Table 2.

Associations among emotion recognition skills, parenting behaviors, and adolescent-onset psychiatric disorders

	I	II	III	IV	V	VI	VII
I. Emotion Recognition Time (ERT)1
II. Emotion Recognition Specialization (ERS)2	0.04
III. Parental Rejection	0.01	−0.01
IV. Parental Emotional Warmth	−0.07*	0.06*	−0.37*
V. T1 Anxiety Problems	−0.02	0.02	0.32*	−0.09*
VI. T1 Affective Problems	0.00	0.02	0.40*	−0.20*	0.62*
VII. Onset of Anxiety Disorder3	−0.05	−0.04	0.04	0.04	0.14*	0.13*
VIII. Onset of Depressive Disorder3	−0.00	−0.04	0.08*	−0.03	0.16*	0.17*	0.17*

Total N = 1539; correlations with psychiatric disorders are based on lower numbers due to exclusion of pre-T1 onsets.

^*P < 0.05.

¹Mean reaction times divided by baseline speed. A higher score indicates slower emotion recognition.

²Difference between the standardized recognition times for positive and negative emotions. A positive score indicates a specialization (i.e., relatively short reaction times) in positive emotions; a negative score indicates a specialization in negative emotions.

³The figures reflect point-biserial correlations (with continuous variables) or Phi coefficients (with nominal variables).