Age-related differences in emotion recognition ability: A cross-sectional study.

The ability to recognize emotion is important to wellbeing and building relationships with others, making this skill important in adolescence. Research investigating adolescents’ ability to recognize facial and vocal emotion expressions has reported differing conclusions about the pattern of emotion recognition across this developmental period. This systematic review aimed to clarify the pattern of recognition for facial and vocal emotion expressions, and the relationship of performance to different task and emotion expression characteristics. A comprehensive and systematic search of the literature was conducted using six databases. To be eligible for inclusion, studies had to report data for adolescents between 11 and 18 years of age and measure accuracy of the recognition of emotion cues in either the face or voice. A total of 2333 studies were identified and 47 met inclusion criteria. The majority of studies focused on facial emotion recognition. Overall, early, mid-, and late-adolescents showed a similar pattern of recognition for both facial and vocal emotion expressions with the exception of Sad facial expressions. Sex of the participant also had minimal impact on the overall recognition of different emotions. However, analysis showed considerable variability according to task and emotion expression characteristics. Future research needs to increase focus on recognition of complex emotions, and low-intensity emotion expressions as well as the influence of the inclusion of Neutral as a response option.

The expression of human emotion is integral to social interaction, and in virtual reality it is increasingly common to develop virtual avatars that attempt to convey emotions by mimicking these visual and aural cues, i.e. the facial and vocal expressions. However, errors in (or the absence of) facial tracking can result in the rendering of incorrect facial expressions on these virtual avatars. For example, a virtual avatar may speak with a happy or unhappy vocal inflection while their facial expression remains otherwise neutral. In circumstances where there is conflict between the avatar's facial and vocal expressions, it is possible that users will incorrectly interpret the avatar's emotion, which may have unintended consequences in terms of social influence or in terms of the outcome of the interaction. In this paper, we present a human-subjects study (N = 22) aimed at understanding the impact of conflicting facial and vocal emotional expressions. Specifically we explored three levels of emotional valence (unhappy, neutral, and happy) expressed in both visual (facial) and aural (vocal) forms. We also investigate three levels of head scales (down-scaled, accurate, and up-scaled) to evaluate whether head scale affects user interpretation of the conveyed emotion. We find significant effects of different multimodal expressions on happiness and trust perception, while no significant effect was observed for head scales. Evidence from our results suggest that facial expressions have a stronger impact than vocal expressions. Additionally, as the difference between the two expressions increase, the less predictable the multimodal expression becomes. For example, for the happy-looking and happy-sounding multimodal expression, we expect and see high happiness rating and high trust, however if one of the two expressions change, this mismatch makes the expression less predictable. We discuss the relationships, implications, and guidelines for social applications that aim to leverage multimodal social cues.

Studies of human emotion perception have linked a distributed set of brain regions to the recognition of emotion in facial, vocal, and body expressions. In particular, lesions to somatosensory cortex in the right hemisphere have been shown to impair recognition of facial and vocal expressions of emotion. Although these findings suggest that somatosensory cortex represents body states associated with distinct emotions, such as a furrowed brow or gaping jaw, functional evidence directly linking somatosensory activity and subjective experience during emotion perception is critically lacking. Using functional magnetic resonance imaging and multivariate decoding techniques, we show that perceiving vocal and facial expressions of emotion yields hemodynamic activity in right somatosensory cortex that discriminates among emotion categories, exhibits somatotopic organization, and tracks self-reported sensory experience. The findings both support embodied accounts of emotion and provide mechanistic insight into how emotional expressions are capable of biasing subjective experience in those who perceive them.

