As a result of including a social component to ERT, there was a significant increase in accuracy in identifying emotions across many differerent types of experimental tasks in group training. In addition, a significant increase in accuracy was found for line drawings and photographs with context. As a result of few training sessions, emotion recognition ability significantly improved. 


Boston University

-Time (training should be practical in terms of time spent) 
-Age
-Intellectual ability
-Demands of the task (e.g., recognition or labelling)
-Contextual information in Non-verbal Indicators 
-Social Context 


Important factors in ERT 


McKenzie, K., Matheson, E., McKaskie, K., Hamilton, L., &amp; Murray, G. C. (2000). Impact of group training on emotion recognition in individuals with a learning disability. British Journal of Learning Disabilities, 28(4), 143–147. https://doi.org/10.1046/j.1468-3156.2000.00061.x 

Impact of group training on emotion recognition in individuals with a learning disability


A study including a few number of training sessions. It also added contextual information to non-verbal indicators such as line drawings and photographs so that one condition added contextual information and  another condition did not. A social context was used to run the experiment. Participants were put in a familiar setting, an adult resource centre that they attended, and also involved experimenters who were staff members from the centre. The training separated participants into  groups to ensure that social relationships are involved in the process of applying emotion recognition skills in the experiment. 


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