Implicit theories of women preschool pre-service teachers and emotional intelligence.

Introduction: Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). Objective: This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. Method: In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. Results: In our sample, incremental EI-but not intelligence-theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. Conclusion: Our findings suggest the importance of ITs of EI for pre-service teachers' emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.

Development and validation of an online emotional intelligence training program.

Introduction: Emotional intelligence (EI) is associated with a range of positive health, wellbeing, and behavioral outcomes. The present article describes the development and validation of an online training program for increasing EI abilities in adults. The training program was based on theoretical models of emotional functioning and empirical literature on successful approaches for training socioemotional skills and resilience. Methods: After an initial design, programming, and refinement process, the completed online program was tested for efficacy in a sample of 326 participants (72% female) from the general population. Participants were randomly assigned to complete either the EI training program (n = 168) or a matched placebo control training program (n = 158). Each program involved 10-12 hours of engaging online content and was completed during either a 1-week (n = 175) or 3-week (n = 151) period. Results: Participants who completed the EI training program showed increased scores from pre- to post-training on standard self-report (i.e., trait) measures of EI (relative to placebo), indicating self-perceived improvements in recognizing emotions, understanding emotions, and managing the emotions of others. Moreover, those in the EI training also showed increased scores in standard performance-based (i.e., ability) EI measures, demonstrating an increased ability to strategically use and manage emotions relative to placebo. Improvements to performance measures also remained significantly higher than baseline when measured six months after completing the training. The training was also well-received and described as helpful and engaging. Discussion: Following a rigorous iterative development process, we created a comprehensive and empirically based online training program that is well-received and engaging. The program reliably improves both trait and ability EI outcomes and gains are sustained up to six months post-training. This program could provide an easy and scalable method for building emotional intelligence in a variety of settings.

Emotional intelligence in incarcerated sexual offenders with sexual sadism.

Emotional intelligence (EI) is defined by the ability to perceive, manage, and reason about emotions in oneself and others. Studies have reported deficits in EI abilities among certain antisocial populations such as individuals with psychopathy, and enhanced performance among sexual offenders. Despite EI's relevance to offending behaviour, the association between EI and paraphilic offending has been under-studied. We examined the association between EI, sexual offending, and sexual sadism in 80 incarcerated men with sexual offenses and 207 incarcerated men with non-sexual offences. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Sadism was measured using the Severe Sexual Sadism Scale (SeSaS). Results showed that SeSaS scores were positively associated with Strategic EI (the ability to understand and manage emotions), but were not significantly related to Experiential EI. This may reflect core characteristics of sexual sadism including domination and manipulation, challenging the prevalent notion that higher EI is invariably positive.

Emotional intelligence: a comparison between patients after first episode mania and those suffering from chronic bipolar disorder type I.

BACKGROUND: Deficits in emotional intelligence (EI) were detected in patients with bipolar disorder (BD), but little is known about whether these deficits are already present in patients after presenting a first episode mania (FEM). We sought (i) to compare EI in patients after a FEM, chronic BD and healthy controls (HC); (ii) to examine the effect exerted on EI by socio-demographic, clinical and neurocognitive variables in FEM patients. METHODS: The Emotional Intelligence Quotient (EIQ) was calculated with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Performance on MSCEIT was compared among the three groups using generalized linear models. In patients after a FEM, the influence of socio-demographic, clinical and neurocognitive variables on the EIQ was examined using a linear regression model. RESULTS: In total, 184 subjects were included (FEM n = 48, euthymic chronic BD type I n = 75, HC n = 61). BD patients performed significantly worse than HC on the EIQ [mean difference (MD) = 10.09, standard error (s.e.) = 3.14, p = 0.004] and on the understanding emotions branch (MD = 7.46, s.e. = 2.53, p = 0.010). FEM patients did not differ from HC and BD on other measures of MSCEIT. In patients after a FEM, EIQ was positively associated with female sex (ß = -0.293, p = 0.034) and verbal memory performance (ß = 0.374, p = 0.008). FEM patients performed worse than HC but better than BD on few neurocognitive domains. CONCLUSIONS: Patients after a FEM showed preserved EI, while patients in later stages of BD presented lower EIQ, suggesting that impairments in EI might result from the burden of disease and neurocognitive decline, associated with the chronicity of the illness.

Emotional Processing Profile in Patients with First Episode Schizophrenia: The Influence of Neurocognition.

