Are executive functions related to emotional intelligence? A correlational study in schizophrenia and borderline personality disorder

Hurtado, María M.; Triviño, Mónica; Arnedo, Marisa; Roldán, Gabriel; Tudela, Pı́o

doi:10.1016/j.psychres.2016.09.027

Cited by 13 publications

(12 citation statements)

References 29 publications

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“…The correlation between executive functions and facial emotion recognition has been previously explored, and the results suggest a possible link between these two aspects in patients with different neurological and psychiatric conditions [ 43 , 44 ]. This correlation could have a double explanation: the impairment of executive functions could lead to a lower focused attention in performing tasks, as it has been demonstrated in Attention Hyperactivity Deficit Disorder (ADHD) patients; on the other hand, it could also be hypothesized that in patients with SLD, there is a common mechanism that affects the maturation and development of different neuronal circuits, which is indispensable for both executive functions and facial emotion recognition abilities.…”

Section: Discussionmentioning

confidence: 99%

Facial Emotion Recognition in Children and Adolescents with Specific Learning Disorder

et al. 2020

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Background: Some recent studies suggest that children and adolescents with different neurodevelopmental disorders perform worse in emotions recognition through facial expressions (ER) compared with typically developing peers. This impairment is also described in children with Specific Learning Disorders (SLD), compromising their scholastic achievement, social functioning, and quality of life. The purpose of our study is to evaluate ER skills in children and adolescents with SLD compared to a control group without learning disorders, and correlate them with intelligence and executive functions. Materials and Methods: Our work is a cross-sectional observational study. Sixty-three children and adolescents aged between 8 and 16 years, diagnosed with SLD, and 32 sex/age-matched controls without learning disorders were recruited. All participants were administered standardized neuropsychological tests, evaluating facial emotion recognition (NEPSY-II), executive functions (EpiTrack Junior), and intelligence profile (WISC-IV). Results: Emotion recognition mean score was significantly lower in the SLD group than in the controls group on the Mann–Whitney U test for unpaired samples (p < 0.001). The SLD group performed significantly lower than the control group in their abilities to identify neutral expressions, happiness, sadness, anger, and fear compared to controls (p < 0.001). ER scores were positively correlated to the executive functions scores. There was no correlation with the Total Intelligence Quotient scores but there is a significant positive correlation with Working Memory Index and Processing Speed Index measured by WISC.IV. Conclusion: Our study showed that children and adolescents with Specific Learning Disorders have facial emotion recognition impairment when compared with a group of peers without learning disorders. ER abilities were independent of their global intelligence but potentially related to executive functions.

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Section: Discussionmentioning

confidence: 99%

Facial Emotion Recognition in Children and Adolescents with Specific Learning Disorder

et al. 2020

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“…Six (13.3%) of the 45 studies included in this review used the MSCEIT as a measure of emotional intelligence (Table 9 ). 74 , 75 , 77 , 82 , 96 , 100 Four of these studies found deficits of emotional intelligence in patients with BPD. 74 , 77 , 82 , 100 Two studies did not find significant differences of emotional intelligence between patients and controls.…”

Section: Resultsmentioning

confidence: 99%

“… 17 , 36 , 40 , 41 , 47 , 48 , 52 , 54 – 57 , 61 , 63 , 69 , 70 , 72 – 101 Thirteen (28.9%) of the 45 studies comprised samples of patients with psychiatric conditions other than BPD, 40 , 41 , 52 , 55 , 72 , 74 , 77 , 81 , 82 , 87 , 91 , 97 , 100 including other personality disorders, major depressive disorder (MDD), attention-deficit/hyperactivity disorder (ADHD), schizophrenia, substance abuse disorder, and anorexia nervosa (Tables 1 – 4 and 6 – 10 ). All but two studies 47 , 82 reported sex distributions for patients with the diagnosis of BDP. The female-to-male ratio of patients included in studies reporting sex distribution was 8:1.…”

Section: Resultsmentioning

confidence: 99%

Dysfunction of Empathy and Related Processes in Borderline Personality Disorder: A Systematic Review