Accuracy and intensity of posed emotional expressions in unmedicated schizophrenia patients: Vocal and facial channels

ABSTRACTWidespread cortical-subcortical networks are involved in the recognition and discrimination of emotional contents of facial and vocal expression, whereby the cerebellum and basal ganglia are two subcortical regions implicated in these networks with limited evidence to their specific contributions. To investigate this we compared patients with circumscribed cerebellar lesions and patients with Parkinson’s disease (PD) on an approved test battery. We studied two groups with subcortical disease, focal cerebellar infarction (n = 22) and PD (n = 22), and a neurological control group with focal supratentorial ischemia (SI) (n = 16) were. Assessments were according to inpatient protocols for neuropsychological routine evaluation, including tests of memory, executive function and attention. Participants completed the Tuebingen Affect Battery, a recognized measure of recognition and discrimination of facial and vocal expression of emotion. As a result, cerebellar lesions were associated with greater impairment than PD and SI in recognition and discrimination of cues of both facial and vocal expressions of differing basic emotions. No confounding effect of other cognitive domains, particularly executive function and attention, was found. Taken together, our findings suggest a specific contribution of the cerebellum to cerebral networks that process facial and vocal emotion expression, related to rapid decisions regulating appropriate behavioral responses in social environments.

This research investigated the role of person familiarity in the ability of 3.5-month-old infants to recognize emotional expressions. Infants (N = 72) were presented simultaneously with two filmed facial expressions, happy and sad, accompanied by a single vocal expression that was concordant with one of the two facial expressions. Infants' looking preferences and facial expressions were coded. Results indicated that when the emotional expressions were portrayed by each infant's own mother, infants looked significantly longer toward the facial expressions that were accompanied by affectively matching vocal expressions. Infants who were presented with emotional expressions of an unfamiliar woman did not. Even when a brief delay was inserted between the presentation of facial and vocal expressions, infants who were presented with emotional expressions of their own mothers looked longer at the facial expression that was sound specified, indicating that some factor other than temporal synchrony guided their looking preferences. When infants viewed the films of their own mothers, they were more interactive and expressed more positive and less negative affect. Moreover, infants produced a greater number of full and bright smiles when the sound-specified emotion was "happy," and particularly when they viewed the happy expressions of their own mothers. The average duration of negative affect was significantly longer for infants who observed the unfamiliar woman than for those who observed their own mothers. These results show that when more contextual information-that is, person familiarity-was available, infants as young as 3.5 months of age recognized happy and sad expressions. These findings suggest that in the early stages of development, infants are sensitive to contextual information that potentially facilitates some of the meaning of others' emotional expressions.

Introduction: Parkinson’s disease (PD) commonly causes speech impairments, including difficulties in expressing emotions through voice. Method: The objective of this study was to investigate gendered vocal expressions of fear, anger, sadness, and happiness for mild to moderate PD. Prosodic features (related to fundamental frequency (F0), intensity (I), speech rate, articulation rate, and number and duration of pauses) and acoustic correlates of voice quality (CPPS, jitter, shimmer, and HNR) were collected from 14 patients with PD (mean age = 69.93; SD = 7.12; 8 males, 6 females) and 13 healthy controls (HC) (mean age = 68.13; SD = 8.27; 5 males, 8 females) matched for age, sex, and years of education. The utterances were extracted from four emotional and one neutral text. The neutral utterance and the emotional utterances were compared. Intra-sex comparison (female with PD vs. female HC and male with PD vs. male HC) and inter-sex comparison (female vs. male both for patients with PD and for HC), were performed with the Mann–Whitney test. A Mann–Whitney test was also used to compare the different emotional conditions, considering sex and PD diagnosis as well. Results: No significant intra-sex differences were found for the neutral speech, but inter-sex differences emerged. Regarding emotional speech, females with PD featured lower MaxF0 than female HCs for happiness and higher intensity variability (SD I) for sadness. Utterances by females with PD had lower CPPS than utterances by HCs for anger and fear. Utterances by males with PD had lower minimum intensity (MinI) than utterances by male HCs when expressing fear. Conclusions: Emotional vocal expression in individuals with PD was found to be impaired and showed sex differences. These findings have the potential to significantly impact the quality of life of PD patients.

