scholarly journals Empathic Accuracy in Adolescent Girls with Turner Syndrome

2021 ◽  
Author(s):  
M. Klabunde ◽  
A. Piccirilli ◽  
J. Bruno ◽  
M. Gendron ◽  
A. L. Reiss
Keyword(s):  
Social Cognition ◽  
Turner Syndrome ◽  
Treatment Strategies ◽  
Tracking Task ◽  
Empathic Accuracy ◽  
Control Line ◽  
Social Deficits ◽  
Typically Developing ◽  
Line Tracking ◽  
Visual Motor

AbstractTo examine the potential mechanisms underlying social deficits in Turner Syndrome, we administered the empathic accuracy task (EAT) -a naturalistic social cognition task- and a (control) visual-motor line-tracking task to 14 girls with TS was compared to 12 age-matched typically developing girls (TD; ages 12 to 17). Empathic accuracy was compared across positive and negative emotionally valanced videos. We found that TS differs from TD on empathic accuracy ratings for negative videos; no differences were detected for the positive videos or for the control line tracking task. Thus, our findings suggest impaired detection of negatively valanced empathic interactions in TS and may help inform the future development of social-cognition treatment strategies for girls with TS.

scholarly journals Empathic accuracy in adolescent girls with Turner Syndrome

2020 ◽  
Author(s):  
Megan Klabunde ◽  
Aaron Piccirilli ◽  
Jennifer Bruno ◽  
Maria Gendron ◽  
Allan L Reiss
Keyword(s):  
Turner Syndrome ◽  
Tracking Task ◽  
Empathic Accuracy ◽  
Group Differences ◽  
Control Line ◽  
Social Deficits ◽  
Typically Developing ◽  
Social Challenges ◽  
Visual Spatial ◽  
Line Tracking

Objective: Girls and women with Turner Syndrome (TS) demonstrate social challenges and difficulties identifying negative emotions, specifically fear. Previous studies suggest that social deficits in TS could be associated with theory of mind (TOM) difficulties or visual-spatial processing abnormalities. To further examine the potential mechanisms underlying social deficits in TS, we administered the empathic accuracy task, a naturalistic social cognition task. Method: The performance of 14 girls with TS was compared to 12 age-matched typically developing girls (ages 12 to 17) on an empathic accuracy task and a (control) visual-motor line-tracking task. Empathic accuracy was compared across positive and negative emotionally valanced videos. Results: We found that girls with TS differ from typically developing girls on empathic accuracy ratings for negative videos; no differences were detected for the positive videos. No between group differences were found on the control line tracking task. Conclusion: Our findings expand upon the previously detected affect recognition problems in TS to also include impaired detection of negatively valanced empathic interactions. Such difficulties for girls with TS could contribute to their social deficits and anxiety. Results from this study provide important information about gene-body-brain interactions and their influence on emotion processing and empathic accuracy during adolescence.

scholarly journals Atypical Functional Brain Activation During a Multiple Object Tracking Task in Girls With Turner Syndrome: Neurocorrelates of Reduced Spatiotemporal Resolution

2010 ◽  
Vol 115 (2) ◽  
pp. 140-156 ◽  
Author(s):  
Elliott A. Beaton ◽  
Joel Stoddard ◽  
Song Lai ◽  
John Lackey ◽  
Jianrong Shi ◽  
...  
Keyword(s):  
Object Tracking ◽  
Turner Syndrome ◽  
Cognitive Impairments ◽  
Multiple Object Tracking ◽  
Tracking Task ◽  
Neural Activation ◽  
Typically Developing ◽  
Spatiotemporal Resolution ◽  
Frontoparietal Network ◽  
Multiple Object

Abstract Turner syndrome is associated with spatial and numerical cognitive impairments. We hypothesized that these nonverbal cognitive impairments result from limits in spatial and temporal processing, particularly as it affects attention. To examine spatiotemporal attention in girls with Turner syndrome versus typically developing controls, we used a multiple object tracking task during functional magnetic resonance (fMRI) imaging. Participants actively tracked a target among six distracters or passively viewed the animations. Neural activation in girls with Turner syndrome during object tracking overlapped with but was dissimilar to the canonical frontoparietal network evident in typically developing controls and included greater limbic activity. Task performance and atypical functional activation indicate anomalous development of cortical and subcortical temporal and spatial processing circuits in girls with Turner syndrome.

