Emotion Comprehension Research Articles

Towards Improving E-Commerce Customer Review Analysis for Arabic Language Opinion Mining

In recent years, the rapid development of Internet-related technologies has facilitated the widespread adoption of online purchasing as a convenient means of satisfying consumer needs. Conducting sentiment analysis on user reviews on e-commerce platforms can substantially improve customer satisfaction. In order to resolve this issue, we propose a novel model for sentiment analysis that employs hybrid deep learning ensembles, combining RNN and TreeLSTM with AraBERT as the word embedding. Our research concentrates on creating a hybrid deep-learning model to predict Arabic sentiment accurately. We employ deep learning models with various word embeddings, such as RNN, LSTM, BiLSTM, TreeLSTM, RNN-LSTM, RNN-BiLSTM, and RNN-TreeLSTM. Multiple open-access datasets are used to evaluate the efficacy of the proposed model, including the BRAD dataset, the ARD dataset, and merged datasets containing 610,600 items. The experimental findings indicate that our proposed model is well-suited for evaluating the sentiments expressed in Arabic texts. Our strategy starts with extracting features using the Arabert model, followed by developing and training five hybrid deep-learning models. We attained a significant accuracy improvement of 0.9409 when comparing our method to traditional and hybrid deep learning techniques. This demonstrates that our proposed model precisely analyzes sentiment. These findings are important for enhancing the comprehension of emotions conveyed in Arabic text and have practical implications for various applications, especially e-commerce. By accurately assessing sentiment, businesses can better comprehend customer preferences and enhance consumer satisfaction by enhancing their offerings.

Multi-Modal Emotional Understanding in AI Virtual Characters: Integrating Micro-Expression-Driven Feedback within Context-Aware Facial Micro-Expression Processing Systems

To engage users, AI Virtual Characters must comprehend emotions. The paper develops and evaluates Chinese-specific context-aware facial micro-expression processing algorithms and feedback mechanisms to improve AI virtual characters' multi-modal emotional comprehension in Chinese culture. Specialized algorithms were used to collect and evaluate Chinese micro-expressions and assess AI virtual characters' emotional comprehension in user interactions. Chinese participants of various ages, genders, and places were recruited for micro-expression recognition to ensure cultural inclusion. A comprehensive method collected quantitative and qualitative data. We integrated interview and AI virtual character feedback with quantitative indicators like emotion recognition accuracy, user engagement, and micro-expression intensity. In the study, demographics affect emotion recognition accuracy and age, gender, and location-specific virtual avatars increase emotional resonance. A study demonstrated that context influences micro-expression interpretation, particularly in distinguishing urban and rural surprise and grief. Textual micro-expression recommendations and real-time AI character expression modifications increased accuracy and user experience. Micro-expressions, visual and auditory cues, and physiological reactions are linked, requiring multimodal signal processing for emotional awareness. Interactive virtual help, gaming, and education may benefit from culturally appropriate AI characters. Deep learning, multimodal fusion, and explainable AI are used in AI emotional interaction theory and technique. Finally, using Chinese cultural intricacies, our study improves AI virtual character multi-modal emotional comprehension. Culturally sensitive AI personalities and emotional AI technologies are developed using context-aware face micro-expression analysis algorithms and feedback systems.

Emotional understanding: a training study with Pakistani preschoolers

ABSTRACT This study was conducted to investigate whether a translated and adapted conversational training programme enhances emotion understanding in preschool children. Given the lack of such research in Pakistan (and outside the West in general), the training study reported here was conceived to fill this gap. Thirty-nine 5- to 6-year-olds at two school sites were randomly assigned to training and control groups, after screening for emotional and behavioural problems. The participants were pre- and post-tested on Emotional Comprehension after an 8-week intervention. Children from both groups listened to the translated and adapted version of the ‘Stories of Jack and Theo’, rich in mental state language. Children from the training group participated in conversations about the mental states of the story characters and themselves using semi-structured conversational procedures, while children from the control group were engaged in board games mediated by an adult. The findings showed that children in the training group outperformed those in the control group on emotional comprehension even after statistically controlling for earlier executive function and working memory.