This study sought to investigate the influence of neurocognition on the emotional processing profiles of patients with first-episode schizophrenia, using the 4-branch Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) (Perceiving Emotions; Facilitating Emotions; Understanding Emotions and Managing Emotions). A sample of 78 patients with first-episode schizophrenia and a group of 90 non-psychiatric control subjects were included in this work. The initial results showed that patients had lower scores than controls for the "Understanding Emotions" and "Managing Emotions" MSCEIT branches. However, after controlling for neurocognition, the only deficits were found on the "Managing Emotions" branch of the MSCEIT. This branch can be considered as measuring a more sophisticated level of emotional processing, which may constitute a deficit in itself. In conclusion, patients with first-episode schizophrenia present deficits in social cognition at the highest level that seem to be independent from neurocognition. These findings support the inclusion of the "Managing Emotions" branch of the MSCEIT as part of the MCCB.

Premorbid adjustment in childhood is associated with later emotion management in first-episode schizophrenia.

Poor premorbid adjustment and social functioning deficits are recognized as cardinal features of schizophrenia. Whether premorbid maladjustment is associated with interpersonal functioning problems that manifest during the first episode of psychosis is less well-established. No previous work has investigated the relationship between premorbid adjustment and a key component of social cognition (emotion management) during the early phase of schizophrenia. A sample of 119 individuals (40 experiencing a first episode of schizophrenia, FE-SZ, 22 experiencing a first episode of another psychotic disorder, FE-OP, and 57 healthy controls, HC) participated in an assessment of premorbid adjustment and emotion management, measured using the Cannon-Spoor Premorbid Adjustment Scale (PAS) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) Managing Emotions (ME) scale. The relationship between premorbid adjustment (from age 5 to onset of psychotic symptoms) and ME was examined, as well as the specific relationship between childhood premorbid adjustment (ages 5-11) and ME. Results indicated that both FE-SZ and FE-OP participants exhibited significantly worse premorbid adjustment (all p's < 0.01) across development and lower ME scores when compared to HC participants. Among FE-SZ participants only, premorbid maladjustment in childhood was correlated with deficits in emotion management. This study is the first to suggest that poor premorbid social and academic functioning in childhood is related to later deficits in emotion management in those experiencing a first episode of schizophrenia. These results point to a possible relationship between early developmental deficits in premorbid social and school functioning and social cognitive deficits during the early (first episode) phase of schizophrenia.

Psychopathic traits and ability emotional intelligence in incarcerated males / Los rasgos psicopáticos y la inteligencia emocional como habilidad en hombres encarcelados

Recent years have seen a growing interest in studying the factors that could help reduce the negative consequences of psychopathic traits, such as violence or criminal acts, given the effect these have on our society. This study aims to investigate the relationship between ability emotional intelligence (EI) and psychopathic traits in a sample of incarcerated men. In total, 63 incarcerated adult males (Mage = 37.51) completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the 34-item Self-Report Psychopathy Scale-III (SRP-III). Comparisons using t-tests revealed that our sample showed significantly higher psychopathic traits and lower ability EI in comparison with nonincarcerated samples. Correlation analysis revealed a negative relationship between EI total score and the callous affect sub-dimension of psychopathy. Moreover, mediation analyses supported the existence of an indirect effect of EI total score on the psychopathy sub-dimensions of erratic lifestyle, criminal tendencies and interpersonal manipulation through the mediation effect of callous affect. These findings could help to inform the design of prevention and intervention programs implemented in penitentiary centers, which could have important implications for reducing antisocial and disruptive behaviours and improving possible future reintegration into society. (AU)

