How children with head injury represent real and deceptive emotion in short narratives

Author(s): Barnes, M. A., Wilkinson, M., Humphreys, R. P.

Journal/Book: Brain Lang. 1998; 61: 525 B St, Ste 1900, San Diego, CA 92101-4495. Academic Press Inc Jnl-Comp Subscriptions. 450-483.

Abstract: Narratives are not only about events, but also about the emotions those events elicit. Understanding a narrative involves not just the affective valence of implied emotional states, but the formation of an explicit mental representation of those states, in turn, this representation provides a mechanism that particularizes emotion and modulates its display, which then allows emotional expression to be modified according to particular contexts. This includes understanding that a character may feel an emotion but inhibit its display or even express a deceptive emotion. We studied how 59 school-aged children with head injury and 87 normally-developing age-matched controls understand real and deceptive emotions in brief narratives. Children with head injury showed less sensitivity than controls to how emotions are expressed in narratives. While they understood the real emotions in the text, and could recall what provoked the emotion and the reason for concealing it, they were less able than controls to identify deceptive emotions. Within the head injury group, factors such as an earlier age at head injury and frontal lobe contusions were associated with poor understanding of deceptive emotions. The results are discussed in terms of the distinction between emotions as felt and emotions as a cognitive framework for understanding other people's actions and mental states. We conclude that children with head injury understand emotional communication, the spontaneous externalization of real affect, but not emotive communication, the conscious, strategic modification of affective signals to influence others through deceptive facial expressions.

Note: Review Dennis M, Hosp Sick Children, Dept Psychol Res, 555 Univ Ave, Toronto, ON M5G 1X8, CANADA

Keyword(s): TRAUMATIC BRAIN INJURY; PRAGMATIC LANGUAGE-SKILLS; MAGNETIC-RESONANCE; LEARNING-DISABILITIES; EXPRESSIVE BEHAVIOR; HEMISPHERE LESIONS; FACIAL EXPRESSIONS; DAMAGED PATIENTS; BASIC EMOTIONS; DISPLAY RULES

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