- Title
- Emotional face processing in schizophrenia
- Creator
- Morris, Richard W.; Weickert, Cynthia Shannon; Loughland, Carmel M.
- Relation
- Current Opinion in Psychiatry Vol. 22, Issue 2, p. 140-146
- Publisher Link
- http://dx.doi.org/10.1097/YCO.0b013e328324f895
- Publisher
- Lippincott Williams & Wilkins
- Resource Type
- journal article
- Date
- 2009
- Description
- Purpose of review: Recent studies of face processing deficits in people with schizophrenia have begun to shed light on the answers to four important questions: What is the major component of the deficit? Does it have a neurobiological basis? When does it appear in development? Can it be remediated? Recent findings: Eye contact is especially important for recognizing fearful expressions. Patients with schizophrenia avoid gazing at important facial feature regions (especially eyes) and are particularly impaired in recognizing fear. Patients were thought to exhibit decreased amygdala activity when viewing fearful faces; however, more recent studies have revealed limbic hyperactivity in patients when viewing nonfearful and fearful faces compared with baseline. Amygdala hyperactivity can also be detected when people with schizophrenia fail to appropriately recognize fear faces. Studies indicate that there are developmental changes in amygdala activation, including limbic hyperactivity to fear faces during adolescence, a critical time for the onset of schizophrenia. New treatment strategies can increase gaze to the eye region, which could improve emotional recognition in patients. Summary: These findings suggest that there may soon be more options for overcoming specific problems in emotional face evaluation in people who have schizophrenia.
- Subject
- developmental processes; estrogen; face processing deficits; limbic system; schizophrenia
- Identifier
- uon:8286
- Identifier
- http://hdl.handle.net/1959.13/917376
- Identifier
- ISSN:0951-7367
- Reviewed
- Hits: 3033
- Visitors: 2989
- Downloads: 0
| Thumbnail | File | Description | Size | Format |
|---|