Different styles of social interaction are one of the core characteristics of autism spectrum disorder (ASD). Social differences among individuals with ASD often include difficulty in discerning the emotions of neurotypical people based on their facial expressions. This review first covers the rich body of literature studying differences in facial emotion recognition (FER) in those with ASD, including behavioral studies and neurological findings. In particular, we highlight subtle emotion recognition and various factors related to inconsistent findings in behavioral studies of FER in ASD. Then, we discuss the dual problem of FER – namely facial emotion expression (FEE) or the production of facial expressions of emotion. Despite being less studied, social interaction involves both the ability to recognize emotions and to produce appropriate facial expressions. How others perceive facial expressions of emotion in those with ASD has remained an under-researched area. Finally, we propose a method for teaching FER [FER teaching hierarchy (FERTH)] based on recent research investigating FER in ASD, considering the use of posed vs. genuine emotions and static vs. dynamic stimuli. We also propose two possible teaching approaches: (1) a standard method of teaching progressively from simple drawings and cartoon characters to more complex audio-visual video clips of genuine human expressions of emotion with context clues or (2) teaching in a field of images that includes posed and genuine emotions to improve generalizability before progressing to more complex audio-visual stimuli. Lastly, we advocate for autism interventionists to use FER stimuli developed primarily for research purposes to facilitate the incorporation of well-controlled stimuli to teach FER and bridge the gap between intervention and research in this area.

From children to teenagers and then to adults, individuals' emotional expression ability has undergone significant changes. From the compulsory education stage to the general senior middle school stage, students' cognitive and emotional needs will change greatly. Students of different school stages show significant differences in their vocal emotional expression, which not only affects their social skills but also has important guiding significance for educational practice. Therefore, this study focuses on the vocal emotional expression of students at different school stages. This study explores the differences in vocal emotional expression among students at different school stages (primary school, junior high school, and senior high school), with a focus on the expression characteristics of different emotional types and the situation of inconsistent internal and external emotions. The research results show that in terms of emotional types, students at different school stages have a relatively high accuracy rate in expressing sadness, while the accuracy rate for expressing anger is the lowest, and the accuracy rate for expressing anger is significantly lower than that for other emotions. In terms of school stages, the overall accuracy of emotional expression among students improves with the increase of school stages, but the differences between school stages are not significant. In the task of expressing inconsistent internal and external emotions, the study found that senior high school students have significantly better emotional conversion ability than primary and junior high school students, indicating that as the school stage increases, students' adaptability in complex emotional expression tasks gradually improves.

Normal recognition of emotional similarity between facial expressions following bilateral amygdala damage

The authors examine facial emotion recognition and unirhinal olfactory performance in 19 schizophrenia patients and 14 comparison subjects. In patients, right nostril odor identification performance was positively related to overall emotion recognition accuracy, specifically, sad facial expressions. Olfactory and emotion recognition abilities appear significantly linked in schizophrenia.

Patients with amygdala lesions were found to be impaired in recognizing the fear emotion both from face and from music. In patients with Parkinson's disease (PD), impairment in recognition of emotions from facial expressions was reported for disgust, fear, sadness and anger, but no studies had yet investigated this population for the recognition of emotions from both face and music. The ability to recognize basic universal emotions (fear, happiness and sadness) from both face and music was investigated in 24 medicated patients with PD and 24 healthy controls. The patient group was tested for language (verbal fluency tasks), memory (digit and spatial span), executive functions (Similarities and Picture Completion subtests of the WAIS III, Brixton and Stroop tests), visual attention (Bells test), and fulfilled self-assessment tests for anxiety and depression. Results showed that the PD group was significantly impaired for recognition of both fear and sadness emotions from facial expressions, whereas their performance in recognition of emotions from musical excerpts was not different from that of the control group. The scores of fear and sadness recognition from faces were neither correlated to scores in tests for executive and cognitive functions, nor to scores in self-assessment scales. We attributed the observed dissociation to the modality (visual vs. auditory) of presentation and to the ecological value of the musical stimuli that we used. We discuss the relevance of our findings for the care of patients with PD.

