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Perspective-taking and emotion recognition are essential for successful social development and have been the focus of developmental research for many years. Although the two abilities often overlap, they are distinct and our understanding of these abilities critically rests upon the efficacy of existing measures. Lessons from the literature differentiating recall versus recognition memory tasks led us to hypothesize that an open-ended emotion recognition measure would be less reliant on compensatory strategies and hence a more specific measure of emotion recognition abilities than a forced-choice task. To this end, we compared an open-ended version of the  Reading the Mind in the Eyes Task  with the original forced-choice version in two studies: 118 typically-developing 4- to 8-year-olds (Study 1) and 139 5- to 12-year-olds; 85 typically-developing and 54 with learning disorders (Study 2). We found that the open-ended version of the task was a better predictor of empathy and more reliably discriminated typically-developing children from those with learning disorders. As a whole, the results suggest that the open-ended version is a more sensitive measure of emotion recognition specifically.

Comparisons of an Open-Ended vs. Forced-Choice ‘Mind Reading’ Task: Implications for Measuring Perspective-Taking and Emotion Recognition