Articles

2024

Dukes, D., Audrin, C., Clément, F., & Mortillaro, M. (2024). Comparing competing characterizations suggests there might be more than one type of interest. Scientific Reports. 19949. https://doi.org/10.1038/s41598-024-70751-6

Dukes, D. & Sander, D. (in press). Affectivism and the emotional elephant: How a componential approach can reconcile opposing theories to serve the future of affective sciences. Affective Science. https://doi.org/10.1007/s42761-024-00272-y

Fares-Otero, N.E., Sharp, T., Balle, S.R., Quaatz, S.M., Vieta, E., Åhs, F., Allgaier, A-K., Arévalo, A.,  Bachem, R., Belete, H., Belete, T., Berengi, A., Capraz, N., Ceylan, D., Dukes, D… , Pfaltz, M.C., Halligan, S.L. (in press). Social support and (complex) post-traumatic stress symptom severity: does gender matter? European Journal of Psychotraumatology.

Haim-Nachum, S., Sopp, M.R., Lüönd, A., Afzal, N., Åhs, F., Allgaier, A-K., Arévalo, A., Asongwe, C., Bachem, R., Balle, S., Belete, H., Belete, T., Berzengi, A., Capraz, N., Ceylan, D., Dukes, D., Essadek, A., Fares-Otero, N., Halligan, S., … Spies, G. & Pfalt, M. (in press). Childhood maltreatment is linked to larger preferred interpersonal distances towards friends and strangers across the globe. Translational Psychiatry. 14, 339. https://doi.org/10.1038/s41398-024-02980-2

Stussi, Y., Dukes, D., & Sander, D. (2024). Commentary: The added value of affective processes for models of human cognition and learning. Behavioral and Brain Sciences. 47, e165.  https://doi.org/10.1017/S0140525X24000207 

Zhukov, V., Petersen, A.M., Dukes, D., Sander, D., Tsiamyrtzis, P., & Pavlidis, I. (2024). Science convergence in affective research is associated with impactful multidisciplinary appeal rather than multidisciplinary content. Communications Psychology. 2, 83. https://doi.org/10.1038/s44271-024-00129-x

2023

Di  Poi, G., Dukes, D., Meuleman, B., Banta Lavenex, P., Lavanex, P., Papon, A., Tran, M., Stallmann, L., Treichel, N., & Samson, A. (2023). Anxiety in families of individuals with neurodevelopmental conditions in the early months of the COVID-19 pandemic in Switzerland. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.951970

Martínez-Castilla P, Campos R, Samson AC, Van Herwegen J, & Dukes D. (2023). Perceived Anxiety in Family Caregivers of Individuals with Autism Spectrum Disorder, Down Syndrome and Williams Syndrome during the Lockdown of the First COVID-19 Wave in Spain. Actas Espanolas de Psiquiatria. 51(2), 56-64. PMID: 37218100.

Sideropoulos, V., Van Herwegen, J., Meuleman, B., Alessandri, M., Alnemary, F. M., Rad, J. A., Lavenex, P. A. B., Bolshakov, N., Bölte, S., Buffle, P., Cai, R. Y., Campos, R., Chirita-Emandi, A., Costa, A. P., Costanzo, F., Des Portes, V., Dukes, D., Faivre, L., Famelart, N., Fisher, M. H., … Samson, A. C. (2023). Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions. Journal of Global Health, 13, 04081. https://doi.org/10.7189/jogh.13.04081

Stallmann, L., Tran, M., Rudrauf, D., Dukes, D.,* & Samson, A.C.* (2023). Simulating social emotion regulation in Virtual Reality: Effect of virtual social support following ostracism in a Cyberball game. International Journal of Emerging Technologies in Learning (iJET). 18(07), 4–27. https://doi.org/10.3991/ijet.v18i07.29419

2022
Furar, E., Wang, F., Duricher, J. S., Ahn, Y. A., Memis, I., Cavalcante, L., … Eshraghi, A. A. (2022). The impact of COVID-19 on individuals with ASD in the US: parent perspectives on social and support concerns. PLOS ONE. 17(8): e0270845. https://doi.org/10.1371/journal.pone.0270845