En los últimos años se ha observado un creciente interés por estudiar los factores que podrían ayudar a reducir las consecuencias negativas asociadas a los rasgos psicopáticos, como la violencia o los actos delictivos, dado el efecto que tienen en nuestra sociedad. Este estudio tiene como objetivo investigar la relación entre la inteligencia emocional (IE) como habilidad y los rasgos psicopáticos en una muestra de hombres encarcelados. En total, 63 varones adultos encarcelados (Medad = 37,51) completaron la Prueba de Inteligencia Emocional de Mayer-Salovey-Caruso (MSCEIT) y la Escala de Psicopatía autoinformada-III de 34 ítems (SRP-III). Los análisis comparativos utilizando pruebas t revelaron que nuestra muestra de hombres encarcelados mostraba niveles de rasgos psicopáticos significativamente más altos y una menor IE en comparación con otras muestras de hombres no encarcelados. Los análisis de correlación mostraron una relación negativa entre la puntuación total de IE y la sub-dimensión de afecto insensible de la psicopatía. Además, los análisis de mediación avalan la existencia de un efecto indirecto de la puntuación total de IE sobre las subdimensiones de psicopatía del estilo de vida errático, las tendencias delictivas y la manipulación interpersonal a través del efecto mediador del afecto insensible. Estos resultados pueden ser de interés para el diseño de los programas de prevención e intervención implementados en los centros penitenciarios, pudiendo tener importantes implicaciones en la reducción de las conductas antisociales y problemáticas y mejorar la futura reintegración de la población presidiaria en la sociedad. (AU)

Can We "Brain-Train" Emotional Intelligence? A Narrative Review on the Features and Approaches Used in Ability EI Training Studies.

Recent studies had demonstrated that specific emotional intelligence (EI) abilities (as measured using the MSCEIT) were related to better performance on cognitive tasks that involved emotional information but not on their non-emotional counterparts. These findings suggest that cognitive control and other executive functioning processes (e.g., working memory) contribute to EI abilities. A well-functioning EI ability is crucial for a number of everyday activities and life outcomes. However, the evidence for training ability EI remains vague as to how these improvements occur. The purpose of this narrative review was to synthesize findings from past EI training research, specifically focusing on their methodology. This was to identify key aspects of the interventions used, to determine the prototypical features between them, as well as to propose a compelling research agenda for future EI training studies. Based on the features found in these studies, we identified two possible approaches in which EI improvements occurred. The first approach was through increasing emotional knowledge and related competencies through teaching and practice. These features were found in the majority of training interventions using a workshop-style training format, reflections, role-plays, and practice with other participants. The second approach used brain-training principles to improve basic cognitive processes, such as executive control or emotional inhibition. Using a cognitive training approach to EI training can provide several advantages, such as allowing researchers to examine EI improvements using the theories of (1) transfer; (2) plasticity; and (3) process-specific changes.

A Feasibility Study on an Ultra-Brief Intervention for Improving Freshmen's Emotional Intelligence.

In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people's EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11-56 h). Few successful investigations employed an ultra-brief (i.e., ≤1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of freshmen; their transitional challenges from high school to college mark them as an appropriate target population. Employing a quasi-experimental one-group pretest-posttest design, the recruited participants (n = 75) experienced an ultra-brief intervention highlighting the complete skill-set in the Ability Emotional Intelligence model. Findings from a one-way repeated measures MANOVA indicated improvement transpired in two of four MSCEIT scores (i.e., perception and facilitation). The merit of the present study is delineated using Orsmond and Cohn's five objectives for feasibility investigations. In addition, implications of the results and possible applications are proposed.

Trait and Ability Emotional Intelligence and Its Impact on Sports Performance of Athletes.

Emotional intelligence (EI) is considered a determinant of sports performance. Two opposing perspectives have been discussed in the theoretical discourse on EI: EI as an ability versus EI as a trait, both widely differing in content and method of assessment. Previous applied sport psychology research is characterized by a heterogeneous use of different conceptualizations and measurements of EI. However, evidence for the superiority of an EI concept does not exist. This study directly compares the ability and trait EI concepts in the relationship with athletic performance. An online survey was conducted (response rate = 19%). Participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test, the Trait Emotional Intelligence Questionnaire Short Form, a list of questions about biographical information as well as information related to sports performance and sport participation. We used regression analyses and controlled type of sports to investigate how sports performance is influenced by EI. Trait EI positively predicted self-assessment of athletes' performance (B = 1.02; p < 0.01) whereby ability EI did not predict any outcome of sports performance. The effect of trait EI was independent of the ability EI. Overall, the result indicates some evidence for the superiority of the trait EI in applied sports psychology.

Experiential and Strategic Emotional Intelligence Are Implicated When Inhibiting Affective and Non-Affective Distractors: Findings from Three Emotional Flanker N-Back Tasks.