Objective: Patients with schizophrenia exhibit impaired social cognition, especially in the recognition and expression of facial emotions, aspects of communication profoundly interlinked in an embodied approach of cognition. Nevertheless, many training programs have been developed that focus on either of these deficits but not both. We therefore designed a training program, Cinemotion, intended to remedy the 2 deficits and investigated its feasibility and effects in patients with schizophrenia.Design: Thirty-one patients undergoing treatment for schizophrenia and presenting deficit in emotion recognition were randomized to a group of 16 to undergo Cinemotion training, delivered in weekly group sessions, and to a control treatment group of 15. At the conclusion of training or after 10 weeks in controls, we reassessed and compared original and final results to determine improvement.Methods: Facial emotions recognition (TREF), empathy (Questionnaire of Cognitive and Affective Empathy, QCAE), and attributional style (Ambiguous Intentions Hostility Questionnaire, AIHQ) were assessed before (T0) and after (T1) the program. External evaluators also assessed ability and accuracy of Cinemotion participants to self-generate facial emotion expression in response to verbal instruction.Results: Between T0 and T1, Cinemotion participants significantly improved total TREF, sadness, disgust, and anger scores, compared to findings in control treatment group. They also improved their ability and accuracy to self-generate facial expressions, especially sadness and fear, with no significant improvement in other components of social recognition.Conclusions: Our findings show the apparent efficacy of training using the Cinemotion program to improve the recognition and expression of facial emotions in schizophrenia.

Objectives: Attention-deficit/hyperactivity disorder (ADHD) is the most frequent neurobehavioural disorder in childhood. ADHD is associated with impaired academic performance, cognitive, and emotional deficits. Moreover, comorbid oppositional defiant disorder (ODD) is leading to more severe impairment in social performance. Social cognition involves recognition, encoding, and interpretation of emotions from faces. Basic facial expressions that include sadness, happiness, anger, disgust, fear, and surprise are the easiest emotions to recognize. We aimed to demonstrate facial expression recognition impairments that might occur more frequently in children with co-occurring ADHD/ODD than patients with ADHD only. Thus, children with the co-occurrence of ODD may suffer more severely from social and behavioural difficulties.Methods: Forty patients diagnosed with ADHD and/or co-occurring ADHD/ODD according to DSM-IV-TR criteria were compared with a parallel (by gender, age, and educational state) 11 healthy children as a control group in this study. Clear facial images of each emotion were used as well as two additional sets of photos include 50% blurred images and cropped eye images were added as distractors then all images represented with black and white tone for emotion recognition task via facial expression. Angry expressions presented as target expressions. DSM-IV-Based Screening and Rating Scale for Children and Adolescents with attention deficit and disruptive behaviour disorders, the Conners’ Teachers Rating Scale/Revised Long Form and the Conners’ Parent Rating Scale/Revised Long Form were used to provide diagnostic objectivity.Results: Control group statistically performed better than ADHD group on recognition of emotional facial expressions. Results showed no statistically significant differences between the ADHD and ADHD/ODD group on recognition of emotional facial expressions. However, according to results of emotion recognition task via facial expressions, there were statistically significant differences between pure ADHD and comorbid ADHD+ODD groups in happy and neutral expressions. ADHD/ODD group tend to attribute more meaning to neutral facial expressions. Additionally there was statistically significant difference between control group and ADHD group according to recognition of angry expressions. There were statistically significant differences between the groups according to recognition of sad expressions in all clear, blurred, and eye photographs.Conclusions: Difficulties in recognizing emotional facial expressions were observed in children with ADHD. A statistically significant association was established between presence of ADHD and impaired recognition of facial emotion expressions independent from the scores of the disruptive behaviour rating scale. Comorbid ODD was not associated with recognition of emotional facial expressions including angry expressions. Recognition of angry expressions was not found as a predictor for disruptive behaviour disorders.

Many authors have speculated about a close relationship between vocal expression of emotions and musical expression of emotions. but evidence bearing on this relationship has unfortunately been lacking. This review of 104 studies of vocal expression and 41 studies of music performance reveals similarities between the 2 channels concerning (a) the accuracy with which discrete emotions were communicated to listeners and (b) the emotion-specific patterns of acoustic cues used to communicate each emotion. The patterns are generally consistent with K. R. Scherer's (1986) theoretical predictions. The results can explain why music is perceived as expressive of emotion, and they are consistent with an evolutionary perspective on vocal expression of emotions. Discussion focuses on theoretical accounts and directions for future research.