Salgado

Pedrosa

Bastos-Leite

2020

Harv Rev Psychiatry

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Learning objectives After participating in this activity, learners should be better able to: • Assess differences between adult patients with the diagnosis of borderline personality disorder (BPD) and healthy control subjects in terms of empathy and related processes • Evaluate the effects of empathy or related processes as factors contributing to abnormal social functioning in BPD Abstract We reviewed 45 original research studies, published between 2000 and 2019, to assess differences between adult patients with the diagnosis of borderline personality disorder (BPD) and healthy control subjects in terms of empathy and related processes (i.e., theory of mind, mentalizing, social cognition, and emotional intelligence). Thirty-six studies reported deficits of empathy or related processes in patients with BPD. Enhanced emotional empathy in BPD was also reported in eight studies, all of which revealed that patients had increased scores of personal distress on the Interpersonal Reactivity Index self-report questionnaire. Six studies did not find significant differences between patients with BPD and healthy control subjects in terms of empathy or related processes. No study reported enhanced cognitive empathy, social cognition, or emotional intelligence in patients with BPD. We postulate that deficits of empathy or related processes contribute to preempting the formation of stable interpersonal relationships, whereas enhanced emotional empathy might lead to personal (and interpersonal) distress, further contributing to abnormal social functioning in BPD.

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“…According to Salovey (1999, 2002;, emotional intelligence (EI) consists of four branches: (1) perceiving emotions (accurate perception and expression of emotions); (2) assimilating emotions or facilitation of thought (assimilating emotional experiences into percentual perceptual and cognitive processes, reasoning with them); (3) understanding emotions (understanding the progressions of emotions across time and situations); and (4) managing emotions (effective regulation of emotions in self and others). While branches 1 and 2 are considered as the Experiential area, branches 3 and 4 form the Strategic area (Mayer and Salovey, 1997;Hurtado, et al, 2016). The above functions warrant the application of cognitive abilities to discern emotions accurately (both in self and others), manage emotions appropriately, make decisions and act accordingly.…”

Section: Emotional Intelligencementioning

confidence: 99%

“…While some studies reported better scores for older adults (Galdona et al, 2018;Cabello et al, 2014;Mayer et al, 1999), others found that older adults had trouble recognizing emotions (Cabello et al, 2014;Ruffman et al, 2008). We wanted to ascertain if EI could be enhanced through exercise, as, akin to motor learning, it is also dependent on EF (Mayer and Salovey, 1997;Hurtado, et al, 2016). We were also interested in understanding if EI is a factor that contributes to motor learning and one's resilience to proactive interference.…”

Section: Introductionmentioning

confidence: 99%

To Examine the Effects of Exercise & Instructional Based Interventions on Executive Functioning, Motor Learning & Emotional Intelligence Abilities Among Older Adults

Kumar¹

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Motor skills are a vital part of our life, and there might be situations where we will be required to either learn a new skill or relearn a known one. We examined the effectiveness of two different interventions-eccentric exercise and motivation-based instructions on enhancing the ability of older adults to learn a novel motor skill. Exercise intervention studies have shown that as little as 12 weeks of exercise can lead to improvements in both physical fitness and cognitive function in older adults, particularly executive control. But it is still unclear whether those improvements translate to improvements in other domains that rely on executive control, like motor skill learning and emotional intelligence. Study 1 explored the effect of eccentric exercise on these domains, specifically the ability to handle proactive interference in motor learning. 22 healthy adults (65-85 years of age) were recruited and randomly assigned either to a non-exercise control group, or to an exercise intervention group that performed 12 weeks of low to moderate intensity eccentric leg exercise (Eccentron). Corresponding neurophysiological measures were also recorded using EEG. We found that the control group experienced more proactive interference from baseline learning to post-test compared to the exercise group. The latter also displayed a higher level of emotional processing abilities than controls. They provide preliminary evidence that the cognitive benefits of exercise for older adults can be extended to domains outside of but related to executive control and memory. In study 2, we examined the effectiveness of an intervention based on the OPTIMAL theory of motor learning and performance on skill acquisition in both younger and older adults. We recruited 39 younger adults and 30 older adults and randomly assigned them to either the experimental group or to the control group. The intervention affected the two groups differentially. It was somewhat successful at improving learning in the older adults, but not in the younger adults. In fact, the intervention may have interfered with learning in the latter.

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Are executive functions related to emotional intelligence? A correlational study in schizophrenia and borderline personality disorder

Cited by 13 publications

References 29 publications

Facial Emotion Recognition in Children and Adolescents with Specific Learning Disorder

Facial Emotion Recognition in Children and Adolescents with Specific Learning Disorder

Dysfunction of Empathy and Related Processes in Borderline Personality Disorder: A Systematic Review

To Examine the Effects of Exercise & Instructional Based Interventions on Executive Functioning, Motor Learning & Emotional Intelligence Abilities Among Older Adults

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