| Full text | |
| Author(s): |
Patrícia Pereira de Araújo
[1]
;
João Paulo Gois
[2]
;
Camila Domeniconi
[3]
;
Priscila Benitez
[4]
;
Carlos Barbosa Alves de Souza
[5]
;
Maria Clara de Freitas
[6]
;
Diogo Trevisan
[7]
Total Authors: 7
|
| Affiliation: | [1] Universidade Federal do ABC - Brasil
[2] Universidade Federal do ABC - Brasil
[3] Universidade Federal de São Carlos - Brasil
[4] Universidade Federal do ABC - Brasil
[5] Universidade Federal do Pará - Brasil
[6] Universidade Estadual de Londrina - Brasil
[7] Universidade Estadual de Mato Grosso do Sul - Brasil
Total Affiliations: 7
|
| Document type: | Journal article |
| Source: | Psicologia : ciência e profissão; v. 44, 2024-04-29. |
| Abstract | |
Abstract: This study evaluated the recognition (imitation, identity, and identification) and naming of negative (anger and sadness) and positive (joy and surprise) emotional stimuli alongside the influence of the types of stimuli (social-female, social-male, family, and emoji) in children and young adults with autism and Down syndrome, via tasks applied by the family and mediated by technological resources, during the COVID-19 pandemic. Five children and two young adults with autism and one child and two young adults with Down syndrome participated. Identity, recognition, naming, and imitation tasks were planned and implemented using facial stimuli with evaluative (without differential consequence) and teaching (with differential consequence, tips, and learning criteria) functions, aiming at the emergence of emotional naming from the recognition teaching tasks. The baseline results showed that, for participants who had a shorter response time for the same gender, the response time difference was on average 57.28% lower. Regarding the emotional valence, 50% of the participants showed differences in the correct answers, depending on the positive and negative valence, and 66.66% showed differences in the response time depending on the emotional valence. After the teaching procedure, the participants showed a greater number of correct answers in the tasks, regardless of the stimulus type and emotional valence, creating an opportunity for generalizing learning of emotion recognition and naming, in addition to consolidating the feasibility of teaching strategies mediated by technological resources and applied by family members. (AU) | |
| FAPESP's process: | 19/25795-2 - Evaluation of computerized teaching protocols |
| Grantee: | Marcelo Salvador Caetano |
| Support Opportunities: | Regular Research Grants |