{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,19]],"date-time":"2026-10-19T17:46:07Z","timestamp":1792431967572,"version":"4.5.0"},"reference-count":136,"publisher":"Cambridge University Press (CUP)","issue":"1","license":[{"start":{"date-parts":[[2024,2,8]],"date-time":"2024-02-08T00:00:00Z","timestamp":1707350400000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["cambridge.org"],"crossmark-restriction":true},"short-container-title":["Dev Psychopathol"],"published-print":{"date-parts":[[2025,2]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions\u2019 tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children\u2019s social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism.<\/jats:p>","DOI":"10.1017\/s0954579424000038","type":"journal-article","created":{"date-parts":[[2024,2,8]],"date-time":"2024-02-08T06:30:45Z","timestamp":1707373845000},"page":"451-463","update-policy":"https:\/\/doi.org\/10.1017\/policypage","source":"Crossref","is-referenced-by-count":13,"title":["Let\u2019s face it! The role of social anxiety and executive functions in recognizing others\u2019 emotions from faces: Evidence from autism and specific learning disorders"],"prefix":"10.1017","volume":"37","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2887-2498","authenticated-orcid":false,"given":"Rachele","family":"Lievore","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6891-0690","authenticated-orcid":false,"given":"Ramona","family":"Cardillo","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6986-4793","authenticated-orcid":false,"given":"Irene C.","family":"Mammarella","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2024,2,8]]},"reference":[{"key":"S0954579424000038_ref86","doi-asserted-by":"crossref","first-page":"388","DOI":"10.3389\/fpsyg.2014.00388","article-title":"The early development of executive function and its relation to social interaction: A brief review","volume":"5","author":"Moriguchi","year":"2014","journal-title":"Frontiers in Psychology"},{"key":"S0954579424000038_ref52","doi-asserted-by":"crossref","first-page":"290","DOI":"10.1007\/s11065-010-9138-6","article-title":"Facial emotion recognition in autism spectrum disorders: A review of behavioral and neuroimaging studies","volume":"20","author":"Harms","year":"2010","journal-title":"Neuropsychology Review"},{"key":"S0954579424000038_ref50","doi-asserted-by":"crossref","first-page":"300","DOI":"10.1016\/j.intell.2014.08.001","article-title":"The relationship between working memory and intelligence in children: Is the scoring procedure important?","volume":"46","author":"Giofr\u00e8","year":"2014","journal-title":"Intelligence"},{"key":"S0954579424000038_ref16","doi-asserted-by":"crossref","first-page":"1508","DOI":"10.1002\/aur.2781","article-title":"Facing up to others\u2019 emotions: No evidence of autism-related deficits in metacognitive awareness of emotion recognition","volume":"15","author":"Brewer","year":"2022","journal-title":"Autism Research"},{"key":"S0954579424000038_ref63","doi-asserted-by":"crossref","first-page":"320","DOI":"10.1007\/s11065-008-9077-7","article-title":"Understanding executive control in Autism spectrum disorders in the lab and in the real world","volume":"18","author":"Kenworthy","year":"2008","journal-title":"Neuropsychology Review"},{"key":"S0954579424000038_ref64","doi-asserted-by":"crossref","first-page":"3665","DOI":"10.1016\/j.neuropsychologia.2010.07.022","article-title":"Association between amygdala response to emotional faces and social anxiety in autism spectrum disorders","volume":"48","author":"Kleinhans","year":"2010","journal-title":"Neuropsychologia"},{"key":"S0954579424000038_ref1","doi-asserted-by":"crossref","first-page":"268","DOI":"10.5152\/alphapsychiatry.2022.22219","article-title":"Emotion recognition skill in specific learning disorder and attention-deficit hyperactivity disorder","volume":"23","author":"Albayrak","year":"2022","journal-title":"Alpha Psychiatry"},{"key":"S0954579424000038_ref55","doi-asserted-by":"crossref","first-page":"26","DOI":"10.1016\/j.tics.2003.11.003","article-title":"Executive dysfunction in autism","volume":"8","author":"Hill","year":"2004","journal-title":"Trends in Cognitive Sciences"},{"key":"S0954579424000038_ref105","volume-title":"DDE-2. 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