Higher order emotion identification : comparing children with blindness to typically developing peers

Abstract

Identifying higher-order emotional states of others is an important aspect of emotional development, as it is central to achieving emotional competence, which is a prerequisite for both immediate and long-term functional outcomes. The accurate identification of higher-order emotions allows for imputing the emotional and mental states of others. It presupposes the ability to put oneself in the place of another and to take the other person’s psychological perspective, also known as Theory of Mind. Higher-order emotions are complex in nature, consisting of cognitive as well as affective components, and are often reliant on visual input. Lack of vision has a profound impact on a child’s development. Amongst others, children with blindness have been shown to have difficulties in identifying primary emotions in others, and they are also delayed in developing Theory of Mind. However, they have also been shown to overcome the latter (temporary) delay. The question now arises as to whether their ability to identify higher-order emotions differs from that of peers with typical development, and, if so, whether these differences vary with age. The purpose of this study was therefore to compare the levels of accuracy with which children with blindness across the age range of 8;0 to 11;11 (years; months) identify higher-order emotions in others from voice recordings, as compared to peers with typical development. Upon passing a screening procedure, the emotion identification skills of 20 participants with blindness (Cohort 1) and 20 participants without disabilities (Cohort 2) were tested using the voice task of the Cambridge Mindreading Face-Voice Battery for Children. Participants were matched on age, gender, and race. In addition, cognitive and English language skills were comparable. The higher-order emotions tested were as follows: unfriendly, disappointed, amused, nervous, undecided, loving, bothered, jealous, and embarrassed. Overall, children with blindness identified higher-order emotions with significantly less accuracy than peers with typical development (8;0-11;11 years; months of age) at a 5% significance level. When age subgroups were compared within in each cohort, older children (10;0-11;11 years; months) identified higher-order emotions with significantly greater levels of accuracy than younger children (8;0-9;11 years; months). Age subgroup comparisons across cohorts showed no significant difference in the levels of accuracy with which younger children identified higher-order emotions, while older children with blindness showed significantly lower levels of higher-order emotion identification accuracy than peers with typical development.