Pfaltz, M., Halligan, S., Haim-Nachum, S., Sopp, R., Åhs, F., Bachem, R., … Seedat, S. (2022). Social functioning in individuals affected by childhood maltreatment: establishing a research agenda to inform interventions. Psychotherapy and Psychosomatics,91(4), 238–251. https://doi.org/10.1159/000523667

Sideropoulos, V., Kye, H., Dukes, D. et al. (2022). Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05450-0

Samson, A.C.,* Sokhn, N., Van Herwegen, J., & Dukes, D. (in press). An exploratory study on emotion regulation strategy use in individuals with Williams syndrome, Autism Spectrum Disorder and Intellectual Disability. Frontiers in Psychiatry, 13, https://doi.org/10.3389/fpsyt.2022.940872

Stallmann, L., Dukes, D., Tran, M., Durand de Gevigney, V., Rudrauf, D., & Samson, A. C. (2022). Socially supported by an embodied agent: The development of a virtual-reality paradigm to study social emotion regulation. Frontiers in Virtual Reality. https://doi.org/10.3389/frvir.2022.826241

Treichel, N., Dukes, D., Barisnikov, K., & Samson, A.C. (2022). How cognitive, social, and emotional profiles impact humor appreciation: Sense of humor in autism spectrum disorder and Williams syndrome. Humor: International Journal of Humour Research. 35, (1), 113-133.  https://doi.org/10.1515/humor-2021-0038

2021
Di Poi, G., Dukes, D. Tran, M., & Samson, A. C. (2021). Comment les familles d’enfants avec besoins éducatifs particuliers ont vécu la crise de la COVID-19 : Observations préliminaires pour la Suisse. [How families with children with special educational needs experienced the Covid-19 crisis: preliminary observations for Switzerland]. Revue suisse de pédagogie spécialisée. 1, 9-18.

Dukes, D.*, Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C., Broomhall, S., Brosch, T., Campos, J. J., Clay, Z., Clément, F., Cunningham, W. A., Damasio, A., Damasio, H., D’Arms, J. Davidson, J. W., de Gelder, B., Deonna, J., de Sousa, R.,… Sander, D.* (2021). The rise of affectivism, Nature Human Behaviour, 5, 816-820. https://doi.org/10.1038/s41562-021-01130-8

Dukes, D. et Audrin, C. (2021). Émotions positives à l’école : quel intérêt ? [Positive emotions at school: where is the interest?]. Educateur (L)’, 4, 4-5.

Dukes, D., & Samson, A. C. (2021). COVID-19 : Donnons la parole aux parents d’enfants avec des besoins éducatifs particuliers [COVID-19: giving voice to the parents of children with special educational needs]. Pages romandes : Revue sur la pédagogie spécialisée les déficiences intellectuelles et développementales. 3, 28-31.

Gruber, T*., Bazhydai, M., Sievers, C., Clément., F., & Dukes, D.* (2021). The ABC of social learning: Affect, Behaviour and Cognition. Psychological Review. https://doi.org/10.1037/rev0000311

Penic, S., Dukes, D., Elcheroth, G., Jayakody, S., & Sander, D. (2021). Beyond personal empathy: Perceiving inclusive empathy as socially shared predicts support for transitional justice mechanisms. Affective Science. https://doi.org/10.1007/s42761-021-00086-2

Prosetzky, I., Poustka, L., Dukes, D., & Samson, A. C. (2021). Eine internationale Studie zu Auswirkungen der COVID-19-Pandemie auf Familien mit einem behinderten Kind: Wie ging es den Familien in Deutschland? Ein Bericht [An international study on the impact of the COVID-19 pandemic on families with a child with special educational needs: How did German families fare? A report]. Teilhabe, 60, 2, 88–89.

Samson, A. C., Di Poi, G., Tran, M., & Dukes, D. (2021). Die Auswirkungen der COVID-19 Pandemie in der Schweiz: Erste Beobachtungen bei Familien mit Kindern sonderpädagogischem Förderbedarf [The effects of the COVID-19 pandemic in Switzerland: First observations in families with children with special educational needs]. Schweizerische Zeitschrift für Heilpädagogik, 27(5-6), 18-25.

