Abstract
This study examined the effect of competing auditorily and visually presented word cues on emotion recognition ability in high-functioning adolescents with autism spectrum disorders (ASD). Adolescents with ASD were compared to typical controls on computer-based tasks of emotion recognition. Participants were asked to make a determination about the emotion expressed by a face presented alone, with competing visually-presented word stimuli, and with competing auditorily-presented word stimuli. Individuals with autism were more proficient at recognizing emotions in faces when competing word cues were consistent with the emotion in the face than when they were inconsistent or irrelevant, and all participants were more accurate in emotion recognition when competing word cues were presented auditorily rather than visually, and when competing word cues were consistent as opposed to inconsistent or irrelevant. Contrary to hypothesized results, individuals with autism did as well as controls in making determinations about emotions in faces when competing word cues were inconsistent with the emotion in the faces. Implications of the findings are discussed.
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