Nas partituras das emoções: processamento de estímulos afetivos musicais e visuais em crianças e adolescentes com Síndrome de Williams
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Bibliographic record
Abstract
Understanding the bases of social behavior and human socio-affective development is essential both for individuals with typical developmental (TD) and neuropsychiatric disorders. Williams Syndrome (WS) is a rare neurogenetic condition caused by deletion on the 7q1123 chromosome whose symptoms range from facial dysmorphisms to changes in cognitive and socio-affective functioning. WS has been characterized by an intriguing neuropsychological profile with peaks and valleys pattern, exhibiting significant cognitive impairments, such as deficits in visuospatial skills, and relative preservation of expressive language, facial processing, and musical skills. Hypersociability and increased interest in music have been associated with this population. Its characteristic social phenotype can contribute to the understanding of human socio-affective behavior, the neurobiological bases of complex behaviors and the relationships among genes, brain, cognition, behavior and development contexts. Research shows that people with WS have preserved ability to recognize facial expressions of positive emotions and deficits in negative emotions. However, this is not yet a consensual field and studies with musical stimuli are scarce. The present work aimed to characterize the processing of musical and visual affective stimuli in children and adolescents with WS. Study I validated musical excerpts with affective valence in Brazilian culture and analyzed the effect of musical training on the understanding of emotions in music. The songs were evaluated by the participants in a way corresponding to the emotion desired by the composer with matching results between Brazilian and Canadian samples. Musical training had a greater impact on the ability to recognize emotions with greater difficulty for the participants. Study II aimed to characterize the musical profile of children and adolescents with WS and to differentiate the processing of musical affective stimuli in this population compared to individuals with TD paired by chronological age. People with WS were assessed with greater overall musical ability. No differences were found regarding the interest in musical activities. Study III sought to differentiate the ability to recognize emotions in faces using behavioral measures and eye tracking in individuals with WS and WS with symptoms of Autistic Spectrum Disorder (WS/ASD). When compared to people with TD, children with WS spent more time to fix in happy faces than sad faces. The groups with WS and WS/ASD presented positive valence attribution biases when faced with neutral or negative stimuli. However, WS/ASD children take longer to engage attention in the eye region, performed better on recognition of negative facial expressions, and had more difficulty with positive valence than WS children, suggesting that WS/ASD individuals have a social phenotype differentiated. Children with WS more easily recognized positive-valued musical stimuli compared to visual ones, suggesting that the domain of music is a strength in this population. Recognition pattern in songs and faces was similar in the WS population, with marked impairment in the recognition of negative emotions and preservation of the recognition of positive emotions. This finding reinforces the hypothesis of modularity of the neural networks involved in the emotional primary processes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it