scholarly journals Altered Brain Structure in Infants with Turner Syndrome

2019 ◽  
Vol 30 (2) ◽  
pp. 587-596 ◽  
Author(s):  
M L Davenport ◽  
E Cornea ◽  
K Xia ◽  
J J Crowley ◽  
M W Halvorsen ◽  
...  
Keyword(s):  
Turner Syndrome ◽  
Behavioral Problems ◽  
Brain Structure ◽  
Genetic Disorder ◽  
Estrogen Therapy ◽  
Occipital Cortex ◽  
Typically Developing ◽  
Older Individuals ◽  
Older Children ◽  
Increased Risk

Abstract Turner syndrome (TS) is a genetic disorder affecting approximately 1:2000 live-born females. It results from partial or complete X monosomy and is associated with a range of clinical issues including a unique cognitive profile and increased risk for certain behavioral problems. Structural neuroimaging studies in adolescents, adults, and older children with TS have revealed altered neuroanatomy but are unable to identify when in development differences arise. In addition, older children and adults have often been exposed to years of growth hormone and/or exogenous estrogen therapy with potential implications for neurodevelopment. The study presented here is the first to test whether brain structure is altered in infants with TS. Twenty-six infants with TS received high-resolution structural MRI scans of the brain at 1 year of age and were compared to 47 typically developing female and 39 typically developing male infants. Results indicate that the typical neuroanatomical profile seen in older individuals with TS, characterized by decreased gray matter volumes in premotor, somatosensory, and parietal-occipital cortex, is already present at 1 year of age, suggesting a stable phenotype with origins in the prenatal or early postnatal period.

Naturalistic social cognition: Empathic accuracy in mixed-sex dyads.

1990 ◽  
Vol 59 (4) ◽  
pp. 730-742 ◽  
Author(s):  
William Ickes ◽  
Linda Stinson ◽  
Victor Bissonnette ◽  
Stella Garcia
Keyword(s):  
Social Cognition ◽  
Empathic Accuracy

From emotion resonance to empathic understanding: A social developmental neuroscience account

2008 ◽  
Vol 20 (4) ◽  
pp. 1053-1080 ◽  
Author(s):  
Jean Decety ◽  
Meghan Meyer
Keyword(s):  
Social Cognition ◽  
Cognitive Neuroscience ◽  
Developmental Disorders ◽  
Developmental Psychology ◽  
Treatment Strategies ◽  
Autism Spectrum ◽  
Developmental Neuroscience ◽  
Neural Dysfunctions ◽  
Neural Underpinnings ◽  
The Impact

AbstractThe psychological construct of empathy refers to an intersubjective induction process by which positive and negative emotions are shared, without losing sight of whose feelings belong to whom. Empathy can lead to personal distress or to empathic concern (sympathy). The goal of this paper is to address the underlying cognitive processes and their neural underpinnings that constitute empathy within a developmental neuroscience perspective. In addition, we focus on how these processes go awry in developmental disorders marked by impairments in social cognition, such as autism spectrum disorder, and conduct disorder. We argue that empathy involves both bottom-up and top-down information processing, underpinned by specific and interacting neural systems. We discuss data from developmental psychology as well as cognitive neuroscience in support of such a model, and highlight the impact of neural dysfunctions on social cognitive developmental behavior. Altogether, bridging developmental science and cognitive neuroscience helps approach a more complete understanding of social cognition. Synthesizing these two domains also contributes to a better characterization of developmental psychopathologies that impacts the development of effective treatment strategies.

Toward a Taxonomy of Automobile Driving: I. Tracking

1966 ◽  
Vol 22 (3) ◽  
pp. 759-762 ◽  
Author(s):  
Nathaniel J. Ehrlich
Keyword(s):  
Mathematical Biophysics ◽  
Automobile Driving ◽  
Tracking Task ◽  
Constant Speed ◽  
The Other ◽  
Tracking Performance ◽  
Error Feedback ◽  
Public Road ◽  
Straight Line ◽  
Line Tracking

An experiment was conducted to explore the characteristics of straight line tracking performance in automobile driving. Two Ss were used in driving an automobile on a public road at 50, 60, 70, and 80 mph. Photographic records were made of the track of the automobile while the drivers were instructed simply to “drive as straight as possible” at a constant speed. An analysis of the tracking records indicates that different strategies were being employed by the two drivers. One corresponded to the mathematical biophysics formulation of Rashevsky (avoidance of lateral boundaries) while the other operated under the more familiar psychological laboratory tracking task (direct error-feedback). The experiment is an exploratory effort in the microcharacteristics of automobile driving.

