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Interpretation of Emotion From Facial Expressions in Children With and Without Learning Disabilities

Harrlett B. Holder earned her MA in developmental learning from The University of Alabama in Huntsville and is currently a teacher of children with learning disabilities.

Sue W. Kirkpatrick

Sue W. Kirkpatrick is professor of psychology at The University of Alabama in Huntsville. She received her doctoral degree from The Ohio State University. Address: Sue W. Kirkpatrick, Department of Psychology, The University of Alabama in Huntsville, Huntsville, AL 35899.

The accuracy and time required for children with and without learning disabilities to interpret emotions when restricted to information from facial expressions, and the accuracy of those interpretations, were investigated. Ninety-six children participated; an equal number of males and females were included in both learning categories and age levels. Accuracy and response time on a modified version of Pictures of Facial Affect were recorded for the emotions of fear, sadness, surprise, anger, happiness, and disgust, as well as for the entire task. Three-way ANOVAs revealed children with learning disabilities to (a) be less accurate interpreters of emotion and (b) spend more time identifying specific emotions. Both age and sex influenced response time: Younger subjects required more time to interpret the emotions of fear and anger; males spent more time interpreting happiness. Younger females with learning disabilities displayed difficulty in interpretation, and older children with learning disabilities (particularly males) were rapid, but often inaccurate, interpreters of emotion.

Journal of Learning Disabilities, Vol. 24, No. 3, 170-177 (1991)
DOI: 10.1177/002221949102400305


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