Advancing sentiment classification through a population game model approach

Computational Sentiment Analysis involves the automation of human emotion comprehension by categorizing sentiments as positive, negative, or neutral. In the contemporary digital environment, the extensive volume of social media content presents significant challenges for manual analysis, thereby necessitating the development and implementation of automated analytical tools. To address the limitations of existing techniques, which heavily rely on machine learning and extensive dataset pre-training, we propose an innovative unsupervised approach for sentiment classification. This novel methodology is grounded in game theory concepts, particularly the population game model, offering a promising solution by circumventing the need for extensive training procedures. We extract two textual features from review comments, namely context score and emotion score. Leveraging lexicon databases and numeric scores, this cognitive mathematical framework is language-independent. Competitive results are demonstrated across various domains (hotels, restaurants, electronic devices, etc.), and the efficacy of the proposed work is validated in two languages (English and Hindi). The highest accuracy recorded for the English domain dataset is 89%, while electronic Hindi reviews attain an 84% accuracy rate. The proposed model exhibits domain and language independence, validated through statistical analyses confirming the significance of the findings. The framework demonstrates noteworthy rationality and coherence in its outcomes.

Reminiscing Goals and Behavior as Predictors of Child Psychological Functioning

ABSTRACT Research has shown links between parent-child emotion reminiscing and socio-emotional outcomes, yet little research has investigated why parents talk about emotions with their children and how this relates to children’s development. The purpose of this study was to explore how parents’ self-reported goals and observed behavior in emotion reminiscing predict children’s psychological functioning. Recruited from both clinical and community settings in Australia, 54 children aged 8–12-years old engaged in an emotion reminiscing conversation task with their parent. Conversations were coded on emotion and elaborative quality. Parents reported their reminiscing goals using the Caregiver Reminiscing Scale-Revised (CRS-R), and both parent and child reported on the child’s psychological functioning. After including associated covariates, six hierarchical regression models were conducted to assess for unique associations of parents’ goals and behavior with each of the child’s psychological functioning indicators. Child-reported internalizing difficulties (C-INT) were predicted by peer relationship goals, whereas parent-reported internalizing (p-INT) and externalizing difficulties (p-EXT) were uniquely predicted by behavior control goals. Emotion comprehension was uniquely predicted by memory skill goals, and cognitive errors were uniquely predicted by children’s emotion exploration during emotion reminiscing. Rumination was not uniquely predicted by reminiscing goals or behavior. This study highlights the importance of considering parents’ emotion reminiscing goals: for future longitudinal research, and in reminiscing interventions for children with mental health difficulties.

Promoting theory of mind and emotion understanding in preschool settings: an exploratory training study.

This new exploratory study is part of a larger ongoing follow-up project. Its specific aim was to verify whether an innovative European Program, primarily designed to enhance children's social and emotional learning, led to gains in theory of mind and emotion understanding when implemented in preschool settings. Thirty-four children (mean age: 56.4 months; SD: 10.1; range: 40-70 months) participated in the study. They were randomly and equally divided into a training group and a control group. The training sample completed eight linguistic-conversational activities drawn from the Program, in groups of 5 to 6 children, over 8 weeks. The activities were based on listening to stories and/or watching videos and then thinking and talking about the inner world (thoughts and emotions) of the story characters as well as the participants' own inner states. During the training phase, the children in the control group engaged in drawing or free play activities. At both the pre-test and post-test phases of the study, all the children completed a language test, a battery of theory of mind (ToM) tasks (including 'change of location' and 'unexpected content' tasks), and the Test of Emotion Comprehension which evaluates nine components of emotion understanding (EU). The validated national versions of the tests were administered in all cases. Significant differences were identified between the training and control groups. Indeed, the participants in the Program training activities, which were based on conversational exchanges between an adult and a group of children, as well as among the children themselves, outperformed the control participants on both overall theory of mind and overall emotion understanding. A more detailed analysis showed that the training group outperformed the control group in relation to both specific components of EU and the 'change of location' ToM task. The results of this exploratory study suggest that the Program is effective at enhancing preschoolers' social understanding and thus merits implementation in preschool settings.

Comparison of Emotional Comprehension and Emotional Expression by Type of Fairy Tale by Adolescents With Developmental Disabilities

Comparison of Emotional Comprehension and Emotional Expression by Type of Fairy Tale by Adolescents With Developmental Disabilities

Relationship between emotion comprehension, vocabulary, and verbal working memory in intellectual developmental disorders: involvement of verbal reasoning skills

ABSTRACT This study investigated the role of language-related abilities in emotion comprehension among young people with non-specific intellectual developmental disorders (NS-IDDs). Forty children and adolescents with NS-IDDs completed tasks assessing emotion comprehension, receptive vocabulary, verbal reasoning skills, and verbal working memory. Results showed that emotion comprehension was better predicted by comprehension of abstract words and verbal working memory, and that these two predictors were themselves predicted by verbal reasoning skills. These results therefore suggest a link between emotion understanding and verbal reasoning, which could be mediated by abstract vocabulary and verbal working memory. These findings provide insight into the relationships between emotion comprehension and language-related abilities in NS-IDDs.

