/j.cub.2007.05.068
Ghasempour, A., Narimani, M., Abolghasemi, A., Hasanzade, S. (2013). Comparison of emotion facial expression from recognition in paranoid schizophrenia, disorganized schizophrenia and control people. J Ilam Uni Med Sci, 21(6), 114-124 (In Persian). URL: http://sjimu.medilam.ac.ir/article-1-485-en.html
Gibbons, A., & Warne, R. T. (2019). First publication of subtests in the Stanford-Binet 5, WAIS-IV, WISC-V, and WPPSI-IV. Intelligence, 75, 9-18. http://dx.doi.org/10.31234/osf.io/9z8xv
Girli, A. (2016). Examining sensory differences of children with autism in early childhood: Effects of school and home settings. International Journal of Human Sciences, 13(1), 518. http://dx.doi.org/10.14687/Ijhs.v13i1.3520
Goulème, N., Gerard, C. L., & Bucci, M. P. (2017). Postural control in children with dyslexia: effects of emotional stimuli in a Dual-Task environment. Dyslexia (Chichester, England), 23(3), 283-295. https://doi.org/10.1002/dys.1559
Halberstadt, A., Denham, S., & Dunsmore, J. (2001). Affective social competence. Social Development, 10, 79-119. http://dx.doi.org/10.1111/1467-9507.00150
Herba, C. M., Landau, S., Russell, T., Ecker, C., & Phillips, M. L. (2006). The development of emotion-processing in children: Effects of age, emotion, and intensity. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47(11), 1098-1106. https://doi.org/10.1111/j.1469-7610.2006.01652.x
Herba, C., & Phillips, M. (2004). Annotation: Development of facial expression recognition from childhood to adolescence: behavioural and neurological perspectives. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 45(7), 1185-1198. https://doi.org/10.1111/j.1469-7610.2004.00316.x
Holder, H. B., & Kirkpatrick, S. W. (1991). Interpretation of emotion from facial expressions in children with and without learning disabilities. Journal of Learning Disabilities, 24(3), 170-177. https://doi.org/10.1177/002221949102400305
Kronbichler, M., Wimmer, H., Staffen, W., Hutzler, F., Mair, A., & Ladurner, G. (2008). Developmental dyslexia: Gray matter abnormalities in the occipitotemporal cortex. Human Brain Mapping, 29(5), 613-625. https://doi.org/10.1002/hbm.20425
Kudo, M. F., Lussier, C. M., & Swanson, H. L. (2015). Reading disabilities in children: A selective meta-analysis of the cognitive literature. Research in Developmental Disabilities, 40, 51-62. https://doi.org/10.1016/j.ridd.2015.01.002
Lievore, R., Cardillo, R., & Mammarella, I. C. (2024). Let's face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders. Development and Psychopathology, 1-13. https://doi.org/10.1017/S0954579424000038
Metsala, J. L., Galway, T. M., Ishaik, G., & Barton, V. E. (2017). Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities. Child Neuropsychology: A Journalon Normal and Abnormal Development in Childhood and Adolescence, 23(5), 609-629. http://dx.doi.org/10.1080/09297049.2016.1205012
Montagne, B., Kessels, R. P., De Haan, E. H., & Perrett, D. I. (2007). The emotion recognition task: A paradigm to measure the perception of facial emotional expressions at different intensities. Perceptual and motor skills, 104(2), 589-598. https://doi.org/10.2466/pms.104.2.589-598
Mosavyan, E., & Nejati, S. F. (2016). The investigation of facial affect recognition in people with psychological symptoms based on SCL-90-R scale. Social Cognition, 5(1), 113-129 (In Persian). URL: https://sc.journals.pnu.ac.ir/article_2931.html
Muktamath, V. R., Hegde, P., & Chand, S. (2022). Types of specific learning disability. IntechOpen. http://dx.doi.org/10.5772/Intechopen.100809
Naeim, M., Rezaei Sharif, A., & Didar, F. (2020). A comparative analysis of alexithymia, cognitive self-consciousness, and enthusiasm to school in students with and without specific learning disorders, Journal of Learning Disabilities, 9(4), 114-132. (In Persian) URL: https://jld.uma.ac.ir/article_957.html
Operto, F. F., Pastorino, G. M. G., Stellato, M., Morcaldi, L., Vetri, L., Carotenuto, M., Viggiano, A., & Coppola, G. (2020). Facial emotion recognition in children and adolescents with specific learning disorder. Brain Science, 10, 473. https://doi.org/10.3390/brainsci10080473
Ouherrou, N., Elhammoumi, O., Benmarrakchi, F., & el Kafi, J. (2019). Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment. Education and Information Technologies, 24, 1777-1792. http://dx.doi.org/10.1007/s10639-018-09852-5
Pastorino, G. M. G., Operto, F. F., Padovano, C.,Vivenzio, V., Scuoppo, C., Pastorino, N., Roccella, M., Vetri, L., Carotenuto, M., & Coppola, G. (2021). Social cognition in neurodevelopmental disorders and epilepsy. Frontiers in Neurology, 12, 658823. http://dx.doi.org/10.3389/fneur.2021.658823
Piko, B. F., & Dudok, R. (2023). Strengths and difficulties among adolescent with and without specific learning disorders (SLD). Children (Basel, Switzerland), 10(11), 1741. https://doi.org/10.3390/children10111741
Richlan, F., Kronbichler, M., & Wimmer, H. (2011). Meta-analyzing brain dysfunctions in dyslexic children and adults. NeuroImage, 56(3), 1735-1742. https://doi.org/10.1016/j.neuroimage.2011.02.040
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  • Receive Date 16 December 2024
  • Revise Date 10 January 2025
  • Accept Date 22 January 2025
  • First Publish Date 29 January 2025