EFFECTS OF NARRATION ON EMOTION RECOGNITION AND LABELLING IN CHILDREN WITH AUTISM THROUGH CARTOON VIEWING

Abstract

The study compared the learning rate of emotion labelling and contextual reasoning in three children with autism using video clips of cartoons. The emotions used in this study were happy, sad, frightened and angry. Subjects were allocated into two different conditions. In one condition, parents provided narration only for happy and frightened. In the other condition, narration was made available only for sad and angry. It was found that emotion recognition and labelling improved more for the emotions with narration, which also positively affected the contextual comprehension of emotions. Generalisation was confirmed using a new and similar set of stimuli.