Emotional intelligence (EI) refers to a set of competencies to process, understand, and reason with affective information. Recent studies suggest ability measures of experiential and strategic EI differentially predict performance on non-emotional and emotionally laden tasks. To explore cognitive processes underlying these abilities further, we varied the affective context of a traditional letter-based n-back working-memory task. In study 1, participants completed 0-, 2-, and 3-back tasks with flanking distractors that were either emotional (fearful or happy faces) or non-emotional (shapes or letters stimuli). Strategic EI, but not experiential EI, significantly influenced participants' accuracy across all n-back levels, irrespective of flanker type. In Study 2, participants completed 1-, 2-, and 3-back levels. Experiential EI was positively associated with response times for emotional flankers at the 1-back level but not other levels or flanker types, suggesting those higher in experiential EI reacted slower on low-load trials with affective context. In Study 3, flankers were asynchronously presented either 300 ms or 1000 ms before probes. Results mirrored Study 1 for accuracy rates and Study 2 for response times. Our findings (a) provide experimental evidence for the distinctness of experiential and strategic EI and (b) suggest that each are related to different aspects of cognitive processes underlying working memory.

The 'Reading the mind in the Eyes' test and emotional intelligence.

The 'Reading the Mind in the Eyes' test (Eyes Test) has been widely used to measure theory of mind (ToM) or the ability to recognize the thoughts and feelings of others. Although previous studies have analysed its relationship with the ability to perceive emotions, the potential links with more complex emotional abilities remain unclear. The aim of the present research was to analyse the relationship between the Eyes Test and each of the emotional intelligence (EI) branches: perceiving, facilitating, understanding and managing emotions. In addition, we were interested in studying these relationships as a function of the Eyes Test difficulty. Eight hundred and seventy-four participants completed the Eyes Test and the Mayer-Salovey-Caruso Emotional Intelligence Test. A stepwise multiple regression analysis for the total score on the Eyes Test revealed that the best fitting model included the understanding, perceiving and managing emotion branches, with the understanding branch being the one most strongly associated with performance on the Eyes Test. Interestingly, stepwise multiple regression analysis for the easiest items of the Eyes Test revealed the same predictors, but, in the case of the most difficult items only the understanding branch was a predictor. These outcomes were not moderated by the influence of gender. Our findings support the notion that the Eyes Test can be used as a ToM task and that it is associated with complex EI abilities. Limitations and future lines of investigation are discussed.

CSF levels of synaptosomal-associated protein 25 and synaptotagmin-1 in first-episode psychosis subjects.

Post-mortem studies consistently show evidence of reduced synaptic protein levels in patients with schizophrenia. Clinically high-risk subjects show a steeper decrease in grey matter thickness and in vitro modeling using patient-derived cells implicate excessive synaptic pruning during neurodevelopment as a part of the schizophrenia pathophysiology. However, it is unclear to what extent synapse elimination is present during various stages of the disease, which is of clinical importance as in a real-world setting most subjects received their first-episode psychosis (FEP) diagnosis not until their mid-twenties. In the present study, we measured cerebrospinal fluid (CSF) concentrations of the two pre-synaptic proteins synaptosomal-associated protein 25 (SNAP-25) and synaptotagmin-1 (SYT-1), both of which are increased in conditions of ongoing synaptic degeneration, in 44 FEP subjects (mean age 29.9 years) and 21 healthy controls (25.9 years) using immunoprecipitation mass spectrometry. Neither protein was found to differ between healthy controls and patients, and they showed no correlation with symptom ratings, cognitive performance or antipsychotic medication. Additional studies in high-risk subjects in the early prodromal phase will be needed to address if excessive synapse destruction occurs before the development of overt psychotic symptoms.

A Comparison of the Ability Emotional Intelligence of Head Teachers With School Teachers in Other Positions.

Head teachers are exposed to a highly emotional and stressful job, and they need a sufficient combination of professional competencies in order to deal with daily challenges in schools. Recent studies have shown the importance of developing emotional competencies such as emotional intelligence (EI) in teachers in order to improve their professional development and to ensure the adequate functioning of the school. However, rather less is known about the ability EI of head teachers. The aim of the present study was to evaluate the ability EI of public school head teachers and compare this ability with those working in other positions within the school. For these purposes, 393 participants (35 head teachers, 39 middle leaders, 236 tutors, and 86 teachers) aged between 24 and 62 years (M = 40.26; SD = 9.27) completed the mayer-salovey-caruso emotional intelligence test (MSCEIT). The results revealed a significantly higher total EI for head teachers than teachers, along with higher scores in the understanding branch of the MSCEIT for the head teachers compared with workers in other positions. In addition, on this EI branch, tutors also achieved higher scores than the teachers. We also evaluated the alternative hypothesis that years of teaching experience could explain the relationship between work position and the EI scores, and found no evidence in support of this possibility. Limitations and future lines of research are discussed.

The relationship between aggression and ability emotional intelligence: The role of negative affect.

This study aimed to contribute to the understanding of the mechanisms underlying the relationship between aggressive behaviour and individual levels of ability emotional intelligence (EI). Three hundred and ninety-five participants took part in this study. Participants were assessed on ability EI, negative affect (NA), and aggression by the Mayer-Salovey-Caruso Emotional Intelligence Test, the Positive and Negative Affect Schedule, and the Buss-Perry Aggression questionnaires, respectively. The results revealed a negative relationship between aggression and ability EI, but this relationship depended on multiple factors: the type of EI branches and aggression dimensions, the influence of NA, and gender. Emotional management ability showed a direct relationship with aggression, while emotional perception ability presented an indirect relationship with aggression through the effect of NA. These EI abilities were related to different aggression dimensions, highlighting the direct relationship with physical aggression. Moreover, gender differences showed that women possess greater EI abilities, higher levels of NA, less aggressive behaviour, and a lower relationship between NA and aggression compared with men. This research offers a better understanding of the psychological processes explaining aggression. The inclusion of our findings in the design of prevention and treatment programs could be of great help in the control of aggressive behaviour.

What does the Managing Emotions branch of the MSCEIT add to the MATRICS consensus cognitive battery?

The Managing Emotions branch of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-ME) was included within the MATRICS Consensus Cognitive Battery (MCCB) as the measure of social cognition, although limited research has examined its associations with psychosocial functioning in people with schizophrenia or other severe mental illnesses. This secondary analysis with 107 participants examined what the MSCEIT-ME contributes to our understanding of functioning in this population, and whether it uniquely predicts psychosocial functioning after controlling for performance on the other MCCB tests and negative symptoms. Performance on the MSCEIT-ME was significantly correlated with all three MCCP factors (processing speed, attention/working memory, learning) within schizophrenia-schizoaffective disorder, bipolar disorder, and other mixed diagnoses groups. Better performance on MSCEIT-ME was associated with better psychosocial functioning on the Quality of Life Scale (QLS) in the schizophrenia-schizoaffective disorder group, but not in the bipolar or other mixed diagnoses groups. In addition, in the schizophrenia-schizoaffective disorder group, after controlling for demographic characteristics in stepwise multiple regression analyses, MSCEIT-ME was the only significant predictor of the QLS total score and the QLS interpersonal relations and intrapsychic foundations subscales, with none of the MCCB factors entering any of the regression models. The MSCEIT-ME may reflect a unique aspect of social cognition that is related to impaired psychosocial functioning in schizophrenia and is not tapped by the other cognitive tests on the MCCB. Further research on the MSCEIT-ME could provide unique insights into the social functioning problems in schizophrenia.

Social cognition in bipolar disorder: Focus on emotional intelligence.

BACKGROUND: The present study aims to characterize emotional intelligence (EI) variability in a sample of euthymic bipolar disorder (BD) patients through the Mayer- Salovey-Caruso Emotional Intelligence Test (MSCEIT). METHOD: A total of 134 euthymic BD outpatients were recruited and divided into three groups according to the total Emotional Intelligence Quotient (EIQ) score of the MSCEIT, following a statistical criterion of scores 1.5SDs above/below the normative group mean, as follows: a low performance (LP) group (EIQ <85), a normal performance (NP) group (85≤EIQ≤115), and a high performance (HP) group (EIQ >115). Afterwards, main sociodemographic, clinical, functional and neurocognitive variables were compared between the groups. RESULTS: Three groups were identified: 1) LP group (n=16, 12%), 2) NP group (n=93, 69%) and 3) HP group (n=25, 19%). There were significant differences between the groups in premorbid intelligence quotient (IQ) (p=0.010), axis II comorbidity (p=0.008), subthreshold depressive symptoms (p=0.027), general functioning (p=0.013) and in four specific functional domains: autonomy, occupation, interpersonal relations and leisure time. Significant differences in neurocognitive performance were found between groups with the LP group showing the lowest attainments. LIMITATIONS: The cross-sectional design of the study. CONCLUSION: Our results suggest that EI variability among BD patients, assessed through MSCEIT, is lower than expected. EI could be associated with premorbid IQ, subthreshold depressive symptoms, neurocognitive performance and general functioning. The identification of different profiles of SC may help guide specific interventions for distinct patient subgroups aimed at improving social cognition, neurocognitive performance and psychosocial functioning.

