Emotion perception in music in high-functioning adolescents with Autism Spectrum Disorders

Eve Marie Quintin; Anjali Bhatara; Hélène Poissant; Eric Fombonne; Daniel J. Levitin

doi:10.1007/s10803-010-1146-0

Emotion perception in music in high-functioning adolescents with Autism Spectrum Disorders

Eve Marie Quintin, Anjali Bhatara, Hélène Poissant, Eric Fombonne, Daniel J. Levitin

Research output: Contribution to journal › Article › peer-review

55 Scopus citations

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	https://doi.org/10.1007/s10803-010-1146-0
State	Published - Sep 2011
Externally published	Yes

Keywords

Adolescence
Autism spectrum disorders
Emotion
Music

ASJC Scopus subject areas

Developmental and Educational Psychology

Access to Document

10.1007/s10803-010-1146-0

Cite this

@article{84b99f9ec3d549a5b6348146924699cb,

title = "Emotion perception in music in high-functioning adolescents with Autism Spectrum Disorders",

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.",

keywords = "Adolescence, Autism spectrum disorders, Emotion, Music",

author = "Quintin, {Eve Marie} and Anjali Bhatara and H{\'e}l{\`e}ne Poissant and Eric Fombonne and Levitin, {Daniel J.}",

note = "Funding Information: Acknowledgments This paper is submitted in partial fulfillment of the requirements for the doctoral degree (Ph.D.) in Psychology at Universit{\'e} du Qu{\'e}bec {\`a} Montr{\'e}al by the first author. The research was supported in part by doctoral grants to EMQ by FQRSC and the Canadian Autism Research Training Program, and by research grants to DJL from NAAR/Autism Speaks (#1066), NSERC (#221875-10), and the John and Ethelene Gareau Foundation. We would like to thank the participants and their families; the English Montreal Schoolboard, Summit School, Montreal Children{\textquoteright}s Hospital; Pamela Heaton for guidance and advice; Annie Coulter, Many Black, Shirley Elliott, and Bianca Levy for help with testing and recruiting participants; Bennett Smith and Karle-Philip Zamor for technical assistance.",

year = "2011",

month = sep,

doi = "10.1007/s10803-010-1146-0",

language = "English (US)",

volume = "41",

pages = "1240--1255",

journal = "Journal of Autism and Developmental Disorders",

issn = "0162-3257",

publisher = "Springer New York",

number = "9",

}

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.

N1 - Funding Information: Acknowledgments This paper is submitted in partial fulfillment of the requirements for the doctoral degree (Ph.D.) in Psychology at Université du Québec à Montréal by the first author. The research was supported in part by doctoral grants to EMQ by FQRSC and the Canadian Autism Research Training Program, and by research grants to DJL from NAAR/Autism Speaks (#1066), NSERC (#221875-10), and the John and Ethelene Gareau Foundation. We would like to thank the participants and their families; the English Montreal Schoolboard, Summit School, Montreal Children’s Hospital; Pamela Heaton for guidance and advice; Annie Coulter, Many Black, Shirley Elliott, and Bianca Levy for help with testing and recruiting participants; Bennett Smith and Karle-Philip Zamor for technical assistance.

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 -

Emotion perception in music in high-functioning adolescents with Autism Spectrum Disorders

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this