ABSTRACT
Background: There is an agreement among individuals from different cultures in how they judge the cuteness of a face. There are observations suggesting that some preferences may be neurobiological rather than cultural. Most of the studies conducted use adult faces with a neutral expression; however, the mechanisms involved in rating cuteness are not exactly the same as those involved in the perception of attractiveness. Furthermore, it is not always taken into account that emotional expressions influence the impression on the beauty of a face. The objective of the study is to evaluate the influence of the different emotions on the perception of cuteness of children's faces. Materials and Methods: We included 60 adults and 21 children who observed 150 photographs of children's faces expressing the six basic emotions and had to rate facial cuteness. Results: Participants gave the highest cuteness score to faces with happy emotions (mean [M] = 6.89, 95% confidence interval [CI] 6.48-7.30) and the lowest to those that expressed negative emotions (M = 5.32, 95% CI 4.87-5.78, t(160) = 5.08, P <.001). This was evidenced in adults and children of both genders, regardless of the gender of the stimulus. Conclusions: In our study, we found that facial expression generates an impact on the perception that a subject has on the cuteness of the face. The faces that show happiness were scored as more cute compared to those that expressed anger, disgust, or sadness. We suggest that expression of positive emotions, like a smile, could increase the conducts associated with caring, placing the child in a more favorable situation for the future.
Subject(s)
Emotions , Happiness , Adult , Child , Humans , Male , Female , Facial Expression , Photic StimulationABSTRACT
Introduction: Social distancing measures due to the COVID-19 pandemic prevented many children with neurodevelopmental disorders from accessing face-to-face treatments. Telerehabilitation grew at this time as an alternative therapeutic tool. In this study we analysed remote cognitive rehabilitation in neurodevelopmental disorders. Methods: This was a prospective, quasi-experimental (before-after) study that included 22 patients (mean age 9.41 years) with neurodevelopmental disorders who had telerehabilitation for over six months. Results: After six months of telerehabilitation, a statistically significant improvement was found with a large effect size in these areas: attention (sustained, selective and divided), executive functions (verbal and visual working memory, categorisation, processing speed), visuospatial skills (spatial orientation, perceptual integration, perception, simultanagnosia) and language (comprehensive and expressive). On the Weiss Functional Impairment Scale, all areas (family, learning and school, self-concept, activities of daily living, risk activities) improved with statistical significance. We found a positive correlation between the number of sessions and the improvement observed in executive functions (visual working memory, processing speed), attention (sustained attention, divided attention) and visuospatial skills (spatial orientation, perceptual integration, perception, simultanagnosia). We did not find statistical significance between the family structure and the number of sessions carried out. A high degree of perception of improvement and satisfaction was observed in the parents. Conclusions: Telerehabilitation is a safe alternative tool which, although it does not replace face-to-face therapy, can achieve significant cognitive and functional improvements in children with neurodevelopmental disorders.
ABSTRACT
INTRODUCCIÓN: En sujetos con trastorno por déficit de atención/hiperactividad (TDAH), se observan dificultades en las relaciones interpersonales que se atribuyen a una afectación en las habilidades de reconocimiento de emociones faciales. Los estudios realizados no siempre tuvieron presente la naturaleza del estímulo seleccionado en pediatría, lo cual es fundamental porque la familiaridad en los rostros, en cuanto a sus características fisonómicas, favorece el reconocimiento de las expresiones. OBJETIVO: Identificar el perfil de reconocimiento de emociones en sujetos pediátricos con TDAH, utilizando como estímulo fotos de niños y niñas. Sujetos y métodos: Estudio analítico de corte transversal de casos y controles. Se analizaron los resultados obtenidos de 54 participantes de 7-13 años divididos en dos grupos: 26 en el grupo control y 28 en el grupo con TDAH. Realizaron una evaluación con la escala de inteligencia de Wechsler para niños (WISC-V), el Conners Continuous Performance Test II (CPT-II) y el Child Affective Facial Expression set (CAFE). RESULTADOS: El grupo con TDAH mostró un rendimiento menor en el reconocimiento de emociones en general, con mayor dificultad en el reconocimiento de enojo, sorpresa y expresión neutral en particular. No se encontró una relación entre el reconocimiento de emociones y la edad, el sexo, el cociente intelectual total o las variables de atención del CPT-II. CONCLUSIONES: Los sujetos con TDAH presentan déficits en el reconocimiento de emociones, especialmente en el reconocimiento de enojo, sorpresa y expresión neutral, que podrían explicar las dificultades en la interacción y deberían tratarse dentro del marco terapéutico
INTRODUCTION: There are difficulties in relationships that are attributed to a commitment in facial emotions recognition skills in subjects with attention-deficit/hyperactivity disorder (ADHD). The studies carried out did not always take into account the nature of the stimulus selected in pediatrics, which is important because the familiarity in faces, in terms of their physiognomic characteristics, makes it easier the recognition of the expressions. AIM: To identify the profile of recognition of emotions in pediatric subjects with ADHD, using as a stimulus photos of boys and girls. Subjects and methods: Analytical cross-sectional study of cases and controls. We analyzed the results obtained from 54 participants between 7 and 13 years divided into two groups: 26 in control group and 28 in ADHD group. They conducted an assessment with the Wechsler Intelligence Scale for Children (WISC-V), Conners' Continuous Performance Test II (CPT-II), and Child Affective Facial Expression set (CAFE). RESULTS: The ADHD group showed a lower performance in recognition of emotions in general, with greater difficulty in the recognition of anger, surprise and neutral expression in particular. No relationship was found between the recognition of emotions and age, sex, total intelligence quotient or CPT-II care variables. CONCLUSIONS: The subjects with ADHD present deficits in the recognition of emotions, especially in the recognition of anger, surprise and neutral expression, which could explain the difficulties in the interaction and that should be treated within the therapeutic framework
