Abstract
Individuals with Autism Spectrum Disorders (ASD) succeed at a range of musical tasks. The ability to recognize musical emotion as belonging to one of four categories (happy, sad, scared or peaceful) was assessed in high-functioning adolescents with ASD (N = 26) and adolescents with typical development (TD, N = 26) with comparable performance IQ, auditory working memory, and musical training and experience. When verbal IQ was controlled for, there was no significant effect of diagnostic group. Adolescents with ASD rated the intensity of the emotions similarly to adolescents with TD and reported greater confidence in their responses when they had correctly (vs. incorrectly) recognized the emotions. These findings are reviewed within the context of the amygdala theory of autism.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1240-1255 |
| Number of pages | 16 |
| Journal | Journal of Autism and Developmental Disorders |
| Volume | 41 |
| Issue number | 9 |
| DOIs | |
| State | Published - Sep 2011 |
| Externally published | Yes |
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Keywords
- Adolescence
- Autism spectrum disorders
- Emotion
- Music
ASJC Scopus subject areas
- Developmental and Educational Psychology
Cite this
Emotion perception in music in high-functioning adolescents with Autism Spectrum Disorders. / Quintin, Eve Marie; Bhatara, Anjali; Poissant, Hélène; Fombonne, Eric; Levitin, Daniel J.
In: Journal of Autism and Developmental Disorders, Vol. 41, No. 9, 09.2011, p. 1240-1255.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Emotion perception in music in high-functioning adolescents with Autism Spectrum Disorders
AU - Quintin, Eve Marie
AU - Bhatara, Anjali
AU - Poissant, Hélène
AU - Fombonne, Eric
AU - Levitin, Daniel J.
PY - 2011/9
Y1 - 2011/9
N2 - Individuals with Autism Spectrum Disorders (ASD) succeed at a range of musical tasks. The ability to recognize musical emotion as belonging to one of four categories (happy, sad, scared or peaceful) was assessed in high-functioning adolescents with ASD (N = 26) and adolescents with typical development (TD, N = 26) with comparable performance IQ, auditory working memory, and musical training and experience. When verbal IQ was controlled for, there was no significant effect of diagnostic group. Adolescents with ASD rated the intensity of the emotions similarly to adolescents with TD and reported greater confidence in their responses when they had correctly (vs. incorrectly) recognized the emotions. These findings are reviewed within the context of the amygdala theory of autism.
AB - Individuals with Autism Spectrum Disorders (ASD) succeed at a range of musical tasks. The ability to recognize musical emotion as belonging to one of four categories (happy, sad, scared or peaceful) was assessed in high-functioning adolescents with ASD (N = 26) and adolescents with typical development (TD, N = 26) with comparable performance IQ, auditory working memory, and musical training and experience. When verbal IQ was controlled for, there was no significant effect of diagnostic group. Adolescents with ASD rated the intensity of the emotions similarly to adolescents with TD and reported greater confidence in their responses when they had correctly (vs. incorrectly) recognized the emotions. These findings are reviewed within the context of the amygdala theory of autism.
KW - Adolescence
KW - Autism spectrum disorders
KW - Emotion
KW - Music
UR - http://www.scopus.com/inward/record.url?scp=82755161911&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=82755161911&partnerID=8YFLogxK
U2 - 10.1007/s10803-010-1146-0
DO - 10.1007/s10803-010-1146-0
M3 - Article
C2 - 21181251
AN - SCOPUS:82755161911
VL - 41
SP - 1240
EP - 1255
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 0162-3257
IS - 9
ER -