If the answer was negative, the examiner said An emotion is a feeling, such as feeling happy or very angry, and you can see this in someone’s face. If you’re happy, you’ll see a smile, and if you’re sad, how does your face look like then? Can you show this? Next, the examiner gives examples of the six Selleckchem BVD-523 emotions (for instance, Disgust is something people may feel if they have to eat something they

absolutely do not like), showing the matching full-blown facial expression on a paper sheet. After the instructions, three practice trials were presented showing angry, happy disgusted facial expressions of actors that were not part of the eventual stimulus set. After the participant understood the instructions and knew how to respond, the actual test started after a pause. If not, the instructions and practice trials were repeated. The verbal labels on the response

buttons were presented in the language of the participant, always to the left of the emotional expression. Responses could be made by mouse click or touch screen; if participants were unsure how to AZD2281 price operate the mouse or touch screen, the examiner assisted by asking which label they would find most appropriate (and click it if necessary). In the primary school children, the examiner always clicked the buttons after the child had said the emotion aloud. Performance was recorded as the number of correctly labelled expressions per emotion per intensity (max = 4). For the purpose of data

reduction, a total score was computed for each emotion by adding the number correct for the 40%, 60%, 80%, and 100% intensities (max = 16 per emotion). Also, a total score for the ERT was computed by adding the individual totals per emotion (total = 96). To examine age effects, MRIP the participants were divided into two age groups (children 8–17 vs. adults 18–75), as a developmental effect is expected for the children and a possible age-related decline for the adult participants (i.e., an inverted U-shape previously also reported in Horning et al., 2012). In the youngest age group, IQ was used to examine the effects of intelligence. In the adult group, years of education was used as a measure of intellectual achievement, in agreement with other normative data sets, as IQ assessments were not available in all participants. Pearson correlations were computed between age and IQ or education for the two respective age groups. To examine sex differences, ANOVA was performed on the ERT variables with age as between-group factor, for the children and adults separately. Ceiling effects were investigated by determining the number of participants who obtained a perfect score on the different ERT variables. To construct the normative data, possible age- and IQ/education effects were taken into account.