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Objective: Adults with traumatic brain injury (TBI) often show deficits in recognition of facial emotion, but their ability to emotions is poorly understood. Furthermore, there are no practicable tasks that measure this ability. This study examined the construct of memory for emotions using a novel Facial Recognition and Memory for Emotion (FRAME) test.
Method: Participants were 53 adults with complicated mild-to-severe TBI and a comparison group of 64 neurologically healthy adults. The FRAME and a neuropsychological battery were administered to participants. Analyses included zero-order and partial correlations, as well as group comparisons. A series of hierarchical logistic regressions evaluated the incremental utility of the FRAME in distinguishing adults with and without TBI.
Results: Adults with TBI performed worse than healthy participants across FRAME indices. Processing speed was the strongest correlate of both emotion recognition and memory for emotion. The FRAME demonstrated a pattern of correlations with cognitive tests supporting convergent and discriminant validity of the concept that memory for emotion is distinct from the simple perception of it. Hierarchical logistic regression models showed that memory for emotion accounted for unique variance in group membership beyond emotion recognition accuracy, memory for nonemotional faces, and verbal delayed recall.
Conclusions: Support was found for the construct validity of a novel performance-based assessment measure of recognition and memory for facial displays of emotion. We conclude that memory for facial emotions represents a unique aspect of social cognition, distinct from accurate recognition of facial emotions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
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http://dx.doi.org/10.1037/neu0000998 | DOI Listing |
Cuad Bioet
September 2025
Facultad de Farmacia y Nutrición de la Universidad de Navarra, Irunlarrea, 1, 31008 Pamplona.
In recent years, there has been a significant increase in minors with gender dysphoria (GD) seeking transition treatments, including puberty blockers and cross-sex hormones. The developing child's brain exhibits structural and functional differences in children with GD compared to cisgender children, particularly in areas where sex differences exist. Brain development during childhood and adolescence is strongly influenced by sex hormones.
View Article and Find Full Text PDFJ Autism Dev Disord
September 2025
Institute of Child Protection Studies, Australian Catholic University, 223 Anthill Street, Canberra, 2602, Australia.
This study investigated how autism impacts the relationships between family members and the family unit. It aimed to provide a deeper qualitative understanding by incorporating the perspectives of autistic adolescents and their family members, adding depth to existing quantitative findings. This qualitative study involved audio-recorded semi-structured in-depth interviews with 40 participants, including mothers, fathers, siblings, and autistic adolescents, recruited through autism and disability agencies in Canberra, Australia.
View Article and Find Full Text PDFDev Psychobiol
September 2025
Department of Psychology and Center for Neuroscience and Behavior, Miami University, Oxford, Ohio, USA.
Social buffering may reduce the persistent impacts of acute early life stress (aELS) and, thus, has important implications for anxiety- and trauma-related disorders. First, we assessed whether aELS would induce maladaptive fear incubation in adult mice, a PTSD-like phenotype. Overall, animals showed incubation of fear memory in adulthood, independent of aELS condition.
View Article and Find Full Text PDFJ Adv Nurs
September 2025
Dementia UK, London, UK.
Aim: The aim of this study was to understand the needs of children and young people of a parent with young-onset dementia, to inform the development of a nursing model.
Background: Children and young people of a parent diagnosed with young onset dementia have a range of needs that are subject to change and aligned to their stage of development and growth.
Design: Systematic review.
Dev Psychol
September 2025
Department of Special Education, College of Education, University of Texas at Austin.
This study examined the role of domain-specific working memory and emotion regulation in the relation between mathematics anxiety and mathematics performance among 264 upper elementary students (Grades 3-5). Participants completed measures of mathematics testing and learning anxiety, verbal and numerical working memory, cognitive reappraisal, expressive suppression, general anxiety, mathematics self-efficacy, and calculation. Results showed that verbal working memory, but not numerical working memory, mediated the relation between mathematics testing anxiety and calculation.
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