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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/56527
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dc.creatorLeonardo Cruzde Souzapt_BR
dc.creatorMaxime Bertouxpt_BR
dc.creatorÂngelo Ribeiro Vaz de Fariapt_BR
dc.creatorLaiane Tábata Souza Corgosinhopt_BR
dc.creatorAna Carolina de Almeida Pradopt_BR
dc.creatorIzabela Guimarães Barbosapt_BR
dc.creatorPaulo Caramellipt_BR
dc.creatorEnrico Antonio Colosimopt_BR
dc.creatorAntônio Lúcio Teixeirapt_BR
dc.date.accessioned2023-07-17T21:33:44Z-
dc.date.available2023-07-17T21:33:44Z-
dc.date.issued2018-
dc.citation.volume30pt_BR
dc.citation.issue12pt_BR
dc.citation.spage1861pt_BR
dc.citation.epage1870pt_BR
dc.identifier.doi10.1017/S1041610218000443pt_BR
dc.identifier.issn10416102pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/56527-
dc.description.resumoBackground: Social cognition tasks, such as identification of emotions, can contribute to the diagnosis of neuropsychiatric disorders. The wide use of Facial Emotion Recognition Test (FERT) is hampered by the absence of normative dataset and by the limited understanding of how demographic factors such as age, education, gender, and cultural background may influence the performance on the test. Methods: We analyzed the influence of these variables in the performance in the FERT from the short version of the Social and Emotional Assessment. This task is composed by 35 pictures with 7 different emotions presented 5 times each. Cognitively healthy Brazilian participants (n = 203; 109 females and 94 males) underwent the FERT. We compared the performance of participants across gender, age, and educational subgroups. We also compared the performance of Brazilians with a group of French subjects (n = 60) matched for gender, age, and educational level. Results: There was no gender difference regarding the performance on total score and in each emotion subscore in the Brazilian sample. We found a significant effect of aging and schooling on the performance on the FERT, with younger and more educated subjects having higher scores. Brazilian and French participants did not differ in the FERT and its subscores. Normative data for employing the FERT in Brazilian population is presented. Conclusions: Data here provided may contribute to the interpretation of the results of FERT in different cultural contexts and highlight the common bias that should be corrected in the future tasks to be developed.pt_BR
dc.format.mimetypepdfpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentICX - DEPARTAMENTO DE ESTATÍSTICApt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofInternational Psychogeriatrics-
dc.rightsAcesso Restritopt_BR
dc.subjectEmotionpt_BR
dc.subjectCognitionpt_BR
dc.subjectSocial cognitionpt_BR
dc.subject.otherEmoçõespt_BR
dc.subject.otherCogniçãopt_BR
dc.subject.otherCognição socialpt_BR
dc.titleThe effects of gender, age, schooling, and cultural background on the identification of facial emotions: a transcultural studypt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://www.cambridge.org/core/journals/international-psychogeriatrics/article/effects-of-gender-age-schooling-and-cultural-background-on-the-identification-of-facial-emotions-a-transcultural-study/D21FA8D25D03E5C67A5FA4382FE2A5E7#pt_BR
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