Sideropoulos, V., Dukes, D., Hanley, M., Palikara, O., Rhodes, S., Samson, A.C., & Van Herwegen, J. (2021). The impact of COVID-19 on anxiety and worries for families of individuals with Special Education Needs and Disabilities in the UK. Journal of Autism and Developmental Disorders, 52, 2656–2669. https://doi.org/10.1007/s10803-021-05168-5

Su, X., Cai, R.Y., Uljarević, M., Van Herwegen, J., Dukes, D., Yang Y., Peng X., & Samson, A.C. (2021). Brief report: A cross-sectional study of anxiety levels and concerns of Chinese families of children with Special Educational Needs and Disabilities post-first-wave of COVID-19. Frontiers in Psychology, 12, 1614. https://doi.org/10.3389/fpsyt.2021.708465  

Wharton, T., Bonard, C., Dukes., D., Sander, D & Oswald, S. (2021). Relevance and emotion. Journal of Pragmatics, 181, 259-269. https://doi.org/10.1016/j.pragma.2021.06.001

Zaharia, A., Noir-Kahlo, K., Bressoud, N., Sander, D., Dukes, D. & Samson, A. (2021). Proof of Concept: A brief psycho-educational training program to increase the use of positive emotion regulation strategies in individuals with autism spectrum disorder. Frontiers in Psychology. 12, https://doi.org/10.3389/fpsyg.2021.705937

2020
Clément, F., & Dukes, D. (2020). Affective Social Learning serves as a quick and flexible complement to TTOM. Behavioral and Brain Sciences, 43. https://doi.org/10.1017/S0140525X19002784

Reschke, P. Walle, E., & Dukes, D. (2020). Did you mean to do that? Infants use emotional communication to infer and re-enact others’ intended actions. Cognition & Emotion. https://doi.org/10.1080/02699931.2020.1745760

Samson, A., Van den Bedem, N.P., Dukes, D., & Rieffe, C. (2020). Positive Aspects of Emotional Competences in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder: A Longitudinal Approach. Journal of Autism and Developmental Disorders, 50(4), 1159-1171.
https://doi.org/10.1007/s10803-019-04336-y

2018
Dukes, D. (2018). Apprentissage social affectif et appréciation de l’émotion : structuration des interactions socio-émotionnelles [Affective social learning and emotional appreciation: Structuring socio-emotional interactions]. Travaux Neuchâtelois de Linguistique (TRaNeL), 68, 79-86. https://doc.rero.ch/record/322617        

Mortillaro, M., & Dukes, D. (2018). Jumping for joy: The importance of the body and of dynamics in the expression and recognition of positive emotions. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00763

2017
Clément, F., & Dukes, D. (2017). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, 9(3), 253-261. https://doi.org/10.1177/1754073916661634

Dukes, D., & Clément, F. (2017). Author reply: Clarifying the importance of ostensive communication in life-long, affective social learning. Emotion Review, 9(3), 267-269. https://doi.org/10.1177/1754073916679006

Dukes, D., Clément, F., Audrin, C., & Mortillaro, M. (2017). Looking beyond the static face in emotion recognition: the informative case of interest. Visual Cognition, 25(4-6), 575-588. https://doi.org/10.1080/13506285.2017.1341441

Reschke, P. J., Walle, E. A., & Dukes, D. (2017). Interpersonal development in infancy: The interconnectedness of emotion understanding and social cognition. Child Development Perspectives, 11(3), 178-183. https://doi.org/10.1111/cdep.12230

2013
Clément, F.,* & Dukes, D.* (2013). The role of interest in the transmission of social values. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00349

Schaer, M., Ottet, M. C., Scariati, E., Dukes, D., Franchini, M., Eliez, S., & Glaser, B. (2013). Decreased frontal gyrification correlates with altered connectivity in children with autism. Frontiers in Human Neuroscience, 7. https://doi.org/10.3389/fnhum.2013.00750

2012
Glaser, B., Lothe, A., Chabloz, M., Dukes, D., Pasca, C., Redoute, J., & Eliez, S. (2012). Candidate socioemotional remediation program for individuals with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 117(5), 368-383. https://doi.org/10.1352/1944-7558-117.5.368