Volume of the right supramarginal gyrus is associated with a maintenance of emotion recognition ability

Emotion recognition is known to change with age, but associations between the change and brain atrophy are not well understood. In the current study atrophied brain regions associated with emotion recognition were investigated in elderly and younger participants. Group comparison showed no difference in emotion recognition score, while the score was associated with years of education, not age. We measured the gray matter volume of 18 regions of interest including the bilateral precuneus, supramarginal gyrus, orbital gyrus, straight gyrus, superior temporal sulcus, inferior frontal gyrus, insular cortex, amygdala, and hippocampus, which have been associated with social function and emotion recognition. Brain reductions were observed in elderly group except left inferior frontal gyrus, left straight gyrus, right orbital gyrus, right inferior frontal gyrus, and right supramarginal gyrus. Path analysis was performed using the following variables: age, years of education, emotion recognition score, and the 5 regions that were not different between the groups. The analysis revealed that years of education were associated with volumes of the right orbital gyrus, right inferior frontal gyrus, and right supramarginal gyrus. Furthermore, the right supramarginal gyrus volume was associated with the emotion recognition score. These results suggest that the amount of education received contributes to maintain the right supramarginal gyrus volume, and indirectly affects emotion recognition ability.

It Works Without Words

Emotion recognition ability of emotions expressed by other people (ERA-O) can be important for job performance, leadership, bargaining, and career success. Traditional personnel assessment tools of this ability, however, are contaminated by linguistic skills. In a time of global work migration, more and more people speak a language at work that is not their mother tongue. Consequently, we developed and validated the Face-Based Emotion Matching Test (FEMT), a nonlinguistic objective test of ERA-O in gainfully employed adults. We demonstrate the FEMT’s validity with psychological constructs (cognitive and emotional intelligence, Big Five personality traits) and its criterion validity and interethnic fit.

Emotion Recognition from Realistic Dynamic Emotional Expressions Cohere with Established Emotion Recognition Tests: A Proof-of-Concept Validation of the Emotional Accuracy Test

Individual differences in understanding other people’s emotions have typically been studied with recognition tests using prototypical emotional expressions. These tests have been criticized for the use of posed, prototypical displays, raising the question of whether such tests tell us anything about the ability to understand spontaneous, non-prototypical emotional expressions. Here, we employ the Emotional Accuracy Test (EAT), which uses natural emotional expressions and defines the recognition as the match between the emotion ratings of a target and a perceiver. In two preregistered studies (Ntotal = 231), we compared the performance on the EAT with two well-established tests of emotion recognition ability: the Geneva Emotion Recognition Test (GERT) and the Reading the Mind in the Eyes Test (RMET). We found significant overlap (r > 0.20) between individuals’ performance in recognizing spontaneous emotions in naturalistic settings (EAT) and posed (or enacted) non-verbal measures of emotion recognition (GERT, RMET), even when controlling for individual differences in verbal IQ. On average, however, participants reported enjoying the EAT more than the other tasks. Thus, the current research provides a proof-of-concept validation of the EAT as a useful measure for testing the understanding of others’ emotions, a crucial feature of emotional intelligence. Further, our findings indicate that emotion recognition tests using prototypical expressions are valid proxies for measuring the understanding of others’ emotions in more realistic everyday contexts.

Emotion Recognition Deficits in the Differential Diagnosis of Amnestic Mild Cognitive Impairment: A Cognitive Marker for the Limbic-Predominant Phenotype

Objective: Late-onset amnestic mild cognitive impairment (aMCI) with long disease course and slow progression has been recently recognized as a possible phenotypical expression of a limbic-predominant neurodegenerative disorder. Basic emotion recognition ability crucially depending on temporo-limbic integrity is supposed to be impaired in this group of MCI subjects presenting a selective vulnerability of medio-temporal and limbic regions. However, no study specifically investigated this issue. Methods: Hereby, we enrolled 30 aMCI with a biomarker-based diagnosis of Alzheimer’s disease (i.e., aMCI-AD, n = 16) or a biomarker evidence of selective medio-temporal and limbic degeneration (aMCI-mTLD, n = 14). Ekman-60 Faces Test (Ek-60F) was administered to each subject, comparing the performance with that of 20 healthy controls (HCs). Results: aMCI-mTLD subjects showed significantly lower Ek-60F global scores compared to HC (p = 0.001), whose performance was comparable to aMCI-AD. Fear (p = 0.02), surprise (p = 0.005), and anger (p = 0.01) recognition deficits characterized the aMCI-mTLD performance. Fear recognition scores were significantly lower in aMCI-mTLD compared to aMCI-AD (p = 0.04), while no differences were found in other emotions. Conclusions: Impaired social cognition, suggested by defective performance in emotion recognition tasks, may be a useful cognitive marker to detect limbic-predominant aMCI subjects among the heterogeneous aMCI population.

Attachment Representation and Emotion Recognition Ability in Children with ADHD and Their Parents: A Study Protocol

Background: Few studies in clinical attachment research to date have examined children with an attention-deficit/hyperactivity disorder (ADHD) diagnosis. This is surprising for two reasons: first, there are a number of parallels between the behaviors of children with an insecure and disorganized attachment and the behaviors of children with an ADHD diagnosis. Second, secure attachment has a positive effect on the development of skills in areas in which children with ADHD demonstrate problems (e.g., attention span, impulse control). There are currently no findings on whether or not and how insecure and disorganized attachment and ADHD affect children’s emotion recognition ability. Methods: This is a cross-sectional study, part exploratory and part hypothesis-driven in the context of basic research. A clinical sample of 5- to 10-year-old children with an ADHD diagnosis and their parents is to be compared to a non-clinical unaffected control group. Over a period of 3 years, 80 subjects and their parents are to be recruited in each group for participation in the study. Discussion: This study is the first to examine links between attachment, emotion recognition ability, and ADHD. It is also the first to include not just children with ADHD but also their mothers and fathers in its design. The findings should help reduce the research gap and generate more knowledge for family interventions in the case of ADHD.