| Title |
Neural Correlates of Explicit Versus Implicit Facial Emotion Processing in ASD
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, May 2017
|
| DOI | 10.1007/s10803-017-3141-1 |
| Pubmed ID | |
| Authors |
Christina Luckhardt, Anne Kröger, Hannah Cholemkery, Stephan Bender, Christine M. Freitag |
| Abstract |
The underlying neural mechanisms of implicit and explicit facial emotion recognition (FER) were studied in children and adolescents with autism spectrum disorder (ASD) compared to matched typically developing controls (TDC). EEG was obtained from N = 21 ASD and N = 16 TDC. Task performance, visual (P100, N170) and cognitive (late positive potential) event-related-potentials, as well as coherence were compared across groups. TDC showed a task-dependent increase and a stronger lateralization of P100 amplitude during the explicit task and task-dependent modulation of intra-hemispheric coherence in the beta band. In contrast, the ASD group showed no task dependent modulation. Results indicate disruptions in early visual processing and top-down attentional processes as contributing factors to FER deficits in ASD. |
X Demographics
The data shown below were collected from the profiles of 7 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Germany | 3 | 43% |
| Chile | 1 | 14% |
| Unknown | 3 | 43% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 6 | 86% |
| Scientists | 1 | 14% |
Mendeley readers
The data shown below were compiled from readership statistics for 119 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 119 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 22 | 18% |
| Student > Master | 21 | 18% |
| Student > Doctoral Student | 12 | 10% |
| Student > Bachelor | 12 | 10% |
| Student > Postgraduate | 8 | 7% |
| Other | 13 | 11% |
| Unknown | 31 | 26% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 37 | 31% |
| Neuroscience | 14 | 12% |
| Medicine and Dentistry | 8 | 7% |
| Agricultural and Biological Sciences | 4 | 3% |
| Social Sciences | 4 | 3% |
| Other | 13 | 11% |
| Unknown | 39 | 33% |
Attention Score in Context
This research output has an Altmetric Attention Score of 4. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 16 May 2017.
All research outputs
#7,670,027
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#2,767
of 5,240 outputs
Outputs of similar age
#116,946
of 313,729 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#53
of 99 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one has received more attention than most of these and is in the 67th percentile.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 46th percentile – i.e., 46% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 313,729 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 61% of its contemporaries.
We're also able to compare this research output to 99 others from the same source and published within six weeks on either side of this one. This one is in the 46th percentile – i.e., 46% of its contemporaries scored the same or lower than it.