scholarly journals Visual motor integration in children with and without reading disability

2020 ◽  
Vol 11 (4) ◽  
pp. 6486-6489
Author(s):  
Ganapathy Sankar U ◽  
Monisha R
Keyword(s):  
Learning Disabilities ◽  
Reading Disability ◽  
Primary Schools ◽  
Peer Group ◽  
Full Range ◽  
Early Years ◽  
Assessment Procedure ◽  
Typically Developing ◽  
Visual Motor Integration ◽  
Visual Motor

Where there are few occupational therapists in regular practice, and an educational psychologist and special educators conducted the majority of the assessment procedure and evaluation of children with visual-motor integration (VMI). They consider assessing children with VMI as similar to the assessment of children with research instruments, and the availability of the trained occupational therapist was limited. VMI is generally expressed as the ability of the child to integrate visual perception input and to coordinate it with limb movements for the execution of motor activities in sequential order. A child with impaired VMI skills fails to execute motor- based activity. We evaluated the visual-motor integration (VMI) in children with and without reading disabilities (RDs) in the primary schools of Mudichur. Full Range Test of Visual-Motor Integration (FRTVMI) was used to evaluate the visual-motor integration among children. A total of 20 children recruited from primary schools in Mudichur. Every parent of the children gave the willingness to participate in the study; 10 children were already diagnosed as having RDs, whereas the remaining 10 children were age-matched typically developing children. The results indicated that children with reading disability scored poor on the FRTVMI than the typically developing age-matched peer-group children. The results support the impairment in visual-motor integration is strongly related to learning disabilities, and the therapist should educate teachers of primary schools to refer children with learning disabilities. However, there is a need for strong assessment among children’s to quantify their skills in reading and writing, and it is vital to diagnose children in the early years to avoid academic failures. Teachers were in need to be educated to refer children are who are suspected of being at risk for RDs in school settings.

scholarly journals JOINT ATTENTION AND THE MENTAL MODEL OF PRESCHOOL CHILDREN WITH ATYPICAL DEVELOPMENT

2020 ◽  
pp. 96-123
Author(s):  
Yana K. Smirnova
Keyword(s):  
Social Cognition ◽  
Preschool Children ◽  
Joint Attention ◽  
Mental Model ◽  
Social Characteristics ◽  
Typically Developing ◽  
Speech Impairment ◽  
Typically Developing Children ◽  
Primary Defect ◽  
Atypical Development

Relevance. The article discusses the relationship between the development of joint (shared) attention of a child with an adult, and the social and cognitive development of the child. Based on previous studies of typically developing children that demonstrate their participation and responsiveness to fundamental social characteristics, it is significant to identify manifestations of atypical joint attention when a child does not register which object (event) or which aspects of this object (event) are the focus of an interlocutor’s attention. The question of which aspects of joint attention are related to the normative development of the child makes this relevant for comparing groups with different forms of atypical development. For the study, the main indicator of understanding the intentions of the other in the direction of view was used, as one of the aspects of joint attention. Objective. To compare the development of social cognition and joint attention among typically developing children and children with various forms of atypical development in order to identify the correlation between the theory of mind and cognitive lesion. Methods. In a sample of preschool children with typical development and of those with mental retardation, hearing impairment, speech impairment, or visual impairment (N = 90), the following methods were used to evaluate the children’s understanding of the intentions, desires, and interests of others by their behavioral manifestations: “Test for Erroneous Opinion”, “Sally-Ann”; the “What does Charlie want?” task, and others. The task was also used to assess the child’s ability to use the direction of a character’s gaze in a picture to determine the person’s intentions. Results. We identified the “primary psychological” characteristics of the atypical development of the child, which prioritize violations of social communication. Several variations of the violation of joint attention were singled out by determining a person’s intentions by the direction of their gaze. It was shown that determining intentions by the direction of gaze is associated with the normative age formation of the child. Symptoms of deficiency in this skill vary depending on the specifics of the child’s atypical development. Conclusions. Secondary deviations in the development of social cognition are specific to a particular primary defect. The limited inflow of information in the event of a violation of the analyzer creates unusual conditions in the children’s accumulation of the experience of social interaction that is necessary to form a mental model.

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