Facial and Auditory Recognition Abilities of Implanted Primary Schoolers.

OBJECTIVE

Emotions are often conveyed via visual and together with the auditory mode in social interaction. We aimed to investigate the ability to recognize facial and/or auditory emotions in school-aged children with cochlear implantation and healthy controls.

METHODS

All participants were asked to respond to facial emotions of Ekman and Friesen's pictures, then auditory emotions, and last, they were asked to respond to video-based dynamic synchronous facial and auditory emotions.

RESULTS

The mean accuracy rates in recognizing anger (p = 0.025), surprise (p = 0.029), and neutral (p = 0.029) faces were significantly worse in children with cochlear implants (CIs) than in healthy controls. They were significantly worse than healthy controls in recognizing all auditory emotions except auditory emotion of fear (p = 0.067). The mean accuracy rates in recognizing video-based auditory/facial emotions of surprise (p = 0.031) and neutral (p = 0.029) emotions were significantly worse in children with CIs.

CONCLUSION

The children with hearing loss were poorer in recognizing surprise, anger, and neutral facial emotions than healthy children; they had similar performance in recognizing anger emotions when both stimuli were given synchronously which may have a positive effect on social behaviors. It seems beneficial that emotion recognition training should be included in rehabilitation programs.