Emotion recognition and music in children with neurodevelopmental problems

许多自闭症患者在同理心方面遇到困难（Sucksmith et al., 2019）。 Song 及其同事（2019）的荟萃分析表明，与非自闭症对照者相比，自闭症患者通常表现出较低的认知同理心（换位思考）和同理心关注（富有同情心地回应的动力/能力），但情感同理心（自我的核心情感反应）水平较高。这表明许多自闭症患者难以理解强烈的共情状态的来源并对其做出反应。这种情感移情过度唤醒可能会导致痛苦（Smith，2009），对幸福感产生负面影响（Bos＆Stokes，2019）并增加焦虑风险（Milosavlijevic 等，2013）。因此，迫切需要行为干预，以a）建立关于情感共情状态的性质、来源和反应的更广泛的概念；b）将共情评估为多方面的结构。目前，此类干预很少尝试从有益的、情感信息丰富的基础（例如音乐）中构建这些概念化。

Many autistic people experience difficulty with aspects of empathy (Sucksmith et al., 2019). Song and colleagues (2019) meta-analysis indicated that autistic individuals often exhibit lower cognitive empathy (perspective taking) and empathic concern (the drive/ability to respond compassionately), but higher levels of affective empathy (core affective response in the self) relative to non-autistic controls. This suggests that many autistic people have difficulty comprehending the source of - and responding to - intense empathic states. This affective empathic over-arousal may cause distress (Smith, 2009), negatively impact well-being (Bos & Stokes, 2019) and heightening risk of anxiety (Milosavlijevic et al., 2013). There is therefore a pressing need for behavioural interventions that work to a) build broadened concepts of the nature of, sources of and responses to affective empathic states and b) evaluate empathy as a multifaceted construct. Currently, such interventions rarely attempt to build these conceptualisations from a rewarding, emotionally informative base - such as music.