Single point motion kinematics convey emotional signals in children and adults.

This study investigates whether humans recognize different emotions conveyed only by the kinematics of a single moving geometrical shape and how this competence unfolds during development, from childhood to adulthood. To this aim, animations in which a shape moved according to happy, fearful, or neutral cartoons were shown, in a forced-choice paradigm, to 7- and 10-year-old children and adults. Accuracy and response times were recorded, and the movement of the mouse while the participants selected a response was tracked. Results showed that 10-year-old children and adults recognize happiness and fear when conveyed solely by different kinematics, with an advantage for fearful stimuli. Fearful stimuli were also accurately identified at 7-year-olds, together with neutral stimuli, while, at this age, the accuracy for happiness was not significantly different than chance. Overall, results demonstrates that emotions can be identified by a single point motion alone during both childhood and adulthood. Moreover, motion contributes in various measures to the comprehension of emotions, with fear recognized earlier in development and more readily even later on, when all emotions are accurately labeled.

Pitying Antiochus: Italian Humanism and the Philology of Compassion

ABSTRACT The study of emotions has been prominent within medieval and early modern studies. However, much remains to be explored, particularly regarding how literature might shed light on broader cultural outlooks and the construction and application of specific emotions in past societies. This article delves into Italian humanist culture’s comprehension and utilisation of a particular emotion: compassion. By closely examining the literary reception of an ancient story – Valerius Maximus’ exemplum of Seleucus, Antiochus, and Stratonica – in the writings of four humanists: Boccaccio, Petrarch, Bruni, and Manetti, the article proposes what might be described as a ‘philology of compassion’. It demonstrates how the various renditions of the tale predominantly revolve around compassion, revealing the debates within the humanist community concerning the nature of this emotion, its ethical and political significance, and those to whom it should be most directed.

Advancements in EEG Emotion Recognition: Leveraging Multi-Modal Database Integration

This paper addresses the limitations of relying solely on facial expressions for emotion recognition by proposing an advanced approach that emphasizes continuous monitoring of electroencephalography (EEG) signals. Recognizing the potential for deception in facial expressions, our study leverages the growing interest in EEG signals, tapping into advancements in deep learning and machine learning. By optimizing the configuration of EEG electrodes, our approach enhances the accuracy of emotion classification systems, offering a streamlined solution. The proposed multi-input system refines EEG-based emotion recognition efficiency and integrates facial expression analysis to enhance overall system effectiveness. Through the application of brain heat map topographies and facial expression recognition, our system, employing just nine electrodes, outperforms basic emotion recognition setups. Experimental results validate that combining facial expression analysis with EEG signals provides a more comprehensive and accurate understanding of human emotions. This innovative approach holds significance across various sectors, including healthcare, psychology, and human–computer interaction. The paper introduces a novel multi-input system approach, collaboratively fusing two powerful deep learning algorithms: two Convolutional Neural Networks (CNNs). The proposed EEG-based CNN algorithm achieves an efficiency of 87.43%, rising to 91.21% when integrated with the DeepFace CNN. The seamless integration of facial expressions and brain topographies enables the system to efficiently harness abundant information from both modalities, ensuring a thorough comprehension of human emotions. By capitalizing on the combined advantages of analyzing facial expressions and EEG-derived brain topography, this avant-garde technique substantially improves both precision and efficiency in emotion recognition systems. This enhancement establishes a foundation for the introduction of innovative applications across a spectrum of fields.

The Influence of Perceived over Qualification on Innovative Behaviour of University Teachers: An Investigation based on Organizational Trust and Self Efficacy

The purpose of this research was to determine how organizational trust and self-efficacy mediate the relationship between perceived qualifications and innovative behavior. Face theory and self-evaluation were applied when analyzing data collected from university professors. Three hundred and fifty individuals participated in the study; responses were randomly selected from the primary dataset. Upon conducting SPSS’s multiple regression and correlation analyses on the data, it was determined that a significant relationship existed between the variables. According to the findings, perceived over-qualifications favorably impact innovative behavior, with organizational trust and self-efficacy acting as mediators. Perhaps these findings will contribute to our comprehension of employee emotions regarding their overqualification for positions, the mechanisms underlying organizational trust, strategies for encouraging creativity in the workplace, and considerations for employee mental well-being. Such insights will ultimately contribute to improving the work environment and the sustained prosperity of the organization.

The influence of pretend play on the cognitive and emotional development of children 3-4 years old

Introduction. Play is the leading activity of preschool age, and play with an imaginary situation (pretend play) is considered as the most significant type of play for children’s mental development, which allows this type of play to be used in the educational process as a means of teaching and developing preschool children. The purpose of this article was to assess the impact of pretend play on the cognitive and emotional development of children 3-4 years old. We assumed that (1) the play can influence the development of executive functions, imagination and understanding of emotions in children 3-4 years old, (2) the influence of the play can be different depending on which developmental mechanisms it contains more involved. Materials and methods. To test the hypotheses, a training controlled experiment design was developed. As an experimental intervention series of play sessions with an adult were conducted. Before and after the experimental intervention, the level of development of executive functions, imagination and understanding of emotions was assessed. 39 children aged 3-4 years took part in the play sessions. Play sessions were video recorded for later analysis. Results. The data obtained were analyzed in two stages. First, the results of the pre- and post-test in the experimental and control groups were compared. At the second stage, the analysis of video recordings was carried out in order to control the influence of the child's ability to stay in the play context. Thus, the test results of the same children before and after participating in the experiment (Student's paired t-test) were compared. Significant differences were identified in the indicator “Understanding the external causes of emotions” of the Test of Emotion Comprehension and the “Elaboration” of the test for imagination. Analysis of variance with control of the level of development of hot self-regulation in children at the time of participation in the experiment confirmed that the type of experimental exposure is a significant factor affecting the development of the ability to understand the external causes of emotions (F(1.36) = 3.87, p = 0.030, n2 = 0.035). Analysis of video recordings showed that children in both playing conditions to a large extent were involved in the playing and, as expected, in their play there was an emphasis on the meanings of human activity, the relationship between the characters and their feelings. The results of the conducted training experiment as a whole showed a low effectiveness of the pretend play impact even in conditions with active participation of the adult. Conclusion. The age of 3-4 years is the initial stage of the formation of both the pretend play itself, and such mental functions as imagination, self-regulation and understanding of emotions. The results of the training experiment generally showed the low effectiveness of the play influence even in conditions of active participation of the experimenter in the play. We can conclude that when planning to use the play for developmental purposes, it is important to take into account the age and individual zone of proximal development available to the child. This will allow to understand what format of pretend play with and what adult’s interventions will be most effective.

Facial expressions and identities recognition in Parkinson disease

Parkinson's Disease (PD) is associated with motor and non-motor symptoms. Among the latter are deficits in matching, identification, and recognition of emotional facial expressions. On one hand, this deficit has been attributed to a dysfunction in emotion processing. Another explanation (which does not exclude the former) links this deficit with reduced facial expressiveness in these patients, which prevents them from properly understanding or embodying emotions. To disentangle the specific contribution of emotion comprehension and that of facial expression processing in PD's observed deficit with emotions we performed two experiments on non-emotional facial expressions. In Experiment 1, a group of PD patients and a group of Healthy Controls (HC) underwent a task of non-emotional expression recognition in faces of different identity and a task of identity recognition in faces with different expression. No differences were observed between the two groups in accuracies. In Experiment 2, PD patients and Healthy Controls underwent a task where they had to recognize the identity of faces encoded through a non-emotional facial expression, through a rigid head movement, or as neutral. Again, no group differences were observed. In none of the two experiments hypomimia scores had a specific effect on expression processing. We conclude that in PD patients the observed impairment with emotional expressions is likely due to a specific deficit for emotions to a greater extent than for facial expressivity processing.

Navigating Social Waters: Understanding Theory-of-Mind Challenges in Patients with Mesial Temporal Lobe Epilepsy.

Background: Temporal lobe epilepsy is a common neurological disease that affects many areas of patients' lives, including social competence. The aim of the study was to assess theory of mind in patients with temporal lobe epilepsy and to investigate the demographic and clinical factors associated with this function. Methods: A total of 65 participants took part in the study, which included 44 patients with epilepsy and 21 demographically matched healthy individuals. The following neuropsychological tests were used to examine theory of mind: the Faux Pas Test, the Hinting Task, the Emotion Comprehension Test, and a cognitive function screen, the Montreal Cognitive Assessment. Results: Patients with epilepsy scored lower on all measures of the theory-of-mind tests. Moreover, in the clinical group, numerous moderate and strong correlations were found between the theory-of-mind tests and education, age at onset of epilepsy, lateralization of epileptic focus, cognitive status, and, to a lesser degree, number of anti-epileptic drugs, frequency of seizures, and age. In contrast, in the control group, significant correlations were found mostly between the theory-of-mind tests and sex, and, to a lesser degree, age. Education and cognitive functioning were not associated. Conclusions: Patients with epilepsy experience difficulties in theory of mind, which may have a negative impact on the quality of their social relationships. The level of theory-of-mind abilities correlates with particular clinical and demographic indicators. Recognizing these issues allows clinicians to implement tailored interventions, potentially improving patients' quality of life.

Unveiling the heart of nursing: the transformative impact of emotional intelligence on patient-centred care

The five-component model developed by Daniel Goleman serves as the primary description of emotional intelligence (EI). EI plays a significant role in the nursing profession by assisting students in acquiring traits including motivation, self-awareness, self-management, empathy, and interpersonal competence. Consequently, nurses equipped with heightened EI contribute to treatment that is both compassionate and highly collaborative. Positive impacts of EI on stress management, collaboration, and the promotion of personal and professional development have been linked to higher levels of job satisfaction. It also has a significant role in uniting healthcare workers from various backgrounds, which promotes improved communication and, eventually, improves patient care. Associations between increased levels of nurses' EI and improved interpersonal relationships, professional success, and a harmonious work-life balance emphasise the multifaceted advantages of EI in the nursing profession. Additionally, EI has a crucial role in influencing patient-nurse interactions, communication, trust, patient satisfaction, and overall outcomes. The integration of EI training into nursing education is essential, with a specific emphasis on the development of skills related to the identification, comprehension, and regulation of emotions. Continuing education and mentoring initiatives have the potential to further augment the EI of nurses. Improving healthcare outcomes and services requires an understanding of the importance of combining nursing practice and education.

Mental health nurses' empathy towards consumers with dual diagnosis: A descriptive study.

This study aimed to assess mental health nurses' empathy towards consumers with dual diagnosis in Australian mental health settings. The research question was What is mental health nurses' empathy towards consumers with co-existing mental health and drug and alcohol problems? A cross-sectional survey was carried out to understand mental health nurses' empathy. The convenience sample included 96 mental health nurses from various mental health settings with experience working with consumers with dual diagnosis. We assessed empathy using the Toronto Empathy Questionnaire. We utilised SPSS™ software to analyse both the descriptive data and multiple-regression. The mean empathy score was 47.71 (SD 8.28). The analysis of the association between demographic variables and individual subscales showed an association between the clinical setting and empathy (p = .031) and sympathetic physiological arousal (p = .049). The work sector was associated with sympathetic physiological arousal (p = .045) and conspecific altruism (p = .008). Emotional contagion (β = .98, p < .001), emotional comprehension (β = 1.02, p < .001), sympathetic physiological arousal (β = 1.01, p < .001) and conspecific altruism (β = 10.23, p < .001) predicted mental health nurses' empathy. This study found that most mental health nurses showed empathy towards consumers with dual diagnosis. Mental health nurses who are more empathetic towards their consumers experience emotional contagion. They understand emotions better, show sympathetic physiological responses and exhibit kind behaviour towards consumers. Further research is required to understand how mental health nurses adapt to consumers' emotional states in different mental health settings. This information can help clinicians make better decisions about care quality for consumers with dual diagnosis. This study addressed mental health nurses' empathy towards consumers with dual diagnosis. Mental health nurses showed increased empathy towards consumers with dual diagnosis. The empathy levels vary based on age, clinical setting, work sector and work experience. Mental health nurses' empathy levels were predicted by emotional contagion, emotion comprehension, sympathetic physiological arousal and conspecific altruism. Empathy enhancement among mental health nurses, particularly towards consumers with dual diagnosis, is crucial and should be regarded as a top priority by healthcare leaders and educators. Outlined by the Consensus-Based Checklist for Reporting of Survey Studies (CROSS). No Patient or Public Contribution.

Emotional abilities in preadolescents and adolescents with long-term cochlear implant use

ObjectivesEmotional abilities (EAs) are particularly important during preadolescence/adolescence, two challenging periods characterized by significant biological, physical, and cognitive changes. The present study attempted to a holistic EA approach in preadolescents/adolescents with cochlear implants (CI) and typical hearing (TH), considering various aspects such as perception, cognitive facilitation, comprehension, and management of emotions. A secondary aim was to identify significant demographic and audiological factors of EA development. MethodsCI/TH groups were matched for chronological age, nonverbal IQ, gender, economic income, and maternal level of education. Each group consisted of 43 participants (age range 10–18 years). EAs were evaluated by using the multi-trait/method IE-ACCME test. Auditory-linguistic assessments included participants’ lexical skills and Matrix performance as well. ResultsEA performance for perception and cognitive facilitation did not show any statistically significant CI/TH group differences (p > 0.05). Significant CI/TH differences emerged for emotion comprehension and management: CI group performed significantly worse in understanding emotional blends (t = 2.56, p = 0.014) but better in personal emotion management (t = −2.01, p = 0.048). For the CI group, gender showed statistically significant effects on cognitive facilitation in sensations, with males performing better than females (U = 129, p = 0.018). TH preadolescents showed significantly lower scores in understanding emotional changes in comparison to TH adolescents (U = 125.5, p = 0.01). Emotional blends understanding showed a weak negative correlation with Matrix performance (r = − 0.38, p = 0.013) and a moderate positive correlation with lexical skills (r = 0.40, p = 0.008). Relationships management showed various significant correlations: weak negative correlations with age at CI (r = − 0.38, p = 0.011) and Matrix performance (r = − 0.36, p = 0.016) as well as weak positive correlations with nonverbal-IQ (r = 0.38, p = 0.013) and positive moderate correlations with lexical skills (r = 0.49, p < 0.001). ConclusionCochlear implantation seems to show significant positive effects on emotional development in children, allowing them to achieve age appropriate EAs as they grow up and become preadolescents/adolescents. EA assessment in CI users may not only support monitorization of EA trajectory, but also early identification of any EA disorders, so that subjects with low EA profiles could be timely and properly intervened.

Mainly Visual Aspects of Emotional Laterality in Cognitively Developed and Highly Social Mammals-A Systematic Review.

Several studies have shown that emotions are asymmetrically represented in the human brain and have proposed three main models (the 'right hemisphere hypothesis', the 'approach-withdrawal hypothesis' and the 'valence hypothesis') that give different accounts of this emotional laterality. Furthermore, in recent years, many investigations have suggested that a similar emotional laterality may also exist in different animal taxa. However, results of a previous systematic review of emotional laterality in non-human primates have shown that some of these studies might be criticized from the methodological point of view and support only in part the hypothesis of a continuum in emotional laterality across vertebrates. The aim of the present review therefore consisted in trying to expand this survey to other cognitively developed and highly social mammals, focusing attention on mainly visual aspects of emotional laterality, in studies conducted on the animal categories of horses, elephants, dolphins and whales. The 35 studies included in the review took into account three aspects of mainly visual emotional laterality, namely: (a) visual asymmetries for positive/familiar vs. negative/novel stimuli; (b) lateral position preference in mother-offspring or other affiliative interactions; (c) lateral position preference in antagonistic interactions. In agreement with data obtained from human studies that have evaluated comprehension or expression of emotions at the facial or vocal level, these results suggest that a general but graded right-hemisphere prevalence in the processing of emotions can be found at the visual level in cognitively developed non-primate social mammals. Some methodological problems and some implications of these results for human psychopathology are briefly discussed.

Emotion Comprehension and Socio-cognitive Skills in Children with High Functioning Autism Spectrum Disorders.

This study aimed to compare socio-cognitive skills and emotion comprehension between children with Autism Spectrum Disorder (ASD) and children with neurotypical development. This quantitative, cross-sectional, controlled study involved 19 children in each group, matched by age (6-12 years) and sex. The assessments examined cognitive aspects (Intelligence Quotient was assessed using the Vocabulary and Matrix Reasoning subtests; working memory using the digit span and letter-number sequencing subtests; attention using the Continuous Performance Test - Identical Pairs; and executive functions using the Trail Making Test), social functions (Children's Social Skills, Behavior Problems, and Academic Competence Inventory), and emotion comprehension (language was assessed using the Strange Stories Test; emotional facial expressions using the digital emotion comprehension test; emotional/affective prosody using the Profiling Elements of Prosody in Speech-Communication - Brazilian Portuguese adapted version). The group with ASD exhibited better performance in executive functions (p=0.02). However, they lagged the control group in social skills (p=0.04), behavior problems (p=0.03), and emotion comprehension (language, facial expressions, and prosody) (all p<0.05). The findings indicate that children with ASD have diminished performance in social skills and emotion comprehension compared to children with neurotypical development. Therefore, the development of technologies and/or therapeutic interventions that address these deficits among children with ASD is recommended.