Emotion recognition software

In References on June 26, 2009 at 5:39 am

Lacava, Golan, Baron-Coehen, & Myles (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome. Remedial and Special Education, 28, 174-181.


The first time I saw the term of autism spectrum conditions. How is this term different from ASD?


Often individuals with ASC have difficulties recognizing emotions –especially complex emotions that require mentalizing (e.g., embarrassed, jealous, sarcastic) in both themselves and others (Bauminger, 2004; Capps, Yirmiya, & Sigman, 1992; Hillier & Allinson, 2002).


Theory of mind (TOM) is one conceptualization used to describe the social impairment in ASC (Baron-Cohen, 1989, 1995). According to this theory, individuals with ASC have an inherent disability in terms of putting themselves in someone else’s shoes or understanding the psychological perspective of others. That is, they have trouble imputing meaning, emotion, and intent to others. Deficits in this area are critical to effective social interaction, which to a great extent is predicated on understanding what other people are thinking or feeling.


TOM difficulties in autism have recently been considered from a different perspective – that of empathizing. Whereas TOM includes understanding what others may be thinking or feeling, empathizing includes the ability to not only identify the emotions and mental states of others but also use that information to respond to them with a appropriate reaction (Baron-Cogen, 2003; Baron-Cohen, Wheelwright, Lawson, Griffin, & Hill, 2002; Lawson, Baron-Cohen, & Wheelwright, 2004).


Silver & Oakes (2001) taught children with ASC to predict and recognize emotions in others using a computer-based intervention called the Emotions Trainer.  Participants between the ages of 12 and 18 included in either autism or Asperger syndrome (AS). The computer intervention was used 10 times over a 2-week period for 30 min each time. The program consisted of five sections that included asking the user to choose the correct emotion out of four choices describing photographed facial expressions, situations or events, and objects and descriptive captions. Compared to the control group, the experimental group improved their ability to identify emotions in story and cartooned situations that triggered an emotional response, but not their recognition of emotion in photographed facial expressions, on which both intervention and control groups showed improvements.


Mind Reading: The Interactive Guide to Emotions (Baron-Cohen, Golan, Wheelwright, & Hill, 2004), an interactive software program designed to teach ER in a systematic and comprehensive format.


After 10 to 15 weeks of using Mind Reading, the adults with ASC improved the recognition of complex emotion and mental states (e.g., intimate, insincere) from both faces and voices but there were problems with generalization to other tasks that were not covered in Mind Reading (Golan & Baron-Cohen, 2006a).  In the children’s study, the intervention group improved on complex ER from faces and voices and on the ability to generalize this skill to novel emotional voices and pictures of the eye region (Baron-Cohen, Wheelwright, Spong, Scahill, & Lawson, 20010), suggesting improved generalization compared to adult software users (Golan, 2006)



 Two girls and six boys with AS.

ASDS = Asperger Syndrome Diagnostic Scale (Myles et al., 2001)


 Study design:

A nonequivalent pretest-posttest experimental group design.

ER pretest-> a 10-week intervention phase  à ER protest


Independent variable: Mind Reading computer software program

Dependent variables: two CAM-C scores, C-FAT, and RMF-C scores.


Wilcoxon signed-rank tests were carried out to determine any statistically significant differences on participants’ performance on the three pre-and posttest measures.

The differences between the pre-ad posttest performances on all three measures were statistically significant for all tasks.


The strength of Mind Reading: Treatment Integrity was checked automatically.

Social validity was checked as well.


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: