Leaders’ emotion perception, understanding and management abilities differentially relate to followers’ work outcomes

Superior recognition of positive emotional facial expressions compared to negative expressions is well established. However, it is unclear whether this superiority effect differs between non-parents and parents, for whom emotion perception (EP) is an indispensable skill. Although EP has been shown to be modulated by the neuropeptide oxytocin, a central factor in the development of parental care, very little research has addressed the relationship between EP skills, the transition to parenthood, and plasma oxytocin levels. In the present study, we assessed EP abilities with a test battery and measured plasma oxytocin in 77 non-parent and 79 parent couples and applied structural equation modelling to the data. The results showed increased happiness perception abilities in both parents and individuals with elevated oxytocin levels. Furthermore, non-parents showed superior abilities to recognise anger expressions. No significant associations were found regarding the perception of other basic emotion categories or with a general EP factor. The findings are consistent with previous research indicating that elevated oxytocin levels are associated with enhanced EP abilities. They also extend the existing literature by demonstrating that mothers and fathers, regardless of their oxytocin levels, exhibit increased EP superiority.

In this review, we focus on two key questions about the nature of emotional intelligence (EI). First, we consider what the different parts of EI might be, suggesting a taxonomy that builds on the well‐known hierarchical four‐branch model to include six narrow abilities (emotion perception, emotion expression, emotion attention regulation, emotion understanding, emotion regulation of self, and emotion regulation of others). Second, we review evidence for the interrelations between these six narrow abilities. The interrelationships of the EI narrow abilities are a key criterion for viewing EI as a kind of intelligence, rather than a typical way of behaving. Our review concludes that the six narrow abilities comprising EI are all positively interrelated—the component parts of EI converge to form a whole. In addition, the level of interrelationships shows that emotion expression and emotion perception are clearly separate, with weaker evidence for the separation between emotion regulation of self versus emotion regulation of others. Using the older research tradition of emotion recognition (which predates EI), we present a detailed overview of the relationship between emotion perception and other narrow abilities of EI. We conclude that the narrow facets of EI converge with each other, providing one form of evidence to support the validity of EI as a type of intelligence.

This preliminary study explores the relationships between challenging behaviour and emotional perception in a population of adults with intellectual disabilities, in order to establish whether there are grounds for further study. Cross-sectional data were collected from 96 participants with intellectual disabilities and 95 carers. The service user participants completed the Emotional Perception Questionnaire, whilst carers completed the Checklist for Challenging Behaviour. Correlational analyses were employed to analyse relationships between the variables. A post hoc between-group analysis was conducted to compare the emotional recognition abilities of people with high-frequency challenging behaviour with those with low-frequency challenging behaviour. Significant negative associations were found between emotional perception and challenging behaviour frequency and management difficulty. Significant differences in emotional perception abilities were found between people with high frequency and those with low-frequency challenging behaviours. The study suggests that emotional perception is important in understanding challenging behaviour.

Emotional intelligence is an umbrella concept that encompasses many phenomena such as perception, assimilation, understanding and management of emotions. It includes five domains like – knowing one’s emotions, managing emotions, motivating one self, recognizing emotion in others and handling relations. Emotional intelligence is important especially during elementary school age because the cognitive development develops at a faster rate during this period. To study the emotional intelligence of elementary school children the following study was conducted. The samples were 180 adolescents (90 boys and 90 girls) from local elementary school, who were selected using stratified random sampling technique. Tools used for the study were General information schedule and Emotional Intelligence questionnaire developed by the investigator. The results revealed that boys and girls did not differ significantly in the emotional intelligence scores. As the age increases emotional intelligence scores also increased. There is a positive correlation for age and emotional intelligence. As the age increases children attain more emotional stability which might bincreases emotional intelligence. Elementary school age which extends from 6years to 10years coincides with the concrete operational stages of Piaget’s cognitive development. Concrete operational stage is a crucial stage in the development of logical and organized thought. Children exhibit intelligence in different ways. Though, some children have average intelligence, they have excellent ability to act wisely in social situations. Goleman (1998), defined this intelligence which includes perceiving emotions, expressing emotions appropriately, manage one’s own and other’s feelings to facilitate thinking and social interaction as “Emotional Intelligence”. Emotional intelligence is an umbrella concept that encompasses many phenomena being explored by numerous prominent psychologists in a variety of research fields. According to Salovey and Sluyter(2000), emotional intelligence involves – the ability to perceive emotions, access and generate emotions so as to promote emotional and intellectual growth. Mayer and Salovey (1993), identified four branches of emotional intelligence, viz., 1. Perception of emotions. 2. Emotional facilitation of thinking. 3. Understanding and analyzing emotions, employing emotional knowledge, 4. Reflective regulation of emotions to promote emotional and intellectual growth. Emotional intelligence is a type of social intelligence that involves the ability to monitor one’s own and other’s emotions to discriminate among them and to use the information to guide one’s thinking and actions. Steps involved in achieving academic and emotional intelligence were: positive learning climate, surface specific feed back regarding content and feelings, natural knowledge, emotional and academic success. Assessment of emotional intelligence helps to guide children to provide experiences that meet social and emotional needs, and to improve their adjustments.

Attachment and emotional intelligence abilities across the life course

Postoperative rehabilitation programs for cochlear implant (CI) recipients primarily emphasize enhancing speech perception. However, effective communication in everyday social interactions necessitates consideration of diverse verbal social cues to facilitate language comprehension. Failure to discern emotional expressions may lead to maladjusted social behavior, underscoring the importance of integrating social cues perception into rehabilitation initiatives to enhance CI users' well-being. After conventional rehabilitation, CI users demonstrate varying levels of emotion perception abilities. This disparity notably impacts young CI users, whose emotion perception deficit can extend to social functioning, encompassing coping strategies and social competence, even when relying on nonauditory cues such as facial expressions. Knowing that emotion perception abilities generally decrease with age, acknowledging emotion perception impairments in aging CI users is crucial, especially since a direct correlation between quality-of-life scores and vocal emotion recognition abilities has been observed in adult CI users. After briefly reviewing the scope of CI rehabilitation programs and summarizing the mounting evidence on CI users' emotion perception deficits and their impact, we will present our recommendations for embedding emotional training as part of enriched and standardized evaluation/rehabilitation programs that can improve CI users' social integration and quality of life. Evaluating all aspects, including emotion perception, in CI rehabilitation programs is crucial because it ensures a comprehensive approach that enhances speech comprehension and the emotional dimension of communication, potentially improving CI users' social interaction and overall well-being. The development of emotion perception training holds promises for CI users and individuals grappling with various forms of hearing loss and sensory deficits. Ultimately, adopting such a comprehensive approach has the potential to significantly elevate the overall quality of life for a broad spectrum of patients.

Although most people can identify facial expressions of emotions well, they still differ in this ability. According to embodied simulation theories understanding emotions of others is fostered by involuntarily mimicking the perceived expressions, causing a “reactivation” of the corresponding mental state. Some studies suggest automatic facial mimicry during expression viewing; however, findings on the relationship between mimicry and emotion perception abilities are equivocal. The present study investigated individual differences in emotion perception and its relationship to facial muscle responses - recorded with electromyogram (EMG) - in response to emotional facial expressions. N° = °269 participants completed multiple tasks measuring face and emotion perception. EMG recordings were taken from a subsample (N° = °110) in an independent emotion classification task of short videos displaying six emotions. Confirmatory factor analyses of the m. corrugator supercilii in response to angry, happy, sad, and neutral expressions showed that individual differences in corrugator activity can be separated into a general response to all faces and an emotion-related response. Structural equation modeling revealed a substantial relationship between the emotion-related response and emotion perception ability, providing evidence for the role of facial muscle activation in emotion perception from an individual differences perspective.

Alcohol-intoxication is implicated in negative social behaviours, however the mechanisms underlying this relationship are poorly understood. Impaired emotion perception following alcohol consumption may partially account for this link, however limited methodology in prior studies undermines the efficacy of this explanation. The current study investigated the effect of acute moderate-dose alcohol-intoxication on basic and compound emotion perception abilities using contextualised video vignettes. Self-appraisals of performance accuracy were also investigated. Sixty-eight participants consumed a beverage containing either (a) an alcohol dose calculated to achieve a BrAC of 0.08%, or (b) a placebo. The Complex Audio-Visual Emotion Assessment Task (CAVEAT) was used to assess emotion perception ability. Anticipatory performance accuracy and emergent confidence judgements were made on the CAVEAT. There were no significant between-group differences on emotion perception ability and emergent confidence judgements. However, anticipatory performance accuracy was more aligned to actual performance in the alcohol intoxication group compared to the placebo group. Overall, these results suggest that (1) deficits in perception of facial emotional expressions following alcohol intoxication may not be as pronounced as originally suspected; and (2) the questioning of performance accuracy may prompt intoxicated individuals to anticipate poorer emotion perception performance, which may lead to better monitoring of-and improvements in-task performance.

IntroductionEmotional Intelligence (EI) is a well-documented aspect of social and interpersonal functioning, but the underlying neural mechanisms for this capacity remain poorly understood. Here we used advanced brain connectivity techniques to explore the associations between EI and effective connectivity (EC) within four functional brain networks. MethodsThe Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was used to collect EI data from 55 healthy individuals (mean age = 30.56±8.3 years, 26 males). The MSCEIT comprises two area cores – experiential EI (T1) and strategic EI (T2). The T1 core included two sub-scales – perception of emotions (S1) and using emotions to facilitate thinking (S2), and the T2 core included two sub-scales – understanding of emotions (S3) and management of emotions (S4). All participants underwent structural and resting-state functional magnetic resonance imaging (rsfMRI) scans. The spectral dynamic causal modeling approach was implemented to estimate EC within four networks of interest – the default-mode network (DMN), dorsal attention network (DAN), control-execution network (CEN) and salience network (SN). The strength of EC within each network was correlated with the measures of EI, with correlations at pFDR < 0.05 considered as significant. ResultsThere was no significant association between any of the measures of EI and EC strength within the DMN and DAN. For CEN, however, we found that there were significant negative associations between EC strength from the right anterior prefrontal cortex (RAPFC) to the left anterior prefrontal cortex (LAPFC) and both S2 and T1, and significant positive associations between EC strength from LAPFC to RAPFC and S2. EC strength from the right superior parietal cortex (SPC) to RAPFC also showed significant negative association with S4 and T2. For the SN, S3 showed significant negative association with EC strength from the right insula to RAPFC and significant positive association with EC strength from the left insula to dorsal anterior cingulate cortex (DACC). ConclusionsWe provide evidence that the negative ECs within the right hemisphere, and from the right to left hemisphere, and positive ECs within the left hemisphere and from the left to right hemisphere of CEN (involving bilateral frontal and right parietal region) and SN (involving right frontal, anterior cingulate and bilateral insula) play a significant role in regulating and processing emotions. These findings also suggest that measures of EC can be utilized as important biomarkers to better understand the underlying neural mechanisms of EI.

Facial emotion perception in depression and bipolar disorder: A quantitative review

Social cognition (SC), the ability to interpret and respond to social situations appropriately, is essential for effective interpersonal functioning. Challenges in these areas are a core feature of depression. Evidence shows mixed findings regarding the extent and presence of these deficits in depression, especially in its milder forms. SC comprises key processes such as the theory of mind (ToM), attribution style, emotion, and social perception. In addition to exploring emotion perception (EP) ability through faces and vocal stimuli, music has recently emerged as a valuable tool in studying EP, given the effectiveness of music intervention in improving mood and overall emotional functioning in patients with depression. This study aimed to explore social cognition abilities in patients with mild-moderate major depressive disorder (MDD) and investigate the relationship between SC and neurocognition in depression. Nineteen patients diagnosed with mild-moderate MDD and eighteen age-, sex-, and education-matched healthy controls (HCs) (n = 18) were assessed using the Social Cognition Rating tools in the Indian Setting (SOCRATIS), the NIMHANS Emotion Perception Test (NEPT; assessing facial and prosodic domains), and the Music Emotion Perception Test (MEPT). Patients with MDD showed significant deficits in first-order ToM (FOT) compared to HCs (p = 0.01). On the music emotion recognition test, the MDD group rated the intensity of positive emotions (e.g., happiness) significantly lower than the HC group (p = 0.007). However, no significant group differences were found in the accuracy of emotion identification across facial, prosodic, or musical stimuli. Correlational analyses revealed trends toward significant positive associations between attention and second-order ToM (SOT; r = 0.58, p < 0.01), as well as between the executive function (EF) index and EP (r = 0.60, p < 0.01), SOT (r = 0.56, p = 0.01), and social perception (r = 0.60, p < 0.01). Individuals with mild-moderate depression show reduced FOT ability and emotion scaling of positive emotions on music excerpts. A potential association exists between neurocognitive (attention and EFs) and SC measures.

This study aimed at testing the differences in emotional intelligence ability between women with fibromyalgia (cases) and their age-matched counterparts not with fibromyalgia from the general population (controls) and analysing the association between emotional intelligence ability and widespread pain in women with fibromyalgia. A total of 133 cases and 77 controls participated in this cross-sectional study. Controls performed better than cases on emotion understanding. Higher emotion perception and management were significantly associated with lower widespread pain. Therefore, women with fibromyalgia may experience difficulties in understanding emotional information. In fibromyalgia, higher emotion perception and management abilities are independently related to lower widespread pain.

A considerable body of literature has reported on emotion perception deficits and the relevance to clinical symptoms and social functioning in schizophrenia. Studies published between 1970-2007 were examined regarding emotion perception abilities between patient and control groups and potential methodological, demographic, and clinical moderators. DATA SOURCES AND REVIEW: Eighty-six studies were identified through a computerized literature search of the MEDLINE, PsychINFO, and PubMed databases. A quality of reporting of meta-analysis standard was followed in the extraction of relevant studies and data. Data on emotion perception, methodology, demographic and clinical characteristics, and antipsychotic medication status were compiled and analyzed using Comprehensive Meta-analysis Version 2.0 (Borenstein M, Hedges L, Higgins J and Rothstein H. Comprehensive Meta-analysis. 2. Englewood, NJ: Biostat; 2005). The meta-analysis revealed a large deficit in emotion perception in schizophrenia, irrespective of task type, and several factors that moderated the observed impairment. Illness-related factors included current hospitalization and--in part--clinical symptoms and antipsychotic treatment. Demographic factors included patient age and gender in controls but not race. Emotion perception impairment in schizophrenia represents a robust finding in schizophrenia that appears to be moderated by certain clinical and demographic factors. Future directions for research on emotion perception are discussed.

Age differences in emotion perception are now well documented. However, a key limitation of many studies in this literature is the reliance on highly artificial tasks that lack context and consequently have poor ecological validity. This study reports two separate experiments that investigated age differences in emotion perception abilities using a highly contextualised film-based assessment along with a traditional emotion perception task. Experiment 2 additionally included a middle-aged sample and an assessment of eye-gaze patterns to the emotional films. The inclusion of eye-tracking in Experiment 2 was motivated by the fact that older adults consistently show visual biases to static emotion stimuli, yet it remains unclear whether biases also emerge in response to dynamic contextualised emotion stimuli. Experiment 1 identified age effects recognising displays of anger in the traditional emotion perception task but no age differences emerged on the film-based task. This finding was replicated in Experiment 2 with significant group differences on the traditional emotion perception task but no age differences on the film-based task. Experiment 2 also showed that there were no age differences in gaze patterns to these stimuli, showing for the first time that age-related visual biases to emotion stimuli may be task dependent. These findings highlight the fact that task-related features play a key role in the evaluation of age effects in emotion perception.

Facial emotion perception plays a key role in interpersonal communication and is a precursor for a variety of socio-cognitive abilities. One brain region thought to support emotion perception is the inferior frontal cortex (IFC). The current study aimed to examine whether modulating neural activity in the IFC using high frequency transcranial random noise stimulation (tRNS) could enhance emotion perception abilities. In Experiment 1, participants received either tRNS to IFC or sham stimulation prior to completing facial emotion and identity perception tasks. Those receiving tRNS significantly outperformed those receiving sham stimulation on facial emotion, but not identity, perception tasks. In Experiment 2, we examined whether baseline performance interacted with the effects of stimulation. Participants completed a facial emotion and identity discrimination task prior to and following tRNS to either IFC or an active control region (area V5/MT). Baseline performance was a significant predictor of emotion discrimination performance change following tRNS to IFC. This effect was not observed for tRNS targeted at V5/MT or for identity discrimination. Overall, the findings implicate the IFC in emotion processing and demonstrate that tRNS may be a useful tool to modulate emotion perception when accounting for individual differences in factors such as baseline task performance.