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The Interpretation of Emotion from Facial Expression for Children with Visual Processing Problems

Published online by Cambridge University Press:  26 February 2016

G. L. Robinson  and
P. R. Whiting
G. L. Robinson*
Affiliation:
University of Newcastle, NSW, Australia
P. R. Whiting
Affiliation:
University of Sydney, NSW, Australia
*
Correspondence concerning this article should be Addressed to : Dr G.L. Robinson, Special Education Centre, University of Newcastle, Callaghan NSW 2308 Australia.
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Abstract

A significant proportion of people with learning difficulties have social problems, which are often considered to be the product of school failure. However, a number of studies have suggested that these social skill problems may relate to the inability to decode subtle visual cues of body language and facial expression. The majority of studies of facial expression, however, have viewed learning disability as a unitary condition, without taking account of specific sub‐types which may have more difficulty in processing visual cues, especially for facial emotion. This study investigated children aged 8 to 12 years who were divided into three learning disability sub‐groups: 1) a visual‐perceptual sub‐type called Irlen Syndrome (n=41); 2) a group with learning disabilities, but no indications of Irlen Syndrome (n=30); and 3) a normally achieving control group (n=31). The Irlen Syndrome sub‐group had significantly lower scores for interpreting emotion from facial expression than the two other groups. The learning disabled non‐lrlen sub‐group also had significantly lower scores than the control group, but with much smaller levels of significance than those between the Irlen and control groups.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 27 , Issue 2 , 2003 , pp. 50 - 67
Copyright
Copyright © The Australian Association of Special Education 2003

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