Emotional intelligence and non-social cognition in schizophrenia and bipolar I disorder.

BACKGROUND: The different patterns of Emotional Intelligence (EI) deficits in schizophrenia and bipolar I disorder are are not yet well understood. This study compares EI levels among these groups and highlights the potential impact of non-social cognition on EI. METHOD: Fifty-eight schizophrenia and 60 bipolar outpatients were investigated using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Brief Assessment of Cognition in Schizophrenia (BACS). Analyses of covariance were performed with adjustment for the BACS composite score. RESULTS: Compared to bipolar subjects, schizophrenia patients showed significantly lower levels in both EI and non-social cognition. After adjustment for the BACS composite score, the difference in EI was lost. The mediation analysis revealed that differences between schizophrenia and bipolar patients in strategic EI are almost fully attributable to the mediating effect of non-social cognition. CONCLUSIONS: Our findings suggest that in both schizophrenia and bipolar patients EI is strongly influenced by non-social cognitive functioning. This has to be taken into account when interpreting MSCEIT data in comparative studies in serious mental illness and emphasizes the importance of cognitive remediation.

Longitudinal stability of social cognition in schizophrenia: A 5-year follow-up of social perception and emotion processing.

BACKGROUND: Individuals with schizophrenia exhibit marked and disproportional impairment in social cognition, which is associated with their level of community functioning. However, it is unclear whether social cognitive impairment is stable over time, or if impairment worsens as a function of illness chronicity. Moreover, little is known about the longitudinal associations between social cognition and community functioning. METHOD: Forty-one outpatients with schizophrenia completed tests of emotion processing (Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT) and social perception (Relationships Across Domains, RAD) at baseline and approximately five years later. Stability of performance was assessed using paired t-tests and correlations. Longitudinal associations between social cognition and community functioning (Role Functioning Scale, RFS) were assessed using cross-lagged panel correlation analysis. RESULTS: Performance on the two social cognition tasks were stable over follow-up. There were no significant mean differences between assessment points [p's≥0.20, Cohen'sd's≤|0.20|], and baseline performance was highly correlated with performance at follow-up [ρ's≥0.70, ICC≥0.83, p's<0.001]. The contemporaneous association between social cognition and community functioning was moderately large at follow-up [ρ=0.49, p=0.002]. However, baseline social cognition did not show a significant longitudinal influence on follow-up community functioning [z=0.31, p=0.76]. CONCLUSIONS: These data support trait-like stability of selected areas of social cognition in schizophrenia. Cross-lagged correlations did not reveal a significant unidirectional influence of baseline social cognition on community functioning five years later. However, consistent with the larger literature, a moderately large cross-sectional association between social cognition and community functioning was observed. Based on stability and cross-sectional associations, these results suggest that social cognition might have short-term implications for functional outcome rather than long-term consequences.

Traditional Chinese version of the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT-TC): Its validation and application to schizophrenic individuals.

Schizophrenia is an illness that impairs a person's social cognition. The Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) is the most well-known test used to measure emotional intelligence (EI), which is a major component of social cognition. Given the absence of EI ability-based scales adapted to Chinese speakers, we translated the MSCEIT into a Traditional Chinese version (MSCEIT-TC) and validated this scale for use in schizophrenia studies. The specific aims were to validate the MSCEIT-TC, to develop a norm for the MSCEIT-TC, and use this norm to explore the EI performance of schizophrenic individuals. We included in our study seven hundred twenty-eight healthy controls and seventy-six individuals with schizophrenia. The results suggest that the MSCEIT-TC is reliable and valid when assessing EI. The results showed good discrimination and validity when comparing the two study groups. Impairment was the greatest for two branches Understanding and Managing Emotions, which implies that the deficits of schizophrenia individuals involve ToM (theory of mind) tasks. Deficits involving the negative scale of schizophrenia was related to impaired performance when the MSCEIT-TC was used (in branch 2, 3, 4, and the area Strategic). Our findings suggest that the MSCEIT-TC can be used for emotional studies in healthy Chinese and in clinical setting for investigating schizophrenic individuals.